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Intermediate-level Hybrid Chinese Language Class Model

2016 Chicago Language Symposium (April 15-16)

Li Jin

on 16 April 2016

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Transcript of Intermediate-level Hybrid Chinese Language Class Model

Intermediate-level Hybrid Chinese Language Class Model
Model Overview
Learning Tasks & Online Materials
Learning Outcomes
Model Strengths & Weaknesses
Evolution of the Model
General Suggestions
Theoretical framework (more than input & output): http://tinyurl.com/hybridchinese ;
We are teaching a digital generation of students. But don't assume every student is technologically savvy;
A flipped class may attract more students than a hybrid class if there are no additional authentic communicative opportunities;
Hybrid learning is more applicable for intermediate or above students.
Li Jin, DePaul University
2016 Chicago Language Symposium (April 15-16)

Hybrid Intermediate Chinese Class
Online Grammar Lectures/Grammar Review
F-t-F Meeting
Online Dialogue
Listening & Speaking Exercises
Written homework
Language Partner weekly meeting
Review of Previous lesson
Conversation Practice
Weekly Assessment
Technologies Adopted
Audio recording
: vocaroo/garage band -->voicethread;
Online Community
: 2nd Life --> WeChat & Chinese language partners;
Online Grammar Lectures
: PPT & coiceover -->voicethread;
Learning Tasks
Speaking Assignment
: theme-based recording --> dialogue recording & topic-based monologue;
Grammar Exercises
: audio comment-->text comment on voicethread;
Group video projects
: real-life performance
Online quizzes --> workbook exercises & online exercises
Student Demographic
Students who prefer less classroom time --> highly motivated students & heritage learners
Class Q& A (WeChat Community)
Online Grammar Lectures
Online Speaking Assignments
In-class Conversation Practice
Language Partner Weekly Meetings
Group Video Projects
(Facebook Community)
Online learning & F-t-F meeting complement each other;
Learner-centered learning process (other-regulated --> self-regulated):
technology use
learning tasks
Building a learner community;
Learner autonomy
high demand for autonomy --> students lacking time; management skills may struggle;
students may choose to omit online grammar lectures, over-relying on textbook or poor-quality dictionaries/resources;
lack of quality control of language partner meeting;
Existing Online Resources
online resources: animated dialogues, downloadable mp3 files;
(app): e-flashcards;
Online dictionaries
(apps): nciku.com, pleco
Full transcript