This paper reports on a study on the use of activity-based learning in
the Chinese as a Foreign Language classroom, for young learners (8-9 years old) in the western Sydney region. The
research question was: How can activity-based learning be used to teach Chinese
language to learners who do not have a Chinese language background? This action
research involved the teacher-researcher reflecting on her teaching practice.
She engaged in activity-based learning of this research for nine weeks in 2019.
Data were collected from sources including feedback from the classroom teacher’s
observations and interviews, teacher-researcher’s reflective journal, as well
as student’s focus groups and checklists. By using various activities such as
simple Chinese songs and visual arts activities, students engaged cognitively
and emotionally. Activity-based learning had a significant impact on their
Chinese language learning.
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