2012 Volume 29 Issue 1 Pages 49-62
Regarding Chinese as a second foreign language, self-learning after lessons is essential for learners. However, it has been reported that there are problems of a decline in academic standards and motivation for learning, as well as a lack of hours spent in self-learning after classes by university students. To overcome these problems, a blended learning approach draws some attention, but a method of designing the learning process is not always theoretically-clarified. This study therefore proposes a blended learning approach involving a face-to-face lecture followed by e-learning after-class practice. Taking advantage of Gagne’s Nine Events of Learning as instructional design theory, we propose a three-phase blended learning process for effective teaching and learning. The developed learner-specific e-learning materials for a language-specific environment were experimentally evaluated. In brief, the results of the pilot study suggest that participants improved statistically with regards to hours spent in self-learning, learning motivation, and academic results.
