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Title:
Enhancing Novice Chinese Learners' Cultural Awareness and Language Proficiency through Collaborative Writing
Abstract:
The increasing integration of technology in language education has provided novel opportunities to enhance both linguistic proficiency and cultural awareness among language learners. This action research investigates the use of Google Docs in facilitating collaborative writing (CW) activities to improve not only writing skills but also the cultural understanding of novice Chinese language learners. While much research has focused on the linguistic benefits of CW, this study explores its potential to deepen students' cultural insights alongside language acquisition.
Over fifteen weeks, fifteen first-year Chinese language learners participated in a series of CW activities using Google Docs. These activities were designed not only to enhance writing fluency, accuracy, and complexity but also to immerse students in authentic cultural contexts that required them to engage with and reflect on cultural nuances in their writing. The study employed a mixed-methods approach, gathering both quantitative data through pre- and post-writing tests and attitude questionnaires, and qualitative data through semi-structured interviews.
The findings suggest that incorporating culturally rich topics into CW tasks significantly enhances students’ cultural awareness, which, in turn, positively influences their language development. Students who engaged in discussions and peer-editing sessions focusing on cultural themes demonstrated a marked improvement in their understanding of Chinese cultural concepts and how these influence language use. Furthermore, the collaborative nature of the tasks fostered a deeper appreciation for cultural diversity among the participants, as they had to navigate and negotiate meaning in culturally sensitive contexts.
The results also indicate that students’ writing performance improved not only in terms of linguistic metrics but also in the appropriateness and cultural relevance of their content. Participants reported greater enjoyment and motivation in writing tasks that involved cultural exploration, which led to more thoughtful and reflective writing practices. These findings underscore the importance of integrating cultural elements into CW tasks, particularly in digital environments, to provide a holistic language learning experience.
This study offers practical insights for educators on how to effectively integrate cultural content into CW activities using digital tools like Google Docs. It also highlights the potential of CW to serve as a bridge between language proficiency and cultural competence, suggesting that future research should continue to explore the intersection of these domains.
