LMS Implementation & Proposed Framework for New HSK Curriculum
1. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 1
Work Report
LMS Implementation & Proposed Framework for New Chinese Language Curriculum
Author(s): Jason Lai
Contributor(s): Huynh Thanh Tien, PhDa
, Vo Thi Minh Phung, Ph.Db
Author Summary
Jason Lai, Adjunct professor, Facualty of Foreign Languages
Vietnam National University HCMC-An Giang University
Correspondence to: jasonlai@agu.edu.vn
Author contributions
Huynh Thanh Tien, PhD provided consultation and review to this work.
Vo Thi Minh Phung, PhD contributed data and provided consultation.
Affiliations
[a] Trung tâm Tạo Nguồn Nhân lực Phát triển Cộng đồng - Resource Center for Community Development,
Vietnam National University HCMC-An Giang University, 18 Ung Văn Khiêm, P. Đông Xuyên, TP. Long Xuyên,
tỉnh An Giang, Việt Nam
[b] Hue University, 102 Phung Hung St., Hue, Vietnam
2. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 2
Abstract
With advancing technologies and the constantly evolving needs of modern learners, the traditional classroom-based
approach is fast becoming less efficient. A learning management system (LMS) is an e-learning software application
that handles the delivery, administration, automation, and analytics of learning materials. LMS has essentially
become the dominant option and one of the smartest aids for eLearning processes that allow instructors to deliver
customized content, leverage multimedia resources and other engaging content formats, and engage students much
better than old fashioned paper tigers - for long printed books have preyed on our precious hours and energies.
Additionally, the LMS/MOOCs courses can effectively minimize the negative impact on the quality of Chinese
language teaching and learning caused any force majeure events or irresistible factors in the future.
The proposed new Chinese language curriculum framework for An Giang University (AGU) is based on
referencing the learning, teaching and assessment guidelines of the European Framework of Reference for
Languages (CEFR), European Benchmarks for the Chinese Language (EBCL), Test of Chinese as a Foreign
Language (TOCFL) as well as the HSK 3.0 (2021) “new standards”. AGU’s current decades old curriculum
definitively won’t be able to survive the HSK 3.0 “new standards”. For the good of our students’ learning to the
Chinese language and for the school’s reputation, it is essential to put in place a new curriculum that can meet and
even exceed the requirements of the HSK 3.0 “new standards”. This proposed framework is to enact a vocabulary
centric, outcome oriented, tech-based effective new curriculums to equip our students with the level of Chinese
language proficiency not only for academic success but also for the competency required by job market.
Keywords: LMS, MOOCSs, Canvas, Moodle, education tech, iBT, CEFR, EBCL, TOCFL, HSK 3.0, VNU HCMC,
AGU FFL, Chinese language, Mandarin
3. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 3
Work Report on LMS Implementation &
Proposed Framework for New Chinese Language Curriculum
Implement Blended Mode LMS/MOOCs for CH102 Tiếng Trung 21
During the pandemic VNU HCMC recommended Canvas as the eLearning platform. Although I am not able to
come back to Vietnam, Dr. Tien at Resource Center for Community Development (RCCD) had kindly kept me
informed of the foremost development and updates of the school. In the process of acquainting myself with the
popular LMS, I have shortlisted two – Moodle and Canvas. LMS’s share similar core elements which suffice and
exceed the requirements for developing the blended learning courses with both online and classroom formats and
manage the classes, but Moodle and Canvas both offer free accounts.
“Canvas is a web-based and it includes a variety of customizable course creation and
management tools, course and user analytics and statistics, and internal communication tools.
Moodle allows you to have a lot more control over multiple aspects of your e-learning program.
This is not only limited to the customization of content but also performance, functionality as
well as its appearance.
Canvas has a modern and fresh-looking interface but far less powerful than Moodle.” (Moodle vs
Canvas, Which Is Better for Your Organization? 2017)2
(Brown, 2020)3
As far as the course development, the concept of Massive Open Online Courses (MOOCs) is adopted for
supporting its spirit of free online availability to anyone and delivery of quality education at scale. Simply speaking
eLearning comes in two forms – prerecorded videos and online conferences. In the scenario of developing LMS
CH102 only the course materials are made complete and ready for self-study online in Canvas, instead of the video
recording the entire course. The interactions with students will happen in the physical classrooms. Canvas comes
reintegrated with video conferencing platform called BigBlueButton which resembles to Microsoft Teams, Google
Meet or Zoom. This approach is especially helpful in such situation that FFL is lacking sufficient Chinese language
lecturers but with extraordinary number of students. Because course materials are delivered digitally to students’
mobile devices instantly making it possible for students to keep pace with the instructors even in a “mega” class of
greater number of students. And, with BigBlueButton or alike online video conferencing tools, LMS MOOCs can
offer the experience resembling the physical classroom lectures when students access these types of courses off
campus. LMS MOOCs will have better learners’ engagement and the overall effectiveness.
As my DH19 students were graduating, I developed a Web development course in Canvas4 to teach students how
to build personal Websites utilizing entirely free resources available on the Internet – free domain name registrar,
free DNS server, free SSL certificate, free custom mail, free hosting and free security service while I worked from
home during the pandemic. This gave me an opportunity of taking a panoramic look into the functionalities of LMS
in general. Simply speaking eLearning comes in two forms – prerecorded videos and online conferences. From a
1
Self-enrollment URL: https://canvas.instructure.com/enroll/EFMEGM. Alternatively, or sign up
at https://canvas.instructure.com/register with code: EFMEGM.
2 Moodle vs Canvas, which is better for your organization? (2017, May 11). Paradiso ELearning Blog.
https://www.paradisosolutions.com/blog/moodle-vs-canvas/
3 Brown, G. (2020, June 2). Canvas Vs Moodle: Which is better for online teachers? Masterteachingonline.com; Master Teaching
Online. https://www.masterteachingonline.com/canvas-vs-moodle-which-is-better-for-online-teachers/
4 Course code: XDENGX; URL: https://canvas.instructure.com/enroll/XDENGX. Demo website:
https://tracycuong.wixsite.com/home
4. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 4
lecturer’s perspective I would hold the viewpoint that Blended Learning (aka. b-Learning), a combination of offline
and online instruction where students interact with the instructor, the material, and other students through both a
physical classroom and an online platform is the best format of conducting the classes.
One positive and important change that brought about by the pandemic is the impetus to eLearning which has
become fundamental to how classes are conducted. The face-to-face learning without eLearning components limit
student’s access to basic and additional course and learning information. Unprecedented connectivity and
convenience already have and are having a profound effect on the way that students learn. The exposure to digital
devices for the young generations has led to a level of unprecedented comfort with digital learning. The traditional
classrooms are unlikely and cannot to continue on like “usual”. With advancing technologies and the constantly
evolving needs of modern learners, the traditional classroom-based approach is fast becoming less efficient.
It's time that we educators embrace new technologies! For those, lecturers and students alike of a foreign language
who are willing to make the efforts to get over the technological humps and create and embrace this kind of
digitized learning environment, the result is a new access to entire semantic worlds that were virtually inaccessible to
previous generations of learners.
What and Why of LMS
Simply put, a learning management system (LMS) is an e-learning software application that handles the delivery,
administration, automation, and analytics of learning materials. In the broadest sense, an LMS consists of these
three terms: 5 (What Is an LMS (Learning Management System)? - E-Student, 2021)
▪ An LMS handles the learning material delivery, administration, automation, and analytics.
▪ LMS holds an important role in documentation and database management.
▪ The LMS system as a whole handle all the incoming and outgoing learning information within
a single ecosystem.”
There is always new technology coming out that educators can use to aid learning processes and provide efficiency
in both teaching and learning. The fact that LMS is easy to use and doesn’t require much expert intervention makes
LMS a great tool for educators and a powerful learning experience for students. LMS has essentially become the
dominant option and one of the smartest aids for eLearning processes that allow instructors to deliver customized
content, leverage multimedia resources and other engaging content formats (Figure 1), and engage students much
better than old fashioned “paper tigers” - For long printed books have preyed on our precious hours and energies.
LMS can be used for administrative and development tasks, making the lives of teachers and students much easier.
LMS holds an important role in documentation and database management. In USA 99% of educational institutions
already have an LMS in place.6
Like any computer-based system, the implementation a MOOC type of course in LMS demands tremendous
amount of initial investment, especially time – learning the system, rethink pedological teaching model, laying out
corresponding teaching plans, doing research, organize materials, planning and making video/audio recordings,
writing up documents, edit pictures and videos, etc., in order to compile a sensible course. This often scares off the
lecturers who are not tech savvy. The shift is never easy but well worth it.
5 What is an LMS (Learning Management System)? - E-Student. (2021, April 7). E-Student. https://bit.ly/3VmRFpY.
6 49 LMS Statistics and Trends for a Post-COVID World | TrustRadius. (2022, August 31). TrustRadius for Vendors.
https://www.trustradius.com/vendor-blog/lms-statistics-trends
5. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 5
Figure 1. Leveraging multimedia and other engaging contents
Advantages of using LMS for educational purposes
1. Excellent Engagement Rates
Besides making the classroom more interactive, LMS can very effectively track attendance and encourage class
participation. At times, a classroom lecture may get monotonous, lectures can break it into different sessions by
introducing several graded quizzes to cover materials taught and different types of practices and with the help of an
“exit ticket” to check attendance and at the same time their understanding and retention. For the students that are
allowed to take personal or sick leaves, instructors can avail the quizzes to these students outside of the time
allowed for access (Figure 1). More importantly, it ensures that every student has equal and updated access to course
material. Although not being able to attend the classroom lectures students can access the course materials at their
convenience to learn at their pace and thus effectively enables the students to make up their study and tests. (Figure
2) Appendix I shows the overview of the CH102 Tien Trung 2 LMS class.
Figure 2. Versatile setting options for Quizzes
In a traditional class, language learners are divided into groups for practicing speaking and the lecturer can only
check a few groups for their performance because of the class time limit. There is no longer such limit for a LMS
lesson. (Figure 3)
6. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 6
Figure 3. Enable speaking activities for entire class
Quizzes or Assignments can be designed to request ALL students to submit video/audio files for review and being
graded. The same applies to doing the practices. (Figure 4). This conveniently ensures the equal opportunities for
class participation for every student.
Figure 4.In-class grammar practice/test for all students to participate
The end result shows that the LMS classes achieve great engagement and attendance rates with high academic
performance which is demonstrated in Appendix 1.
2. Centralized Learning, Everything in One Place for Total Accessibility
Delivering your course through an LMS keeps the content centralized so all the students have a single source of
content, instructions and questions; and, everybody is up-to-date and no textbooks of different releases. All courses,
materials and completion records – modules, pages, discussions, files, quizzes, assignments, grades, announcements,
etc., are kept in one secure and easy-to-access place and on the cloud which means a 99.9% uptime7 and instant
7
(2022). Instructure.com. https://statushistory.instructure.com/canvas.instructure.com
7. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 7
connection from anywhere, anytime—on just about any computer or smart handheld device. This helps in both
reducing the risk of losing important data/content and enhancing the overall efficiency of the system.
Modules. Use modules to organize course content and create a linear flow for what students should do in
the course. Add files, discussions, assignments, quizzes, and other learning materials. Require prerequisites to be
completed before moving to a module or next module item, or lock an entire module until a specific date. (Figure 5)
Figure 5. Modules in Canvas
Pages. Create interactive course content directly in Canvas. Pages can include text, multimedia, and links to
files and other course content or pages. (See Figure 1)
Discussions. Discussions allow students and instructors to communicate about course topics at any time.
Create discussions for a grade, or facilitate discussions for students to exchange ideas and solve problems. (Figure 6)
Figure 6. Discussions in Canvas
Files. Upload and store course files, or any other files needed to keep on hand. When you save assets in
Files, they're easy to insert directly into modules, assignments, discussions, or pages. Distribute files to students
from your course folder, or lock files until you're ready for the class to download them. (Figure 7)
8. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 8
Figure 7. Files in Canvas
Quizzes. Use quizzes to challenge student understanding and assess comprehension of course material.
