Abstract
This mixed-methods study investigates the impact of service-learning on students enrolled in an advanced Chinese language course, focusing on their perceptions and outcomes related to academic performance, personal development, and civic engagement. The research also explores the common characteristics of students who voluntarily participate in service-learning activities and identifies factors that contribute to successful service-learning implementation in a Chinese language program. The findings reveal statistically significant improvements in students' community engagement and cultural competence after participating in service-learning, as measured by the Public Affairs Scale (PAS). Qualitative analysis of students' reflections and the researcher's observations yielded three main themes: personal and interpersonal growth, academic enhancement, and meaningful civic learning. The study also highlights some differences in service-learning experiences based on gender and race. This research provides empirical evidence for the positive impact of service-learning in Chinese as a Second Language (CSL) contexts and offers insights into the design and implementation of effective service-learning programs. The study concludes with recommendations for future research directions in service-learning and Chinese language education.
Keywords
service-learning, Chinese as a Second Language (CSL), mixed-methods, community engagement, cultural competence
Date of this Version
8-2024
Recommended Citation
Li, Bailu and Hong, Wei Dr., "Transforming Chinese Language Learning through Community Engagement: A Mixed-Methods Study of Service-Learning" (2024). School of Languages and Cultures Faculty Publications. Paper 28.
https://docs.lib.purdue.edu/lcpubs/28
Comments
This is the author's version of Li, Bailu and Hong, Wei (2024): Transforming Chinese Language Learning through Community Engagement, presented at CLTA 2023 and shared here with permission.