Sociocultural Theory-Guided College-Level Mandarin Chinese Hybrid Course Design

Abstract

This paper explains how sociocultural theory (SCT), particularly its three
key concepts: mediation, zone of proximal development, and agency, can
be used to guide the course design of college-level 1st-year Mandarin
Chinese hybrid courses. Specific examples are illustrated to demonstrate
how three aspects of the hybrid course design: 1) learning materials and
tasks, 2) teacher-student and student-student interaction, and 3)
assessments, are guided from a SCT perspective. The feedback from
students enrolled in a college-level hybrid Mandarin Chinese course
sequence is also provided.