Master of Arts

The rise of technologies such as social media websites and Web 2.0 tools has popularized Social Media-assisted Language Learning (SMLL) within the field of Computer-assisted Language Learning (CALL).

SMLL connects interactive social media platforms or applications to language learning, featuring personalization, interactivity, and co-constructed content. It provides students with access to L2 information or content of their interest, facilitating interactive Chinese language learning among students, teachers, native speakers, and peers, thus promoting a communicative approach of "learning through use and using through learning."

This paper conducts a critical analysis by statistically summarizing 31 Chinese language teaching studies under the framework of social media-assisted communicative language teaching. It reviews literature through case studies and research to derive pedagogical recommendations.

The paper comprises six chapters: Chapter 1 introduces the background, significance, research objectives, questions and methods. Chapter 2 outlines definitions and characteristics of communicative language teaching, analyzing the theoretical basis for social media-assisted communicative Chinese language teaching. Chapter 3 details database selection, keyword retrieval strategies, inclusion and exclusion criteria, and literature retrieval methods using CNKI, VIP, and Scopus databases. Chapter 4 involves numbering and statistical analysis of the literature, as well as the creation of summary tables to analyze the proposed research questions. Chapter 5 discusses the research results, identifies the short comings of using social media to support communicative Chinese teaching, and analyzes and summarizes the research questions and development trends. Chapter 6 concludes the study, acknowledging its limitations and suggesting directions for future research.

This research investigated Singapore Primary School Chinese teachers’ differing perceptions towards blended learning and its implication on teachers’ professional development for blended learning. The research employed a phenomenographic research methodology, incorporating a research subject selection questionnaire and semistructured interview to gather data from a diverse sample of teachers teaching in four different Singapore Primary Schools. Data were then sorted according to the factors outlined in the TPAM model.

TPAM is a model that engaged Davis’ (1989) Technology Acceptance Model (TAM) as a foundation to inspect teachers’ perceptions towards blended learning. Within TAM, the factors identified were external variables, perceived usefulness, perceived ease of use, attitudes towards using, behavioural intention of use and actual use of the system. The TPAM adapted all these variables and added internal variables as an additional variable. This is because teaching practice often consists of teachers’ subjective reality. Also, TPAM extracted external variables and internal variables to become overarching variables as teaching practice revolved various key stakeholders and is not limited to teachers’ individual selves and teachers’ internal thought processes.

Findings revealed three different categories of teachers and these three categories of teachers showed a hierarchical relationship in terms of their experience of blended learning, in relation to the factors outlined in the (TPAM). It is notable that the hierarchical relationship within each factor is defined independently due to the nature of the various factors.

Additionally, this research also found that the factors within the TPAM were not linearly related. Instead, this research proposed a tiered categorisation of factors. Three tiers of factors that impacted teachers’ implementation of blended learning were delineated. Tier-One factors include teachers’ external variables, internal variables and attitudes towards using blended learning. Tier-Two factors include teachers’ perceived usefulness of blended learning and their implementation intent of blended learning. Tier-Three factors include teachers’ perceived ease of using blended learning. Tier-one factors are factors that have a direct impact on the actual implementation of blended learning and an indirect impact through mediation on three or more other factors. Tier-two factors are factors that have a direct impact through mediation on the actual implementation of blended learning and an indirect impact on two or fewer other factors. Tier three factors are factors that only indirectly impact the actual implementation of blended learning. These factors were consistent with TPAM and provided the basis for the identification of threshold concepts.

The differing understanding of Tier One factors experienced by the three categories of teachers provided a basis for the preliminary identification of threshold concepts. However, further inspection and validation are needed to create a tangible professional development package to address identified threshold concepts.