The New Quizzes assessment engine allows you to create up to 13 types of question types and content. (Figure 8)
Figure 8. Quizzes in Canvas
Assignments. Assignments include quizzes, graded discussions, and many types of online submissions
(files, images, text, URLs, and media). (Figure 9) Assign them to everyone in a course, or assign different due dates
for specific sections or users. Enable Peer Review so students can review each other's work. Create assignment
groups to organize your assignments and to weight groups by percentage. (Figure 10)
9. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 9
Figure 9. Assignments in Canvas
Figure 10. Assignments Groups for Weight Grades
Grades. Display grades as points, percentages, complete/incomplete, or any other method that matches
your course grading scheme, and filter and arrange Gradebook entries according to your preferences. Automatically
apply a grade for missing or late submissions, and easily hide grades until you're ready for students to view them.
(Figure 11) For simplified grading, use SpeedGrader to view and grade submissions.
Figure 11. Grades in Canvas
SpeedGrader. Allow instructors to view and grade student assignment submissions in one place using a
simple point scale or complex rubric. Canvas accepts a variety of document formats and even URLs as assignment
submissions. Some document assignments can be marked up for feedback directly within the submission. You can
also provide feedback to your students with text or media comments. (Figure 12)
10. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 10
Figure 12. SpeedGrader in Canvas
Syllabus. The Syllabus lets you communicate course objectives and share expectations with your students.
Use the Syllabus description to clarify course objectives, preferred contact methods, and other details, or upload a
PDF of an existing Syllabus. The Syllabus page can also display all assignments and events within the course.
(Figure 13)
Figure 13. Syllabus in Canvas
Rubrics. Use Rubrics to communicate grading expectations and how students will be scored accordingly.
Rubrics can be associated with assignments, discussions, and quizzes. Use a rubric solely for grading, or create a
non-scoring rubric specifically for assessment-based and outcome-based grading without points. Outcomes can be
added as criteria items in rubrics. (Figure 14)
11. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 11
Figure 14. Rubrics in Canvas
Announcements. Share important information about your course and keep students informed.
Announcements can include text, multimedia, and files. (Figure 15)
Figure 15. Announcements in Canvas
For a Canvas Free-for-Teacher account, at logging lectures will land at the Dashboard (Figure 16) where all your
courses including the published and the work in process are displayed in cards view for quick access.
With the availability of smart phones and connectivity to all students, their expectations of the accessibility of
information have changed. LMS that can deliver learning to students wherever and whenever they are right now and
ensure students that they have access to everything they need in one place as well. At logging students will land at
their Dashboards where all the courses they enroll are held. (Figure 17) Students will also see the reminders of the
“To Do” list showing them what quizzes and assignments need to be done and the due dates. Students can also set
the Notifications function to update them instantly of any account wide or course specific announcement posted by
the lecturers.
12. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 12
Figure 16. Lecturer’s desktop & mobile phone views of Dashboards in Canva
Figure 17. Student’s desktop & mobile phone views of Dashboards in Canvas
3. Easy Distribution/Enrollment
Teachers can distribute the course content just as easy as sending an email. Just upload your students in the
LMS and invite them by email. Or copy-paste the URL of the course and send an email through your mail
client. (Figure 18)
13. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 13
Figure 18. Enable self-enrollment in Canvas
Instructors can also disable self-enrollment anytime and only allow students that are on the admission list to enroll
in the course by only email addresses registered. To add students allowed for enrollment, go to People and then
pick the +People function. (Figure 19) If you the +People function is whited out, check if the Course End Date is
set before current date. It is just logical that you cannot add students when the course is already ended. (Figure 20)
Figure 19. Manually register students
14. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 14
Figure 20. Current date must fall between the participation Start and End dates to add students
All the students enrolled, either through self-enrollment or manually added by the instructor will appear in People.
(Figure 21)
Figure 21. List of enrolled students
4. Flexibility and Instant Content Delivery
15. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 15
Lectures can quickly upload new or update any course components – modules, pages, discussions, files, quizzes,
assignments, grades, announcements, etc., (Figure 22) and it will available to students instantly. At a click of the
mouse the lectures can unpublish and republish any of the course components and even the entire course.
