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Teacher as a Mediator in Foreign Language Speaking Fluency Development: A Case Study of an Advanced-Placement Chinese TBLT Classroom

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Veröffentlicht in:Journal of Language Teaching and Research vol. 16, no. 3 (May 2025), p. 703
1. Verfasser: Liang, Jing
Weitere Verfasser: Apedoe, Xornam
Veröffentlicht:
Academy Publication Co., Ltd.
Schlagworte:
Language
Teaching
Action research
Motivation
Classrooms
Culture
Fluency
Second language learning
Intentionality
Second language instruction
Case studies
Task-based language teaching
Mediation
Educational activities
Meditation
Confidence
Linguistics
Cognitive development
Foreign language learning
Second language teachers
Chinese languages
Teachers
Intention
Teaching methods
Mediated learning
Foreign aid
Foreign languages
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Abstract:This action research case study will help educators conceptualize the mediator's role by investigating how mediation is used under the guidance of Reuven Feuerstein's Mediated Learning Experience theory to aid learners' fluency development in an Advanced-Placement Chinese high-school Task-Based Language Teaching classroom in America. Findings from this mixed-methods action research study first suggest what types of mediation might influence fluency development after finding mediation of intentionality and mediation of feeling of competence were practiced most and much more frequently than other mediation types during the whole mediation period. Second, this study indicated that teachers can use questioning techniques to implement different mediation types in their classrooms. Furthermore, the findings suggest that two possible factors might affect mediation quality. One factor is whether teachers can modify lesson plans; the other is the influence of the teachers' personalities on their mediation strategy choices.
ISSN:1798-4769
2053-0684
DOI:10.17507/jltr.1603.01
Quelle:Career & Technical Education Database