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dc.contributor.authorDevitt, Ann
dc.contributor.authorWANG, MENGDI
dc.contributor.authorBauer, Ciaran
dc.contributor.editorFanny Meunier, Julie Van de Vyver, Linda Bradley, and Sylvie Thou?snyen
dc.date.accessioned2020-06-17T09:04:10Z
dc.date.available2020-06-17T09:04:10Z
dc.date.created28-31 August 2019en
dc.date.issued2019
dc.date.submitted2019en
dc.identifier.citationWang, M., Bauer, C. & Devitt, A., Computer-mediated communication in Chinese as a second language learning: needs analysis of adolescent learners of Chinese at beginner level in Ireland, CALL and complexity, short papers from EUROCALL 2019, Eurocall, Louvain-la-Neuve, Belgium, 28-31 August 2019, Fanny Meunier, Julie Van de Vyver, Linda Bradley, and Sylvie Thou?sny, Research-publishing.net, 2019, 391 - 396en
dc.identifier.otherY
dc.identifier.urihttps://research-publishing.net/manuscript?10.14705/rpnet.2019.38.1042
dc.identifier.urihttp://hdl.handle.net/2262/92781
dc.description.abstractIreland’s new strategy for foreign language education, Languages Connect, identifies the establishment of Mandarin Chinese as a curricular language as a key goal for the coming years. Within the curriculum specification for Mandarin at Junior Cycle (ages 12-15), “using digital technology is identified as a core component: the student uses technology and digital media to learn, communicate, work and think collaboratively and creatively” (NCCA, 2016, p. 6). While the introduction of Chinese courses in Ireland faces a number of challenges (e.g. a shortage of communication opportunities and appropriate learning resources), it also provides a unique opportunity to generate innovative solutions to these challenges through technology, specifically Computer-Mediated Communication (CMC). This paper outlines the overarching goal and Design-Based Research (DBR) methodology for this research project as well as the results of the initial learner needs analysis conducted at a post-primary school in Ireland. Participants in the needs analysis workshop consisted of 19 students aged 12-15 who are learning Chinese, and their teacher. The results of the needs analysis with students and their Chinese language teacher identified opportunities for meaningful communication, particularly with Chinese native speakers, and more learning about Chinese culture as the key needs to address within the broader research project, needs that could be addressed using CMC tools.en
dc.format.extent391en
dc.format.extent396en
dc.language.isoenen
dc.publisherResearch-publishing.neten
dc.rightsYen
dc.subjectLanguage educationen
dc.subjectTeaching Chinese as a Foreign Languageen
dc.subjectNeeds analysisen
dc.subjectChinese languageen
dc.subjectChineseen
dc.subjectLanguage teachingen
dc.titleComputer-mediated communication in Chinese as a second language learning: needs analysis of adolescent learners of Chinese at beginner level in Irelanden
dc.title.alternativeCALL and complexity ? short papers from EUROCALL 2019en
dc.title.alternativeEurocallen
dc.typeConference Paperen
dc.type.supercollectionscholarly_publicationsen
dc.type.supercollectionrefereed_publicationsen
dc.identifier.peoplefinderurlhttp://people.tcd.ie/devittan
dc.identifier.peoplefinderurlhttp://people.tcd.ie/wangm3
dc.identifier.rssinternalid217149
dc.identifier.doihttps://doi.org/10.14705/rpnet.2019.38.1042
dc.rights.ecaccessrightsopenAccess
dc.subject.TCDTagLanguage educationen
dc.subject.TCDTagTeaching Chinese as a foreign languageen
dc.identifier.orcid_id0000-0003-4572-0362


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