ISSN: 2226-6348
Open access
With the wide spread of the constructivist learning theory, the learner-centered teaching mode has gradually become the mainstream of higher education, and more and more educators have realized the importance of student participation in class. However, there is a lack of empirical research on students' participation in Chinese language courses in local universities. Taking J.Y University as an example, this paper analyzes students' participation in Chinese language classes from four aspects: behavioral participation, emotional participation, cognitive participation and agency participation. The results of quantitative analysis show that the overall participation level of students in Chinese language class is higher, with the highest level of emotional participation and the lowest level of agency participation. Students' major category has a significant impact on students' participation. Arts and sports students have the highest participation and science students have the lowest participation.
Aguillon, S. M., Siegmund, G. F., Petipas, R. H., Drake, A. G., Cotner, S., & Ballen, C. J. (2020). Gender differences in student participation in an active-learning classroom. CBE—Life Sciences Education, 19(2), ar12.
Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of school psychology, 44(5), 427-445.
Bizimana, E., Mutangana, D., & Mwesigye, A. (2022). Students’ perceptions of the classroom learning environment and engagement in cooperative mastery learning-based biology classroom instruction. Education Research International, 2022.
Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2020). When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and teacher education, 90, 103004Chuang, S. (2021). The applications of constructivist learning theory and social learning theory on adult continuous development. Performance Improvement, 60(3), 6-14.
Chuang, S. (2021). The applications of constructivist learning theory and social learning theory on adult continuous development. Performance Improvement, 60(3), 6-14.
Forsell, J., Forslund Frykedal, K., & Hammar Chiriac, E. (2020). Group work assessment: Assessing social skills at group level. Small Group Research, 51(1), 87-124.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.
Kelsen, B. A., & Liang, H. Y. (2019). Role of the Big Five personality traits and motivation in predicting performance in collaborative presentations. Psychological reports, 122(5), 1907-1924.
Lyu, S. Z., & FU, Y. (2022). A study on the status of undergraduate class participation in local comprehensive universities -- A case study of J University.Journal of Hubei University of Science and Technology,vol.42(5),124-131
Precourt, E., & Gainor, M. (2019). Factors affecting classroom participation and how participation leads to a better learning. Accounting Education, 28(1), 100-118.
Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2023). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 31(4), 2371-2391.
Reeve, J., Cheon, S. H., & Jang, H. (2020). How and why students make academic progress: Reconceptualizing the student engagement construct to increase its explanatory power. Contemporary Educational Psychology, 62, 101899.
Rugambuka, I. B., & Mazzuki, B. D. (2023). University student-teachers’ diversity and attitudes toward classroom participation. Heliyon, 9(6).
Wong, Z. Y., & Liem, G. A. D. (2022). Student engagement: Current state of the construct, conceptual refinement, and future research directions. Educational Psychology Review, 34(1), 107-138.
Yang, J., Shao, F., Ze, R. J. Z. (2020). Types of classroom participation and academic achievement of college students-- Analysis based on the followership model,Journal of Northeastern University,Volume 22, No. 4,104-111
Yu, Y. H. (2020). Application of multi-dimensional interactive teaching mode in the teaching of national common language in universities,Tribune of Social Sciences in Xinjiang,6,104-109
Yuan, C. (2020). The Influence of Affective Factors and Cognitive Engagement on Students' English Proficiency. Journal of Language Teaching & Research, 11(4).
(Luo & Noordin, 2024)
Luo, X., & Noordin, Z. M. (2024). A Study on Students’ Participation in Chinese Language Courses A Case Study of J.Y University. International Journal of Academic Research in Progressive Education and Development, 13(3), 1959–1967.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode