GUIA PARA LAS INSTRUCCIONES DE REGATA
2* AVISOS A LOS PARTICIPANTES
In terms of further research, the following areas are:
1) Further study could use larger and more regionally diverse student populations to make the findings to be generalizable to more Chinese learning students.
2) Future studies could consider using focus-group interviews, which would bring more student thoughts about the topic of Chinese learning motivation.
3) Future studies could involve teachers’ perceptions about classroom learning environment and student motivation.
35
4) The classroom environment instrument and motivation survey can be further validated with different student populations.
5) Further research can explore if there are relationships of cause and effect between task orientation, involvement, or equity and student motivation to learn the Chinese language respectively.
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46
APPENDIX A. CHINESE LANGUAGE CLASSROOM ENVIRONMENT INVENTORY
The Chinese Language Classroom Environment Inventory (CLCEI) assessment consists of a set of validated survey instruments that address the psychosocial dimensions of high school classrooms. This is the Student-Actual version of the CLCEI.
CLCEI consists of six subscales (described further in the table below). Each subscale contains eight 5-point Likert-type items ranging from “Almost never” to “Almost always”. Students are asked to rate each item based on their perception of the classroom learning environment. Subscale averages range from 5 (Almost never) to 1 (Very often).
Table A.1. CLCEI consists of six subscales
CLCEI
Subscale Description Sample item
Student
cohesiveness Extent to which students know, help and are supportive of one another I am friendly to members of this Chinese language class.
Teacher support
Extent to which the teacher helps, befriends, trusts and is interested in students.
The Chinese language teacher goes out of his/her way to help me.
Involvement
Extent to which students have attentive interest, participate in discussions, do additional work and enjoy the class
I give my opinions during Chinese language class discussions.
Task orientation
Extent to which it is important to complete activities planned and to stay solving and investigating.
I know what I am trying to accomplish in this Chinese language class.
Cooperation Extent to which students cooperate rather than compete with one another on learning tasks.
I cooperate with other
students on Chinese language class activities.
Equity Extent to which students are treated equally by the teacher.
I am treated the same as other students in this Chinese language class as other students.
47
Directions: This survey contains statements about practices which could take place in this class. You will be asked how often (Almost never, Seldom, Sometimes,
Often, Very often) each of the following practices actually takes place in your Chinese
language class. There is NO “right” or “wrong” answers. DO NOT put your name or student number on the page.
Draw a circle around:
1 if the practice takes place Very often 2 if the practice takes place Often 3 if the practice takes place Sometimes 4 if the practice takes place Seldom 5 if the practice takes place Almost never Table A.2. Chinese language classroom environment inventory
Almost
never Seldom Sometimes Often often Very
1. I make friendships among students in
this Chinese language class. 5 4 3 2 1
2. I know other students in this Chinese
language class. 5 4 3 2 1
3. I am friendly to members of this
Chinese language class. 5 4 3 2 1
4. Members of the Chinese language
class are my friends. 5 4 3 2 1
5. I work well with other class
members. 5 4 3 2 1
6. I help other class members who are having trouble with their Chinese
language work. 5 4 3 2 1
7. Students in this Chinese language
class like me. 5 4 3 2 1
8. In this Chinese language class, I get
48
Table A.2. Chinese language classroom environment inventory (Continued)
