How E-learning Platform MOODLE Affects Intermediate Chinese Speaking and Listening Course

ID: 42077 Type: Full Paper: Case Study
  1. Tung Y. HON, The Chinese University of Hong Kong, China

Tuesday, June 24 4:00-4:30 PM

Presider:
Jennifer Thomas, Pace University, United States

In the 21st century, computer technologies have developed at a tremendous pace. With the impact of technological development, the method of teaching Chinese at the Chinese University of Hong Kong has changed massively during the last decade. Classroom teaching has shifted from blackboards and chalk to overhead projectors and computer-aided programs. Students attend language laboratories in addition to meeting teachers face to face; students use electronic devices to search for definitions of new words, take photos of notes and handouts, record lectures, and download sound files for listening and practice. Teachers teaching Chinese as a second language use smart search engines and databases on the Internet to collect, edit, and upload contents to automatically generate teaching materials, thus combining methodology and curriculum with computer technologies to manage teaching online. This study mainly focuses on how an e-learning platform, MOODLE, is applied in our Intermediate Chinese Speaking and Listening Course, particularly on how it manages and supervises students’ paces of study, and how it coordinates with teachers’ classroom teaching. This paper also addresses feedback from students on their perspectives of comprehensive computer technologies employed in teaching Chinese as a second language, and the reflections of teachers towards teaching with MOODLE.

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