INNOVATING TASK-BASED MANDARIN LEARNING FOR BUDDHIST STUDIES STUDENTS AT NALANDA INSTITUTE
Abstract
As Mandarin grows in global importance, this study examines task-based online instruction in Mandarin II, the follow-up course to basic Mandarin I, for Buddhist Studies students at Nalanda Institute. The research explores how distance education can effectively develop Mandarin writing and speaking skills through structured tasks. It specifically examines the role of technology in supporting independent language acquisition. The learning objectives focus on writing and speaking practice, with tasks progressing from copying Chinese characters to constructing sentences and paragraphs, as well as recording spoken phrases and sentences. Ten students participated in this study. Their learning experience was structured using David Merrill’s instructional design principles, which shaped an outcome-based curriculum. Data collection included course design documents, learning process journals, student task assessments, and self-evaluations of progress. Key findings reveal that online Mandarin learning requires additional support mechanisms when teachers are not physically present, emphasizing the importance of integrating technology such as recorded audio, modules, and Quizlet to facilitate independent practice. Students faced challenges, particularly with Mandarin tones in speaking exercises, yet remained motivated to persist. Encouragement and constructive feedback were crucial in sustaining their engagement, despite the acknowledged difficulty of learning Mandarin in a distance learning environment. The study highlights the necessity of structured technological and motivational support to enhance task-based language learning outcomes in online settings.
Keywords: Mandarin instruction, online learning, task-based learning
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