Almost
never Seldom Sometimes Often often Very
9. The Chinese language teacher takes a
personal interest in me. 5 4 3 2 1
10. The Chinese language teacher goes
out of his/her way to help me. 5 4 3 2 1
11. The Chinese language teacher
considers my feelings. 5 4 3 2 1
12. The Chinese language teacher helps
me when I have trouble with the work. 5 4 3 2 1
13. The Chinese language teacher talks
with me. 5 4 3 2 1
14. The Chinese language teacher is
interested in my problems. 5 4 3 2 1
15. The Chinese language teacher
moves about the class to talk with me. 5 4 3 2 1
16. The Chinese language teacher’s questions help me to understand the
subject. 5 4 3 2 1
Almost
never Seldom
Sometimes
Often often Very
17. I discuss ideas in Chinese language
class. 5 4 3 2 1
18. I give my opinions during Chinese
language class discussions. 5 4 3 2 1
19. The Chinese language teacher asks
me questions. 5 4 3 2 1
20. My ideas and suggestions are used during Chinese language classroom
discussions. 5 4 3 2 1
21. I ask the Chinese language teacher
questions. 5 4 3 2 1
22. I explain my ideas to other students.
5 4 3 2 1
23. Students discuss with me how to go
about solving problems. 5 4 3 2 1
24. I am asked to explain how I solve
problems. 5 4 3 2 1
Almost
never Seldom
Sometimes
Often often Very
25. Getting a certain amount of Chinese
language work done is important to me. 5 4 3 2 1
49
Table A.2. Chinese language classroom environment inventory (Continued)
Almost
never Seldom Sometimes Often often Very
27. I know the goals for this Chinese
language class. 5 4 3 2 1
28. I am ready to start this Chinese
language class on time. 5 4 3 2 1
29. I know what I am trying to accomplish in this Chinese language
class. 5 4 3 2 1
30. I pay attention during this Chinese
language class. 5 4 3 2 1
31. I try to understand the work in this
Chinese language class. 5 4 3 2 1
32. I know how much Chinese
language work I have to do. 5 4 3 2 1
Almost
never Seldom
Sometimes Often Very often
33. I cooperate with other students when doing Chinese language
assignment work. 5 4 3 2 1
34. I share my books and resources with other students when doing Chinese
language assignments. 5 4 3 2 1
35. When I work in groups in this Chinese language class, there is
teamwork. 5 4 3 2 1
36. I work with other students on
projects in this Chinese language class. 5 4 3 2 1
37. I learn from other students in this
Chinese language class. 5 4 3 2 1
38. I work with other students in this
Chinese language class. 5 4 3 2 1
39. I cooperate with other students on
Chinese language class activities. 5 4 3 2 1
40. Students work with me to achieve
Chinese language class goals. 5 4 3 2 1
Almost
never Seldom Sometimes Often often Very
41. The Chinese language teacher gives as much attention to my questions as to
other students’ questions. 5 4 3 2 1
42. I get the same amount of help from the Chinese language teacher as do
50
Table A.2. Chinese language classroom environment inventory (Continued)
Almost
never Seldom Sometimes Often often Very
43. I have the same amount of say in this Chinese language class as other
students. 5 4 3 2 1
44. I am treated the same as other
students in this Chinese language class. 5 4 3 2 1
45. I receive the same encouragement from the Chinese language teacher as
other students do. 5 4 3 2 1
46. I get the same opportunity to contribute to Chinese language class
discussions as other students. 5 4 3 2 1
47. My Chinese language work receives as much praise as other
students’ work. 5 4 3 2 1
48. I get the same opportunity to
51
APPENDIX B. CHINESE LANGUAGE MOTIVATION SCALE The Chinese Language Motivation Scale (CLMOTS) consists of 11 items. Each item is presented with a 4-point Likert-type scale ranging from “Always true” to “Always not true”. You will be asked the degree (Always true, True, Not true, Always not true) of applicability of each statement in your Chinese language learning process. There is NO “right” or “wrong” answers. DO NOT put your name or student number on the page.
Draw a circle around:
1 the degree Always true 2 the degree True
3 the degree Not true
4 the degree Always not true
Open ended question: Why did you choose to take the Chinese class?
_____________________________________________________________________ _____________________________________________________________________
In the survey of this research study, you are also asked to provide responses to 4 questions for some demographic information. For the following items, mark your responses directly on the survey.
Directions: Please select one response for each of the following questions. Please place a checkmark in the box that best describes you.
52 Table B.1. The Chinese language motivation scale
Items Always
not true true Not True Always true
1. Even if my Chinese homework is difficult, I still enjoy doing it.
4 3 2 1
2. When the teacher tells us something about Chinese words, I listen carefully.
4 3 2 1
3. I listen carefully in Chinese class, because I do not want to miss anything the teacher is teaching us.
4 3 2 1
4. Some Chinese words are difficult to write but I
keep trying until I can write them correctly. 4 3 2 1
5. If a Chinese word is difficult to read, I will practice so that I can “say” it correctly.
4 3 2 1
6. If I have made mistakes in my Chinese homework, I like to do corrections.
4 3 2 1
7. When my Chinese teacher tells me about my mistakes, I listen carefully.
4 3 2 1
8. I like my Chinese teacher talking to me about my homework.
4 3 2 1
9. I study hard to get good marks for my Chinese
homework. 4 3 2 1
10. I like to help my classmates learn Chinese. 4 3 2 1
11. I study for Chinese tests even before the teacher tells us to do so.
4 3 2 1
1. What is your gender? □ Female □ Male 2. What best describe you?
□ American Indian or Alaska Native □ Asian
□ Black or African American
53 □ White
□ Hispanic
3. Including this year, how many years have you studied Chinese in school? □ One semester □ 1 year □ 2 years □ 3 years □ 4 years □ Other: ˍˍˍ 4. What is your grade level? _____