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Research Proposal: A Study on Course Design and Application of Online Learning Platform in Learning Chinese for Indonesian Students

in Taiwan

Advisor: Prof. Yung Hsin-I Researcher: Arina Saptaningrum Date: January 25th, 2011

Research Proposal Outline


Chapter 1: Introduction

Chapter 2: Literature Review

Chapter 3: Research Methodology


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Chapter 1: Introduction 1/1


Research Background
Maintain ties to the culture

Chinese language booming and necessities

Interest to the language

reasons
Deal with the worlds largest market Get lucrative jobs

The necessities of Chinese language of Indonesian students in Taiwan


Course design and application of Chinese online learning

Daily communication tool


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Chapter 1: Introduction 1/2


e earch oti ation

Chine e Face-To-Face Cla room

Lack of Interacti ity

Lack of Attracti ene

Lack of Flexibility

Cour e de ign and application of Chine e online learning

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Chapter 1: Introduction 1/3


Research Motivation
communicative interaction learners autonomy active and collaborative learning promote multimedia learning authentic experiences various learning materials and information immediate feedbacks cost and time saving

ComputerAssisted Language Learning

provide

learning motivation and attitudes

internet Computer-Mediated Communication (WiZiQ learning platform)


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Chapter 1: Introduction 1/4


Research Purposes
1
Examine whether WiZiQ learning platform promote the learning outcome of Indonesian students in learning Chinese

Research Questions
1
Will learning through WiZiQ platform enhances learning outcome of Indonesian students in learning Chinese?

Understand the impacts will be yielded after implementing the learning platform

What impacts maybe produced by learning with this learning platform?

Investigate the practicality of the learning platform

How is the practicality of the learning platform?

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Chapter 1: Introduction 1/5


Terms Definition

Online course application

Online course design

Online learning platform A network-enabled learning media facilitated with multimedia learning tools

The implementation of network-enabled skills and knowledge transfer activity

An attempt to create certain skills and knowledge transfer activity on networkenabled learning platform

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Chapter 2: Literature Review 2/1


Computer-Assisted Language Learning (CALL) for Second Language Acquisition (SLA)

Conceptual Framework in Designing Online Second Language Course

ComputerAssisted Language Learning (CALL) Evaluation

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Chapter 2: Literature Review 2/2


Computer-Assisted Language Learning (CALL) for Second Language Acquisition (SLA) 2-1 Computer roles in second language learning Structural provide unlimited drill, practice, tutorial explanation, and corrective feedback Cognitive
provide language input and analytic and inferential tasks

Socio-Cognitive
provide alternative contexts for social interaction

(Warschauer, 2000)
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Chapter 2: Literature Review 2/3


Computer-Assisted Language Learning (CALL) for Second Language Acquisition (SLA) 2-1 Socio-cognitive approach in second language acquisition
Vygotsky (1962, 1978) Zone of Proximal Development Long (1983, 1996) Interaction Hypothesis

what is known

Zone of Proximal Development

what is unkown

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Chapter 2: Literature Review 2/4


Computer-Assisted Language Learning (CALL) for Second Language Acquisition (SLA) 2-1 Relevant researches Synchronous Real time chatting and discussion room Asynchronous Email, blogs and wikis Synchronous + Asynchronous Online learning platforms

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Chapter 2: Literature Review 2/5


Conceptual Framework in Designing Online Second Language Course 2-2 Interactivity for second language learning

Moore & Kearsley (1996)

Learner-Content Interaction Learner-Instructor Interaction Learner-Learner Interaction

Chou(2003); Lohr (2000)

Learner-Interface Interaction

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Chapter 2: Literature Review 2/6


Conceptual Framework in Designing Online Second Language Course 2-2 Principle conditions for optimal language learning environment 1. Provide opportunities to interact and negotiate meaning with an authentic audience 2. Provide authentic tasks 3. Provide opportunities to formulate ideas and thoughts 4. Provide an atmosphere with ideal anxiety level (Egbert & Jessup, 1996)
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Chapter 2: Literature Review 2/7


Conceptual Framework in Designing Online Second Language Course 2-2 Relevant researches Synchronous Real time audio-video conferencing and chatting room system Asynchronous Email, discussion forum and blogs Factors to be considered: Degree of interactivity, learners prior knowledge and background, and specific skill aspect to be developed
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Chapter 2: Literature Review 2/8


Computer-Assisted Language Learning (CALL) Evaluation 2-3

Empirical Analysis Learning outcome

Judgmental Analysis ositive Impacts racticality

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Chapter 2: Literature Review 2/9


Computer-Assisted Language Learning (CALL) Evaluation 2-3 Relevant researches Learning outcome Computer-assisted language learning proved to support better performance Impacts Promote communicative language acquisition and contribute to learners confidence Practicality Overall CALL tools are friendly

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Chapter 2: Literature Review 2/10


Summary
Interaction with Content Pedagogy E V A L U A T I O N

Interaction with People Social Interaction

Interaction with Interface Technology

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Chapter 3: Research Methods 3/1


Research Approach and Design 3-1

Learning outcome from CALL application Qualitative Approach Positive Impacts from CALL application Practicality of CALL application

Interview

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Chapter 3: Research Methods 3/2


Research Participants 3-2
 Object: 19 Indonesian students who are pursuing their graduate study in Taiwan  Their level of Chinese language ability are measured according to Test of Proficiency-Huayu (TOP)

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Chapter 3: Research Methods 3/3


Data Collection and Analysis Methods 3-3

Usability Test

PostInterview

PreInterview

Experiment (WiZiQ)

1. Learners background 2. Learners prior knowledge


Course design and application of Chinese online learning

1. Learning outcomes 2. Positive Impacts 3. Practicality (Chapelle, 2001)


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Chapter 3: Research Methods 3/4


WiZiQ Chinese course design
Interaction Forms Week Topic WiZiQ Tools

L-T
1st Introduction and Pronunciation Tones

L-L

L-C

L-I

2Way AV

Chat

White board

File Sharing

Record

2nd

3rd 4th 5th

Daily Routines Shopping Exercise

6th

Final Project

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Chapter 3: Research Methods 3/5


Research Procedure (1st stage)

Develop Research Topic and Scope

Develop Research Motivation and Purpose

Analyze and Explore Relevant Literature

Select Research Participants

Design Chinese Language Course

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Chapter 3: Research Methods 3/6


Research Procedure (2nd stage)

Conduct Pre-Interview and Usability Test

Perform WiZiQ Online Learning

Develop Post-Interview Plan

Conduct Post-Interview

Analyze Pre and Post Interview Results

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Chapter 3: Research Methods 3/7


Research Procedure (3rd stage)

Write Research Result and Analysis

Conclusions and Recommendations

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Chapter 3: Research Methods 3/8


Validity and Reliability 3-4
Interview test questions based on TOP Member checking Consistency in administering the tests and interview

Validity

Reliability

Minimize data collector bias Standardizing conditions Avoid ambiguity of questions or statements

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Course design and application of Chinese online learning