Enhancing Student Engagement: Examining Instructional Strategies in a University-Level Chinese Language Program

• In Event: Sheraton Roundtable Session Sixteen
  In Roundtable Session: Oracy, Reading, and Pronunciation Proficiencies (Table 11)

Abstract

The Utah Chinese Bridge Program (UCBP) is a university-level Chinese language program offered to high school students. This study investigates the relationship between four instructional strategies (e.g., guided reading lesson, teachers’ constructive feedback, group discussion, and project-based language learning (PBLL)) that are commonly used in UCBP and student engagement in four dimensions (e.g., emotional, social, behavioral, and cognitive). It is aimed to determine which classroom instructions are effective to meet students’ learning needs and help enhance their engagement in the class. A self-reported questionnaire is given to 218 Chinese Bridge students to examine their perception regarding those instructional strategies and their engagement. Our findings show that four instructional strategies influence the different dimensions of student engagement to varying degrees.

Author

• Shin Chi Fame Kao, University of Utah
  Presenting Author