Students can be allowed to self-enroll in a course and gain immediate access to the course. To enrich students’
learning experiences, Lessons can be enriched with video and audio and even keep up face-to-face interactions
from inside the Canvas LMS. Pile on as much audio, visuals, and video as you’d like as long as not to exceed the
Free-For-Teachers account’s 500MB limit for each course.
Figure 22. A lesson (Module) composed of pages, discussions and quizzes in the Canvas CH102 course
5. Collaborative Tools
With the collaborative tools students can interact with educators and peers all right in the Canvas LMS. Teachers
can communicate with individual students, groups, or the entire class through messaging, audio notes, video, and
more. And students can collaborate amongst themselves via chat group, video, and other messaging tools.
Announcements. Keep students informed. Announcements can include text, multimedia, equation, table,
embedded HTML code, and files. (Figure 23)
Figure 23. Announcements and type of information allowed
BigBlueButton. The “BigBlueButton” is an open-source web conferencing system that enables teachers
to conduct lectures, office hours, and student group meetings from a computer. (Figure 24) Broadcast real-time
16. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 16
audio and video, share presentation slides, give demonstrations of applications and online resources, and more in
real time.
Figure 24. Tools available in BigBlueButton web conferencing system
Collaborations. The “Collaborations” integrates with Google Docs to allow students to work
collaboratively on tasks like group papers or note-taking. (Figure 25) The “Collaborations” page gives teachers and
students an easy place to keep track of those collaborations, and also to set them up without having to swap emails.
Figure 25. Google Docs integration
Discussions. Encourage student discourse. Threaded discussions are perfect for keeping in-depth or long-
term discussions organized, while Pinned discussions are best suited for short-lived exchanges.
17. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 17
Figure 26. Discussions as a collaborative toll
6. Flexibility/Mobile Learning
Besides capability of enabling the 7/365 access of course materials and staying connected to students at all
time, the responsive layout support from Canvas LMS can avail classes on multiple devices – PCs, tablets,
mobile devices without teachers needing to create separate content for each type of devices because of
their different display properties. Accessing the Canvas LMS through browsers provides easy and same
access to everyone during online and traditional learning. Whether students want to access new content
studying ahead and preparing for classes or revisit an old one to grasp the most from the educational
content, they can set their learning schedule to do that anytime and anywhere. Although in reality, I do
find that Canvas is not fully responsive. For example, it won’t scale the font size that you use in Pages,
quizzes, Assignments and Discussions when viewing them from mobile phone. Font size 22 is probably
the largest that you should use and you should manually review you course content on the mobile phones
and tablets. Other than that, Canvas LMS does deliver the responsive experience that Instructure claims.
7. Increase Productivity
SpeedGrader. LMS’s are designed inherently to handle the administrative stuff and allow the teachers to
spend their time on teaching. As for Canvas the brightest spot has to be the SpeedGrader, which can cut grading
time by 50%. All quizzes and assignments are computer graded on the fly as students answer questions and the
grades are available for teachers’ review as well as students’ viewing instantly, if the teachers so allow that, with the
exceptions of the media file submissions and essay type of assignments that still require manual grading. In the
process of grading students’ speaking tests, I do find that Canvas may have bugs in its data base management
system when retrieving files from especially vast number of media files submissions. SpeedGrader does allow
teachers to easily overwrite the student’s computer grading in Gradebook. (Figure 27)
18. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 18
Figure 27. SpeedGrader allows easy overwrite computer graded scores
Assignment Group. Assignments include quizzes, graded discussions, and many types of online
submissions (files, images, text, URLs, and media). Teachers can create Assignment Groups (Figure 28, 29 & 30)
and each assignment group can be weighted meaning that the weighted system calculates grade items as a
percentage of a final grade worth 100%. Teachers can then allocate course assignments to different assignment
groups and have all assignments under the group worth the same specified weighted value but each assignment
worth a different value.
With Canvas’ robust evaluation system, teachers can easily evaluate students before, during, and at the end of a
course.
