Now showing 1 - 5 of 5
  • Publication
    Open Access
    Students' meaning making in a mobile assisted Chinese idiom learning environment
    (2010-06) ;
    Chin, Chee Kuen
    ;
    ;
    Liu, May
    ;
    Gong, Chen
    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.
      119  381
  • Publication
    Metadata only
    The suitability and practicality of Singapore's modular primary school textbook in the teaching of Chinese as a second language
    (2009) ;
    Chin, Chee Kuen
    ;
    本报告讨论了新加坡模块化小学教科书在新加坡汉语作为第二语言教学中的适用性和实用性。
      30
  • Publication
    Metadata only
    Scaffolding instruction of Chinese essay writing with assessment as learning
    (Springer, 2018)
    Gong, Cheng
    ;
    ;
    Chin, Chee Kuen

    This article shares ideas of how to teach writing through activities based on constructivism and scaffolding. The findings suggested that there is little relation between teacher’s feedback and students’ writing improvement. Instead, the relation is found between the numbers of communication seeking feedback the students send out.

    这篇文章分享如何通过建构主义和鹰架式活动教导写作。研究建议老师的反馈和学生的写作进步并没有多大的关系。反而,对于学生的写作进步有直接关系的是学生寻求多少反馈意见。

    Scopus© Citations 1  23
  • Publication
    Open Access
    Analysis of the learner content creation process in a 1:1 seamless idiom learning environment
    (2010-11) ;
    Chin, Chee Kuen
    ;
    ;
    Liu, May
    ;
    Zhan, Ying
    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.
      196  183
  • Publication
    Open Access
    Exploring Singaporean Chinese language teachers’ technological pedagogical content knowledge and its relationship to the teachers’ pedagogical beliefs
    (2013)
    Chai, Ching Sing
    ;
    Chin, Chee Kuen
    ;
    Koh, Joyce Hwee Ling
    ;
    The notion of technological pedagogical content knowledge (TPACK) has recently emerged as a key theoretical framework that could help explain the complexity involved when teachers integrate ICT into classroom teaching. While the framework has been employed in hundreds of published studies, surveys of teachers’ TPACK for specific subject matter, especially for language teaching, has been rare. In addition, there is also a lack of studies about the relationship between teachers’ TPACK and teachers’ beliefs. This study investigates the profile of Singaporean Chinese language teachers’ technological pedagogical content knowledge (TPACK) and their pedagogical beliefs. It first validated an adapted questionnaire entitled ‘‘Technological Pedagogical Chinese Language Knowledge’’. Based on the data collected from the questionnaire, the findings reveal that the teachers rated themselves as most competent in content knowledge but least competent in TPACK. The qualitative findings provide further support on the teachers’ self-rated profile. The relationship between Teachers’ TPACK and how it is related to teachers’ constructivist or traditional pedagogical beliefs are investigated through Pearson’s correlation. The findings suggest that teachers’ TPACK is more related to the teachers’ constructivist pedagogical beliefs than to the traditional beliefs. Implications of the current study in terms of Chinese language teachers’ professional development are discussed.
    WOS© Citations 40Scopus© Citations 61  293  1020