跨國遠距協作在華語文閱讀與寫作上的學習成效

Crossing the Boundary to Connect CFL and TCFL Learners: The Impact of Instruction of Telecollabora-tion on Reading and Writing Performance

現階段已有多項研究透過網物視訊會議與電腦媒介溝通（CMC）方式針對青少年與成人語言學習領域進行探討。然而關於「華語文為外語學習」（CFL）的研究仍然很有限。為了填補此研究空缺，本研究以遠距協作教學（telecollaboration）模式，探討該模式對CFL青少年學習華語閱讀與寫作表現的影響。本研究採用準實驗設計，收集量化與質性數據，包括閱讀與寫作測驗成績、問卷調查、回饋單及訪談資料。研究對象包括44位美國青少年華語學習者（CFL）及20位台灣某大學華語文教學學程（TCFL）大學生。實驗組中的美國學生須透過網路視訊會議與台灣大學生協作，共同完成一系列作業。所有收集的量化數據經統計分析處理，如t檢定、概似比檢定及多因子變異數分析等；回饋單與訪談獲得的質性資料則提供更深入的見解。
研究結果顯示，實驗組學生在閱讀與寫作測驗中的表現顯著優於控制組。此外，質性資料分析發現，實驗組學生的學習行為改變可能與他們在與華語母語者協作過程中產生的學習焦慮感有關。本研究證實，經過精心設計的遠距協作學習對華語學習者的閱讀與寫作能力具有正向影響。遠距協作學習設計不僅提升學習者的語言表現，還能引發促進性焦慮，促使學生更深入地學習華語文。本研究顯示，身處國外的華語學習者與本國華語教師可透過遠距協作設計，共同發揮其正向潛力，進而提升華語教學與學習的成效。

Several studies have examined the impact of web conferencing and computer-mediated communication (CMC) on language learning, with a focus on both adult and adolescent learners. However, research specifically on Chinese as a Foreign Language (CFL) learning in these contexts remains limited and underexplored. This study aims to fill these gaps by examining the impact of telecollaborative􀀁instruction on adolescent CFL learners’reading and writing performance. A quasi-experimental design was adopted, collecting both quantitative and qualitative data, including reading and writing tests (Test 1 and Test 2), surveys, feedback sheets and interviews. The study involved 44 adolescent CFL learners in the United States and 20 learners from a Teaching Chinese as a Foreign Language (TCFL) program in Taiwan. The US students in the experimental group completed a series of collaborative assignments via web-conferencing with the TCFL learners.Statistical analysis, including t-tests, likelihood ratio tests, one-way ANOVA, and multi-factor ANOVA, was applied to the quantitative data, while qualitative data from feedback sheets and interviews provided additional insights.
The experimental group demonstrated significantly higher reading and writing scores than the control group. Qualitative data revealed that students’improved learning behaviors were linked to a sense of anxiety. This study highlights the positive impact of structured telecollaboration on CFL learners’reading and writing skills. The intervention not only improved language performance but also induced facilitating anxiety, motivating students to engage more deeply in their studies. The findings reinforce the potential of telecollaboration for both CFL learners and TCFL educators.