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Integrating Technology-Enhanced Student Self-Regulated Tasks into University Chinese Language Course
Abstract
This paper reports on the implementation of a semester-long task in a university lower intermediate Chinese language course. Web-based podcasting technology, ChinesePod, was utilized to assist this implementation. The first part of this paper focuses on the task design informed by frameworks proposed in the literature. The second half of the paper presents and analyses data collected from an end-of-course questionnaire, semi-structured student interviews, and the written scripts of student self-made plays and videos of their performance of the play. The results reveal that the students differ in their perceptions of the task and the ways they approach it. This in turn leads to a quality difference in their performance of the task. This study highlights the importance of careful task design, recognition of individual learning styles and constant rapport with students, especially when student self-regulated tasks are implemented.
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