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This study investigates the effects of Task-based Language Teaching (TBLT) and the Audio-Lingual Teaching Approach (ALTA) on learning motivation among non-native Mandarin learners in the Teaching of Mandarin as a Third Language (TMTL). The TBLT applied is an adaptation of Willis's TBL Framework, while the ALTA applied is an adaptation of Sarıçoban's dialogue memorisation. A quasi-experimental design was used in this study, with 21 students selected through convenience sampling for TBLT and 22 students for ALTA. Motivational Strategies for Learning Questionnaire (MSLQ) was employed. A descriptive analysis was conducted to compare if any changes in learning motivation and learning anxiety components for both groups before and after TBLT and ALTA were adopted in the learning interventions. The descriptive analysis showed that there were changes in the aspect of learning motivation and learning anxiety component. The result indicated that there was an increment in the number of students of the group with a very high level of learning motivation for TBLT. The result ranged from 8 students (38%) to 11 students (52%); the ALTA group remained unchanged as 11 students (50%) had a high level of learning motivation, and 11 students (50%) had a very high level of motivation. As for the learning anxiety component, the TBLT group showed a decrease in the number of students having very high anxiety, from 2 students (10%) dropped to 0 student (0%). Meanwhile, for the ALTA group, the results indicated that anxiety level for students had increased; the number of students who experienced a very high level of anxiety had increased from 2 students (9%) to 6 students (27%). The study indicates that TBLT has a positive effect on Mandarin learning motivation, which TBLT might help in reducing students' learning anxiety. Still, ALTA might, on the other hand, increase learning anxiety. The study implies that TBLT might be a better approach to learning Mandarin and might promote better performance among non-native speakers.

The environment that millennials learn in is relaxed and allows for maximum interaction. This type of environment mirrors their real life that is rather "laid-back". Next, millennials strive for personal relationships. They strive well in environment that encourage interaction, for instance group work. In order to bring that "real-life" environment into the classrooms, teachers can plan "simulation" activities as part of the classroom routine. Simulation activities allow learners to gain "hands-on" experience in the form of experiential learning. One way to enable learners to learn through interaction in "real-life" environment is by using simulation. The objective of this quantitative study is to explore the use of simulation in learning Mandarin. 20 respondents were chosen for this study. The instrument used was a survey with 11 items on a 5 point Likert-scale. Findings revealed that activities done during simulation mirror the benefits of experiential learning. The study also revealed that learners learning using concrete example, abstract conceptualization, converging ideas, as well accommodating old ideas with new learning. Contribution/ Originality:The objective of this quantitative study is to explore the use of simulation in learning Mandarin. 20 respondents were chosen for this study.

This study examines the cultural elements in Teaching Chinese as a Second Language (TCSL) based on six high-level of National Primary School’s Chinese Language (BCSK) textbooks, which are textbooks of  BCSK KBSR (Primary School Integrated Curriculum) Standard four to Standard six and textbooks of  BCSK KSSR (Primary School Standard Curriculum) Standard four to Standard six in order to investigate the changes of cultural elements content and describe the features of cultural elements in this two sets of high-level BCSK textbooks. Researcher has used library research methods and information technology methods to collect data and then use quantitative and qualitative analysis methods to calculate cultural elements in high-level BCSK textbooks by referenced to the criteria of classification of cultural elements which designed by researcher based on previous studies as well as the references of TCSL experts. The results showed that (1) high level BCSK KSSR textbooks are found that had more cultural elements for the total number of 622 compared to 522 in high-level BCSK KBSR textbook with the increasing of 19.16% and  (2) high-level BCSK KSSR textbooks can be said to be more ideal to fostering communicative competence as the cultural elements in this set of BCSK textbooks are more geared towards communicative cultural elements with a record rate of 46.30% compared to 39.27% only in high-level BCSK KBSR textbooks.