Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza en línea e híbrida

Resumen:

This study investigates whether culturally adaptive teaching strategies (CATS) enhance instructional effectiveness in one-to-one online Chinese language teaching. Drawing on a controlled experimental design, 177 learners from South Korea (n = 42), Japan (n = 38), Vietnam (n = 32), the United States (n = 28), and several European countries (n = 37) were randomly assigned into either an experimental or a control group. The experimental group received eight culture-specific interaction protocols embedded within one-to-one teacher–learner interactions, while the control group followed the platform’s standard instructional script. Instructional effectiveness was assessed through both classroom interaction and learning outcomes. Classroom interaction was analysed through systematic coding of lesson recordings, focusing on learners’...

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