Computer-mediated communication in Chinese as a second language learning: needs analysis of adolescent learners of Chinese at beginner level in Ireland

Abstract

Ireland’s new strategy for foreign language education, Languages Connect, identifies the establishment of Mandarin Chinese as a curricular language as a key goal for the coming years. Within the curriculum specification for Mandarin at Junior Cycle (ages 12-15), “using digital technology is identified as a core component: the student uses technology and digital media to learn, communicate, work and think collaboratively and creatively” (NCCA, 2016, p. 6). While the introduction of Chinese courses in Ireland faces a number of challenges (e.g. a shortage of communication opportunities and appropriate learning resources), it also provides a unique opportunity to generate innovative solutions to these challenges through technology, specifically Computer-Mediated Communication (CMC). This paper outlines the overarching goal and Design-Based Research (DBR) methodology for this research project as well as the results of the initial learner needs analysis conducted at a post-primary school in Ireland. Participants in the needs analysis workshop consisted of 19 students aged 12-15 who are learning Chinese, and their teacher. The results of the needs analysis with students and their Chinese language teacher identified opportunities for meaningful communication, particularly with Chinese native speakers, and more learning about Chinese culture as the key needs to address within the broader research project, needs that could be addressed using CMC tools.

CALL and professionalisation: short papers from EUROCALL 2021

“…The issue of low averages for ISS categories implies that other factors such as a short telecollaboration period and potential technological problems cannot be neglected. The disconnection between the needs analysis (Wang et al, 2019) and findings in this study demonstrates that learners probably underestimated the challenge of engaging with native speakers, which would suggest that more scaffoldings and preparations are required for beginning-level learners before and during telecollaborations. More in-depth analysis to compare the pre and post changes of intercultural sensitivity among this group and the differences between Irish and Chinese participants will be discussed in an upcoming study.…”

Subjective and Objective Needs Analysis of Mandarin Learners

“…The study helps teachers to change their conventional mindset and opens up another alternative in helping students to learn better and easier. In supporting Ireland's latest strategy for Mandarin language education, Wang et al (2019) looked into the needs of initial Mandarin learners and their teacher. Even though the communication opportunities for Mandarin are lacking in Ireland, the study identified opportunities for meaningful communication and cultural learning that are helpful for students when they employ digital technology to learn the language.…”