An exploration of culture-based tasks design for beginning Mandarin learners: an action research in a Western Sydney school

Abstract

This thesis explores the potential benefits of applying culture-based tasks to teaching Chinese as a foreign language in the Australian school system. Using a qualitative action research design, the data was collected from a primary school in the Western Sydney Region where the researcher-teacher volunteered as a Mandarin teacher. The aim of the study is to improve students’ engagement in Mandarin class and stimulate students’ interest in this subject. The data was gathered during the teacher-researcher’s two cycles of teaching implementation of two distinct types of culture-based tasks in class; a role-play task and a creative task. The results suggest that students’ behaviour, emotional and cognitive engagement varied between role-play versus creative tasks. Consistent with the components inherent to the tasks, role-play appears to disproportionally enhance behaviour and emotional engagement, whereas creative tasks improved cognitive engagement in class. Regardless of the type of task, embedded culture related content was found to stimulate students’ learning interest.

Date of Thesis submission	2024
Original language	English
Awarding Institution	Western Sydney University
Supervisor	Jinghe Han (Supervisor) & Maree Skillen (Supervisor)