Figure 28. Add/Edit Assignment Group to enable automatic weighted grading
19. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 19
Figure 29. Assign a Quiz to Assignment Group
Figure 30. Illustration of weighted grading from applying Assignment Group function
8. Analytics, Insight Aplenty
Tracking and Reporting. LMS has the system for tracking and documenting the learning journeys of each
student. (Figure 31) Canvas allows instructors to keep track of a student’s progress in terms of course completion,
identification of knowledge gaps (Figure 32), participation and engagement level (Figure 33), and time taken to
complete the course. Course analytics serve up data that can help instructors increase student engagement by
offering insights on how students are interacting with course materials. (Figure 34) Reporting is another powerful
feature of Canvas that instructors can leverage to see at a glance who finished the course, who is half way and who
didn't even start studying. These detailed reports can help instructors in the evaluation of course suitability and
whether it requires any modification.
20. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 20
Figure 31. Learning journeys of each student
Figure 32. Identification of knowledge gaps
21. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 21
Figure 33. Participation and engagement level
Figure 34. Course Activity Report offering insights on how students are interacting with course materials
22. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 22
9. Greater Flexibility and Space for Pedagogical Teaching Model Experiments
Unlike traditional classroom-based teaching, where the instructor follows a prescribed approach, online methods of
teaching with the help of an LMS allow instructors to easily experiment with the adopting various teaching
techniques and quickly make adjustments based on students’ engagement, feedback and performance.
Conclusion
Implementing an LMS model for the higher education courses is the trend of the times and things that need to be
done. Most importantly the LMS CH102 course implementation has delivered the most direct and greatest benefits
to the students' learning. Verification in practice with hands-on teaching proves that LMS model is viable and
effective. Supplemented by Internet Based Test (iBT), the LMS/MOOCs courses can effectively minimize the
negative impact on the quality of Chinese language teaching and learning caused any force majeure events or
irresistible factors in the future. iBT can manipulate all aspects of question presentation and answer style - speaking
test, multiple choice, filling, essay, etc., as well as order, number of attempts, time limit and more. Taking TOFEL as
an example, since the introduction of the iBT in 2005, it has completely replaced Computer Based Test (CBT) tests
and TOFEL CBT was discontinued in the year 2006. HSK initially introduces iBT as an effort to combat the
pandemic and it remains till this day.
Classroom tech is here to stay and things will only get better. The combination of digitally literate students and
teachers, the proliferation of new devices, and advances in digital education means that we’ve just begun to explore
the potential of what tech can do. Educators that adopt these new tools early on will be at the forefront of
education innovation.
Build Comprehensive iBT Model
Aiming to make complete the LMS course design and help students with preparing the final exam at the same time,
the NGÂN HÀNG CÂU HỎI (NHCH) of CH102 is used as the framework to design the practice quizzes - iBT
Final (1) and iBT Final (2). All NHCH’s 1235 questions are reviewed and rewritten almost entirely, including the
questions themselves (examples shown in Appendix 2) and the way they are presented to explore the capabilities of
Quiz – multiple choice, true/false, fill in the blank, fill in the multiple blanks, multiple dropdowns, matching,
numerical answer, formula question, file upload question and text (no question). (Canvas Quizzes supports 13 types
of questions, Figure 8)
During the process, I have noticed that it is a direct compilation of the submissions of lectures of different level of
competency and writing styles. There are also duplications, wrong vocabularies and grammars, inappropriate local
dialect (e.g. 同屋, 伊妹儿, etc.), awkward sentences and sentences failing to express the intended meaning. A
complete proofreading and examination to this CH102 test question repository is highly recommended. Below are
some examples of the mistakes in the repository.
Phần 2 Ngữ pháp
二、8. 给病人照顾的人 _____ ______ ______ _____。( 照顾病人的医护人员)
A.的 B.就 C.护士 D.叫做
三、144. 李老师叫 A 哲学 B 和 C 科学 D 理论。( 教)
Phần Đọc hiểu 一、
*11)我们都是留学生((
田芳:你说是罗兰吗?他是法国留学生。( 是说)
*13)在海关
留学生:我不太喜欢喝茶,但是带去送朋友。。( 来)
警察:你来中国学习汉语吗? 关务员。In China, the Custom is not a public security agency.)
