Analysis of the learner content creation process in a 1:1 seamless idiom learning environment
This paper reports a pilot study on mobile-assisted language learning that focused on both creative learner output and seamless learning. In learning Chinese idioms, students proactively used smartphones on a 1:1 basis to take photos in their daily lives, subsequently in-class or online sharing and discussions took place, enhancing the students’ understanding in the proper usage of the idioms. Our analysis of the student artefacts in both product- and process-oriented aspects reveals the students’ cognitive process and learning strategies during the course of content creation. The students’ ongoing, open-ended, personal-to-social meaning making process and learner-created authentic content have indeed shown some indicators of seamless language learning and induction-based peer learning that has the potential of transforming language learning into an authentic learning experience.
Students' meaning making in a mobile assisted Chinese idiom learning environment
In recent years, we witness the rise of communicative and contextualized language learning approaches that is concomitant with developments of Mobile Assisted Language Learning (MALL). Im this study, we present a pilot study in MALL that emphasizes "creative learner's output" and contextualized meaning making. In learning Chinese idioms, students used smartphones on a one-device-per-person basis to capture photos of the real-life contexts pertaining to the idioms, and to construct sentences with them. Subsequently, in-class or online discussions took place, which would enhance the students' understanding in the proper usage of the idioms. The learning design is grounded in the seamless learning model that encompass in-class formal learning and out-of-class informal setting, and personal and social learning spaces. The students' ongoing, open-ended, personal-to-social meaning making process and artifacts have indeed shown some indicators of "seamless language learning" that has the potential of transforming language learning into an authentic learning experience.
Using ICT in teaching the Chinese language: Practices and reflections from Singapore
The twenty-first century is the era of communication and knowledge construction, so information communications technology (ICT) literacy has become a critical twenty-first-century skill that enables students to engage in computer-assisted language learning (CALL). This chapter discusses current ICT practices in the teaching of the Chinese language in Singapore. These practices include integrating ICT into Chinese language curriculum goals and assessments, classroom teaching and student learning. Localised ICT platforms used in teaching and learning, such as iMTL and 10C, will be briefly introduced. We will then reflect on the use of ICT in Chinese language teaching in Singapore and suggest its possible future direction. Finally, this paper proposes a new term, authentic learning with ICT (ALICT), that refers to the use of real-life situations and contexts for immersive learning in an ICT-assisted environment.
二十一世纪是沟通和知识建构的时代，因此信息通信技术（ICT）已成为二十一世纪需要掌握的一项关键技能。这项技使学生能够参与由计算机辅助的语言学习（CALL）。 本章讨论了目前新加坡汉语教学中的信息通信技术实践。 这些实践包括将ICT 融入中文课程目标和评估，课堂教学和学生学习。 本文介绍本地化ICT 平台，如iMTL 和10C。 我们将反思ICT 在新加坡汉语教学中的应用，并提出未来可能的发展方向。 最后，本文提出了一个新术语，即ICT 真实学习（ALICT），它指的是在信息通信技术辅助环境中使用现实生活情境和背景进行沉浸式学习。