Implementing Computer-Mediated Communication Learning Activities for Adolescent Learners of Chinese as a Foreign Language in Ireland: Task Design, Learning Process, Affordances and Constraints

Abstract

Drawing together the development of Chinese as a curricular language subject in Ireland and the most advances in technology enhanced language learning, this doctoral study took place during the Covid pandemic to investigate an innovative pedagogical approach which combined various modalities of Computer-Mediated Communication (CMC) to facilitate Irish adolescent learners of Chinese in telecollaboration communication. It takes Sociocultural Theory (SCT) and its key concepts as the primary theoretical underpinnings to investigate the developmental process of learning and the relationship between learners and social environment which is mediated by technological tools. Linguistic and/or intercultural exchange with native speakers of the target language is recognized as a particular type of CMC in the field of Computer-Assisted Language Learning (CALL). Çiftçi (2016) highlighted that most CMC studies favoured Higher Education context and connected students from western countries with a few exceptions to explore Eastern cultures. Although the research body grows in recent years, studies exploring adolescent learners of Chinese language are very rare (Wang & Devitt, 2022). This study involves a mixed methods approach based on research questions and the iterative design nature of Design-Based Research approach employed in this study. It consists of two DBR cycles, in total 45 Irish secondary school students and 2 Chinese language teachers. Cycle 1 identified that (1) meaningful communication with native speakers is the key need and (2) exploring culture serves as a motivating factor for Irish learners of Chinese as a Foreign Language (CFL). In addition, young Irish CFL learner probably underestimated the challenge of engaging with native speakers, which would suggest that more scaffolding and preparation are required for beginner learners before and during telecollaborations. Therefore, Cycle 2 task design was optimised to include collaborative learning activities (eBook creation on Book Creator) and warm-up text-based conversations on Padlet prior to having a visual telecollaboration meeting on Zoom. Overall, Cycle 2 findings suggested that both students and teachers appreciated the significance of task sequences and the structured affordances provided by Book Creator, Padlet and Zoom. The combination of technology in Cycle 2 was suggested to be beneficial, offering valuable insights for authentic cultural learning and intercultural interactions, collaboration, and team development. Improvements in Chinese language competences such as Pinyin (Chinese pronunciation system), typing skills and identifying Chinese characters were emphasised in the eBook activity. Padlet played a facilitating role in enhancing students' intercultural awareness by providing a relaxed communication environment. Additionally, although the authentic and visual interactions with native speakers on Zoom increased overall confidence in speaking Chinese, anxiety and pressure arising from limited language proficiency and logistical issues among young Irish students of the Chinese language cannot be neglected. While there were many challenges and constraints in implementing telecollaboration projects for young CFL beginners, this doctoral research demonstrated a feasible path forward for Chinese language learning and practical guidance for telecollaboration communication with native Chinese speakers.