留学生:是啊,我去中国学习汉语,还了解中国文化历史呢。( 来)
23. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 23
*17)哪位老师教你?
玛丽:你觉得哪一门可容易? 课)
*19)玛丽在商店买羽绒服
玛丽:这件太肥了,有没有瘦一点儿的?。( 宽松,合身)
*21)自我介绍
是因为我们学什么文就去什么国家学习。( 学哪个语言就去哪个国家学)
Phần Đọc hiểu 二、
甲:我太胖了,这件衣服有点儿瘦,不太合适。( 紧)
Proposed Framework for New Chinese Language Curriculum
Making use of the students’ civic activities week, on Canvas I have put together a HSK 1-6 Self-Study
Course https://canvas.instructure.com/enroll/GKH7PC (Course Code) which includes textbooks,
workbooks, vocabs, audios, videos, mock/past tests, and more. Students were advised to do a self-
placement first to decide which HSK module to start with on the following website:
https://www.hsklevel.com. Most of the materials are in Vietnamese except for the framework and
teaching theories based on the European Union CEFR & EBCL intended for the new Chinese language
curriculum covering CH101 to CH103 which are unpublished.
New HSK 3.0
Savannah Billman February 24, 2022
Figure 35. HSK Is Becoming Harder!
Formulated by the Center for Language Education and Cooperation after nearly four years of
development, the Chinese Proficiency Grading Standards for International Chinese Language Education
was officially released in March 2021 by the Ministry of Education and the State Language Affairs
Commission and implemented from July 1, 2021. The HSK 3.0 (Appendix 3) is becoming harder with
more vocab at each level. Take HSK 3 for example, now it only requires 600 words, but level 3 in “new
standard” requires 2245 words and adds requirements about hand writing Characters.
24. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 24
Figure 36. Total vocabs required for HSK 3.0 vs. HSK 2.0
According to the new standard, HSK test is now having 3 stages and 9 levels instead of 6 levels adding the “Expert”
levels 7-9 for those who are pursuing a master’s or Ph.D. in Chinese at an extremely high Chinese level. This newly
made HSK “Advanced Test” level 7-9 comes into effect in March 2022.
HSK 1-6 will be gradually adjusted and most likely not until 2024 - 2027 the current system of testing will be
changed to reflect the new standard. The current examination effectiveness, content, reference vocabulary and form
will remain unchanged for now. The validity of the obtained HSK 1-6 certificate will remains unchanged as well.
Our current textbooks for “Tiếng Trưng 1” and “Tiếng Trưng 2” together cover about total 776 vocabularies,
which are only able to include 85% of the 300 vocabs required by HSK 1&2. To what extent the additional 300
vocabs required HSK 3 can be covered remains to be inspected. By no means the VNU HCMC-AGU’s current
Chinese language curriculums can survive the HSK 3.0 new standard. It is strongly recommended that FFL
enacts a vocabulary centric, outcome oriented, tech-based effective new curriculums to prepare our students to
take HSK1-6 as soon as possible and to get a better result even after HSK 1-6 is changed. It is essential to our
students for the learning of Chinese language as well as to FFL’s own reputation.
Figure 37. Vocab check of current textbook against HSK 2.0
25. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 25
Thematic Teaching (Topic-Based Teaching)
Common European Framework of Reference for Languages (CEFR)
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated in
English as CEFR or CEF or CEFRL, is a guideline used to describe achievements of learners of foreign languages
across Europe and, increasingly, in other countries. One of the efforts made for designing the new HSK 3.0
standard is to better sync with the CEFR which is one of three frameworks ought to be referenced when
developing the new Chinese language curriculum, especially the “domains” in which the language activities occur
for designing the thematic teaching.
