Developing reflective learners in Chinese as a foreign language in the US

Sihui (Echo) Ke, Keiko Koda

Research output: Chapter in book / Conference proceedingChapter in an edited book (as author)Academic researchpeer-review


This chapter reports a study that implemented the Integrated Communication (IC) skills approach by integrating assessment and instruction in a college-level advanced Chinese as a foreign language (CFL) course in the US. Both formative and course-level summative assessments were administered in a semester-long advanced Chinese class in order to capture students’ progress. There were three major findings. First, there were measurable gains in students’ IC skills, especially in personal-meaning construction and knowledge refinement. Second, the implementation of IC skill approach was successful in raising students’ awareness of using IC skills for foreign language learning, because they showed more refined language use including lexical production and complexity. Last, we were successful in integrating assessment and instruction at the course and class levels. Discussion is provided regarding how college-level CFL learners were readily engaged in reflecting in an additional language in relation to their previous experiences, which, subsequently, contributed to foreign language learning and refinement.
Original languageEnglish
Title of host publicationReading to Learn in a Foreign Language
Subtitle of host publicationAn Integrated Approach to Foreign Language Instruction and Assessment
EditorsKeiko Koda, Junko Yamashita
Place of PublicationLondon
ISBN (Electronic)9781315183077
ISBN (Print)9781138740990
Publication statusPublished - 20 Aug 2018
Externally publishedYes


Dive into the research topics of 'Developing reflective learners in Chinese as a foreign language in the US'. Together they form a unique fingerprint.

Cite this