Computer mediated communication and task-based learning for adolescent learners of Chinese as a foreign Language in Ireland: An eBook task design under the adaption of Bridge 21 technology-mediated learning model

Abstract

The Bridge 21 learning model emphasizes teamwork and technology mediation in the process of activity implementations. With the introduction of Chinese as a Leaving Certificate specification in the Irish secondary education system in 2020, there is a growing interest in Chinese language among schools, parents, as well as students. There are three types of Chinese language courses run through Irish secondary school settings: Junior Cycle (JC) Chinese Short Course, Transition Year (TY) Chinese and Leaving Certificate Mandarin Chinese. However, compared to other Anglosphere countries (e.g., UK, Australia), Ireland is in the early development stages of Chinese as a Foreign Language (CFL) learning (Osborne et al., 2019). Despite this, the open and flexible principle of Chinese course syllabi in JC and TY not only provides Chinese language teachers with the freedom of selecting contents, but also makes it possible to adapt Bridge 21 model into teaching practice. However, Chinese as a curriculum specification at JC in Ireland has not been explored in depth or been combined with the Bridge 21 model. Therefore, this paper aims to elaborate on the design and implementation of an eBook activity which aligns to the Bridge 21 model in a JC Chinese course. The preliminary findings of participants’ reflections suggest that the majority of participants had a positive experience in this activity and identified language development, especially recognition and production of Chinese characters, while one group of participants highlighted that they felt challenged working as a team. This may suggest there is a need for training of both technological tools as well as teamwork prior to conducting Bridge 21 learning activities in the future.