The Impact of Hybrid Learning Mode on Chinese Language Proficiency and Engagement of International Students: a Study of Chinese as a Foreign Language Learning
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Abstract
With the profound changes in the language learning environment driven by technology, and the increasingly prominent status of Chinese as a global language, it is necessary to
have an indepth understanding of the multifaceted impact of technology and language learning tools such as ClassIn on Chinese learnin.
This study aims to explore the effectiveness of Class-in in blended teaching for Chinese language skills (listening, reading, and writing), as well as to investigate the impact of engagement levels on language learning outcomes among second language learners of Chinese in a blended learning context.The research subjects were 95 Chinese language learning international students from a university in Yunnan province, China, using quantitative research methods. Research tools included pre-test and post-test scores for control and experimental groups, as well as an online engagement questionnaire. Data analysis was conducted using SPSS26.0 for paired-sample t-tests and multiple linear regression. The results show that the hybrid teaching based on Classin is helpful to improve students' listening and reading level, while the traditional teaching about writing is more dominant. The improvement of students' listening, writing and reading is mainly due to students' independent participation in Classin teaching. The multi-modal function of Classin promotes the improvement of listening and writing, but interferes with reading learning. Peer involvement has no effect on blended learning. This study has important implications for Chinese language teachers, learners, linguists, school decision makers and classroom platform managers.
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References
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