Home > Published Issues > 2024 > Volume 10, Number 2, 2024 >
IJLT 2024 Vol.10(2): 325-330
doi: 10.18178/ijlt.10.2.325-330

Exploring the Learning Effectiveness of Dialogue-Based College Chinese Teaching Plans

Yu-Hui Lin 1,2 and Te-Sheng Chang 2,*
1. College of Education, Huanggang Normal University, Hubei Province, China
2. Department of Education and Human Potentials Development, National Dong Hwa University, Hualien, Taiwan, China
Email: achang@gms.ndhu.edu.tw (T.-S.C.)
*Corresponding author

Manuscript received June 10, 2023; revised October 18, 2023; accepted November 14, 2023; published April 29, 2024.

Abstract—This study aimed to flip college Chinese education, innovate teaching and learning, and improve their learning effectiveness. This study used the action research method, with a national university in Taiwan as the practice field. There were 332 participants in the action research, and sentimental education was carried out through the theme of “Love Story”. Dialogue-based teaching was adopted for the action plan, in which the students and teachers talked about love and passion in the classroom. Through multiple dialogues between students and oneself, the author of the paper, the storyteller, their classmates, and the teacher, a sentimental education of love and respect was established. This study used the Kahoot! and Zuvio real-time feedback systems in the classroom and in a questionnaire survey to collect research data for follow-up analyses and teacher as researcher reflections to cross-check the research results. The research results showed that 79% of the students felt that the dialogue-based teaching program was effective.  
Keywords—college Chinese, educational technology, teaching innovation, dialogue-based teaching 

Cite: Yu-Hui Lin and Te-Sheng Chang, "Exploring the Learning Effectiveness of Dialogue-Based College Chinese Teaching Plans," International Journal of Learning and Teaching, Vol. 10, No. 2, pp. 325-330, 2024.

Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.