Dalam sekitaran masyarakat di alam Melayu yang dikuasai budaya sarat patriarki, idea agar wanita yang menggalas peranan dalam pembentukan generasi semasa dan masa hadapan supaya bersifat progresif dan sejahtera merupakan sesuatu yang menyegarkan. Salah sebuah syarikat penerbitan yang membantu dalam penyebaran wacana ini ialah Matba'ah Al-Ahmadiah yang dibangunkan pada 1895 di Singapura oleh kerabat diraja Kesultanan Riau-Lingga. Condong ke arah tradisi Islam dan pengamalan ajaran tasawuf, kumpulan kerabat diraja ini juga terkenal sebagai cendekiawan dan negarawan yang giat menulis karya-karya keagamaan dan kesusasteraan untuk syarikat penerbitan tersebut. Antara para penyumbang karya termasuk beberapa pengarang wanita daripada golongan kerabat diraja ini. Mereka terkenal sebagai penulis yang prolifik dan mempunyai tahap literasi dan intelektual yang tinggi. Ringkasnya, golongan bangsawan ini, baik pengarang lelaki dan wanita, sebagai sebahagian daripada pergerakan reformis Islam pada masa itu, memainkan peranan penting dengan mentakrifkan kewanitaan serta kaitan peranan wanita berdasarkan tuntutan keluarga dan negara, melalui persuratan Melayu pada ketika itu. Wacana dominan mereka berpusat pada konsep wanita dan kewanitaan yang agak berbeza dengan wacana umum. Soalan menarik yang menjadi perhatian tesis ini adalah, sedang pemeliharan status quo dalam bidang politik yang dikuasai lelaki merupakan corak pentadbiran istana demi pemeliharaan kuasa politik sedia ada, apakah yang menyebabkan golongan bangsawan ini yang terdiri daripada penulis lelaki dan wanita cenderung untuk mengubah citra sosial masyarakatnya dan menggalakkan pemerkasaan wanita? Sejauh manakah Matba'ah Al-Ahmadiah memainkan peranan dalam hal ini?

Kajian ini meneroka beberapa karya terpilih tulisan kerabat diraja Kesultanan Riau-Lingga yang diterbitkan oleh Matba'ah Al-Ahmadiah, Singapura, yang berfokus pada wanita, peranan dan cabaran mereka. Sedang analisis teks merangkumi sebahagian kajian ini, ulasan tentang konteks sosio-politik dan budaya yang mempengaruhi wacana ini juga membentuk bahagian penting dalam kajian ini. Karya-karya yang dipilih untuk dikaji ialah lbu di dalam Rumahnya oleh Raja Umar bin Raja Hassan (1926), Kitab Adab Al-Fatah yang diterjemah dan diadaptasikan oleh Raja Badariah binte Raja Tahir (1926), Syair Khadamuddin oleh Raja Aisyah binte Raja Sulaiman (1926) dan Syair Suluh Pegawai oleh Raja Ali Haji (1923). Untuk menganalisis karya-karya ini, kaitan antara beberapa teori dan pendekatan seperti sosiologi ilmu (Sociology of Knowledge) tajaan Karl Mannheim dan beberapa aspek pendekatan feminisme seperti kapital sosial, stratifikasi jantina, identiti dan dinamika emosi akan diserlahkan.

Pada dasarnya, kajian ini mengemukakan konsep wanita dinamis sebagai tunjang masyarakat yang ditonjolkan dalam karya-karya Melayu pilihan pada abad ke-19 bagi menyangkal pemaparan kewanitaan yang lazimnya pasif dalam kebanyakan sastera tradisional Melayu.

技术与教育的融合日益密切，国际中文教育的数字化进程也逐步加快，视频已经成为国际中文教学的重要工具和资料。但是，现存的许多国际中文视频课程质量参差不齐，许多视频创设者由于语言习得理论薄弱、教学方法单一、技术支持不足以及无法将其巧妙结合应用等原因，对教学视频的设计和规划存在问题。

因此，本文以TPACK框架,即Technological Pedagogical Content Knowledge framework——技术教学法学科内容知识框架为指导，从学科内容知识(CK, Content Knowledge)、教学法知识(PK, Pedagogical Knowledge)、技术知识(TK, Technological Knowledge)、技术学科内容知识(TCK, Technological Content Knowledge)、技术教学法知识(TPK, Technological Pedagogical Knowledge)、教学法学科内容知识(PCK, Pedagogical Content Knowledge)以及共同组成的技术教学法学科内容知识(TPACK, Technological Pedagogical Content Knowledge)共同体这七个组成部分入手，对选取的国际中文教学视频课程进行描述、统计和分析，探索各部分相互作用对教学产生的影响。通过案例分析和统计分析的研究方法，分析中文视频课程内容设计需考虑的要素，整理教学法的应用，优化教育技术对视频呈现的支持，探索创设高质量国际中文视频课程的设计原则，推进国际中文教育数字化领域的发展。

本文通过对中文联盟出品的YCT标准课程(4级下)[英文版] 中43个视频进行转录、统计和批判性分析，讨论视频课程创设的框架和原则，总结出创设优质国际中文教育视频课程的建议，以期对教学有帮助。本研究突出基于实践和现况分析探索的价值，为创设优质的国际中文视频课程提供见解和方法。