Using technology-supported enrichment activities to extend student learning in a Chinese as a foreign language classroom

The purpose of this study was to investigate whether exposing middle school students to content above their ability level produced significant differences in students’ confidence in their Chinese as a foreign language competence in each of the following four areas: reading, listening, speaking, and learning vocabulary. Participants (N = 30) were sixth and seventh graders. Results of paired t-test analyses indicated that there was no significant difference in student confidence in Chinese reading competence, t(30) = 0.78, p = 0.22; in Chinese speaking competence, t(30) = -0.50, p = 0.31; or to learn Chinese vocabulary, t(30) = -0.80, p = 0.21. However, there was a significant difference in student confidence in ability to learn Chinese listening, t(30) = -1.78, p < 0.05. It is suggested that exposing students to content well above their ability level can increase their confidence in ability to learn Chinese listening.