Using game-based learning to motivate Australian primary school students in learning the Chinese language

Abstract

Chinese language as a foreign language is challenging for both teachers and students. This challenge is increased in Australia where most of the monolingual English-speaking students have no contact with the Chinese language or culture outside their classroom. This research focuses on developing young learners' early Chinese language skills through the use of Game-based learning (GBL) strategies. The study is aimed at refining GBL pedagogies in order to enhance motivation among Australian students in learning Chinese characters. The study used action research as a methodology and was conducted over six months in a primary public school in a Western Sydney suburb. During this time, the teacher-researcher collected data sets from school teachers' interviews; students' focus groups; motivation surveys and her own field observation notes. The findings indicate that involving peer competition and group work in GBL settings can have positive effects on motivating students in learning Chinese pictographic characters. Findings also demonstrate that Action Research is an important research method that allows flexibility and growth for students, researchers and teachers in a dialogical environment. In the final chapter, the implications of GBL for Chinese language studies are discussed and recommendations for future teaching and researching in this area are provided.

Date of Award	2018
Original language	English