The Development of Participatory Digital Learning Materials on Facebook and the Evaluation of the Chinese Learning Platform

• Main Authors: Chen, Yu-Chieh, 陳宇婕
• Other Authors: Chu, Wo-Hsin
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/75s8x5

碩士 === 國立臺灣師範大學 === 華語文教學系 === 106 === In this era of information, technology-assisted language learning has become commonplace. Following the progression of technology, many websites have transitioned from Web 1.0 to Web 2.0. In contrast to the passive consumption of information encouraged by Web 1.0 sites, Web 2.0 allows end users to actively interact with others and develop their own content. One of the best illustrations of the Web 2.0 model is social networking websites. These social networking sites promote participation, co-creation, collaboration, hypermedia, and connection, all of which foster a plethora of opportunities for language learning. Studies on using social networking to assist foreign language learning observe many positive outcomes; however, considerably less research focuses on applying Web 2.0 technologies to Chinese. To mend the gap, this study aims to 1) develop Chinese learning materials designed specifically for Facebook, 2) examine the strategies and techniques employed to achieve successful management of a Chinese learning platform, and 3) evaluate the effectiveness of Chinese digital learning materials and the Facebook platform. The Facebook page ‘‘Let’s Chinese!’’ was created in December, 2015. Over the past two years, this page featured 37 issues of Chinese digital learning materials. Over a thousand ‘‘fans’’ have participated on the platform. This study was conducted through action-based research, quantitative research and qualitative research methods. Analysis of the “Let’s Chinese” Facebook page support the following conclusions. First, while developing material for Facebook, the following principles proved most important: participation, interaction, authenticity, practicality, meaningfulness, diversity and fun. A diverse range of topics motivated platform users to actively participate. The form of the content was also an important factor in engaging learners. Videos that featured real people and were split into sections that asked questions and sought participation from viewers lead to the most user interaction. Second, in regard to platform management, customized timely feedback and regularly held prize draw events enhanced the community atmosphere. Third, when evaluating the platform, “attention and action,” “video watching” and “commenting” best reflect the degree of learner participation. The analysis of the quantitative statistics showed increased participation with the progression and evolution of the digital materials. The following results offer a practical and constructive guide to the development of digital materials, a Chinese learning platform on Facebook and the critical evaluation of the platform. These conclusions can be applied to future endeavors using social networking for Chinese language education.