The six modules of Cool Chinese:
Syllabus Learning (L) Teaching (T)
Assessment (A) CAC IC

Syllabus, Learning (L), Teaching (T), Assessment (A), Cooperation of Academic and Commerce (CAC), International Cooperation (IC) With Syllabus as the foundation, Learning, Teaching, Assessment as the pillars, we aim to design a set of omniform Chinese e-learning materials that are followed up by Cooperation of Academic and Commerce and International Cooperation.


This will define the levels of Chinese ability that are to serve as the foundation for the other modules and material development. We begin our research by mainly referring to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR). Also relating to other well-known language ability indexes—American Council on the Teaching of Foreign Languages (ACTFL Guidelines), Canadian Language Benchmarks (CLB), and Hanyu Shuiping Kaoshi, (also known as HSK, Mainland China’s Chinese proficiency test)—we will develop our own set of proficiency levels for our Chinese language syllabus. Our research content focuses on aspects of language abilities, interests and methods of learning Chinese, and cultural conventions among skills of listening, speaking, reading, and writing. With our syllabus laid out, we expect it to be the reference point for learners, teachers and publishers of Chinese language worldwide.

Learning (L)

Taking social cognitive theory and mobile technology assisted language learning (MALL) as foundation, we will create learning scenarios to be used in ubiquitous and Web2.0 learning environments. They will provide multi-contexts of Chinese learning and help learners acquire Chinese linguistic competence to correctly use Chinese language with a context and cultural awareness.

Teaching (T)

It will be based on our Chinese language syllabus in the analysis of verbal tones, lexical characters, along with teaching strategies, in digital Chinese instruction materials. As we intend to develop a series of asynchronous and synchronous online materials that incorporate scenarios of Chinese language instruction, we will cooperate with industries as to be informed of the needs of Chinese language learners in their acquisition of pronunciation and written characters. The materials and scenarios developed will be evaluated by practical experiments conducted in different Chinese language institutes in Taiwan and overseas language centers.

Assessment (A)

As we expect to construct a potent method of assessment for Chinese proficiency, we will establish an information-management system for problem set archives as well as a Computer-based Testing system (CBT). In our research, we will compare the different efficiencies of question-item strategies between CBT and the Computerized Adaptive Testing system (CAT). Then we will build a CAT system to manage and enhance examination contents and assessment execution effectively. We hope to achieve speed, effectiveness, and precision for future on-line Chinese proficiency tests in this module.

Cooperation of Academic and Commerce (CAC)

In this section, we anticipate cooperation with Chinese e-learning industries for quality enhancement of learning products. Through a dialogue between theories (of pedagogy, digital learning, and foreign language learning) and praxis, we will evaluate and modify our current Chinese digital learning products as we utilize them into our teaching and learning modules. Such cooperation can also advance the quality and competitiveness of our Chinese digital learning products.

International Cooperation (IC)

Expanding our research across domestic and overseas Chinese institutions, we will evaluate instruction materials and scenario and platform designs developed by COOL Chinese. Our methods of evaluating teaching, learning, and assessment will be based on an experimental approach with the results serving as reference to each module of COOL Chinese for further improvement.

Project Coordinator:Ms. Pei-Chun Liu
Address:162 Hoping East Road, Sec. 1, Taipei City 106, Taiwan. National Taiwan Normal University
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