CEFR was put together by the Council of Europe as the main part of the project "Language Learning for European
Citizenship" between 1989 and 1996. In November 2001, a European Union Council Resolution recommended
using the CEFR to set up systems of validation of language ability. The Common European Framework divides
learners into three broad divisions (A Basic user, B Independent user and C Proficient user) that can each be
further divided into two levels (A1 Breakthrough, A2 Waystage, B1
Threshold, B2 Vantage, C1 Advanced and C2 Mastery); for each level, it describes what a learner is supposed to be
able to do in reading, listening, speaking and writing. (Appendix 4)
The CEFR has three principal dimensions:
• Language Activities,
• Domains in which the language activities occur, and
• Competencies on which a person draws when they engage in them.
Language Activities
The CEFR distinguishes four kinds of language activities:
1. Reception (listening and reading)
2. Production (spoken and written)
3. Interaction (spoken and written)
4. Mediation (translating and interpreting)
Domains
General and particular communicative competencies are developed by producing or receiving texts in various
contexts under various conditions and constraints. These contexts correspond to various sectors of social life that
the CEFR calls domains:
1. Educational
2. Occupational
3. Public
4. Personal
Competencies
A language user can develop various degrees of competence in each of these domains and to help describe them,
the CEFR has provided a set of six Common Reference Levels (A1, A2, B1, B2, C1, C2). The six reference levels
are becoming widely accepted as the European standard for grading an individual's language proficiency.
CEFR themes and sub-themes
In CEFR three classifications of "Waystage" (A2), "Threshold" (B1), and "Vantage" (B2), each level has its
corresponding "Themes" and "Sub-themes"8. Under each sub-theme, there are several "specific notions" to
illustrate its connotation. (Appendix 5
)
CEFR 在〈Waystage〉(A2) 、〈Threshold〉(B1) 、〈Vantage〉(B2) 三分级,皆有对「主题(Theme)」
及「次要主题(Sub theme)」的分类,在各个次要主题之下有若干个「特定概念(specific
8
Download CEFR Theme.docx (102 KB)
26. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 26
notions)」,以说明其内涵。
▪ <Waystage> level has 13 themes and 63 sub-themes;
▪ <Threshold> level has 14 themes and 81 sub-themes;
▪ <Vantage> level has 14 themes and 82 sub-themes.
European Benchmarks for the Chinese Language (EBCL)
The European Benchmarks for the Chinese Language (EBCL) is specially developed for European Chinese
language learners. It includes the classification of Chinese characters, spoken language, written vocabulary and other
items, as well as the classification of themes. In the context classification of EBCL, it is mainly divided into
"Themes" and the related "Topics" under each theme. There are 25 themes and 109 topics in total, and each topic
further has its own learning level setting.9 (Appendix )
The themes and topics of EBCL cover grades comparable to CEFR A1.1 to B2, and a small part of C1, mainly for
beginner to intermediate learners. The themes and topics of EBCL are specially designed for Chinese language
learning, mainly for daily communication and situations encountered in daily life.
TOCFL - Test of Chinese as a Foreign Language (Taiwan)
The TOCFL, or Test of Chinese as a Foreign Language, is a standardized Mandarin exam administered by Taiwan.
It aims to develop and establish an effective Chinese assessment system. The exam assesses the Mandarin
proficiency of non-native speakers and overseas Chinese worldwide.
Theme based teaching and learning (Appendix 7
).
Books Recommended for Course Development
1. The HSK Standard course series - recommended textbook series for tracking progress
Published by Beijing Language & Culture University Press and authorized by the Confucius Institute Headquarters
(Hanban) Links to an external site., the HSK stands for 汉语水平考试 (Hànyǔ Shuǐpíng Kǎoshì, Chinese
Proficiency Test), the HSK series is a great place to start as they are based on the (only) official standardized
proficiency tests for Mandarin Chinese in China.
If you are looking for a linear course that you can follow to gradually build up your vocabulary and track your
progress, then this series is for you. The HSK series textbooks come with an accompanying CD which includes
recordings of all the vocabulary lists, dialogues, and texts. Be aware that they are only printed in simplified Chinese.
• HSK 1 Standard Course - Textbook + Workbook (Chinese and English Edition)
• HSK 2 Standard Course - Textbook + Workbook (Chinese and English Edition
• HSK 3 Standard Course - Textbook + Workbook (Chinese and English Edition)
• HSK 4a Standard Course - Textbook + Workbook (Chinese and English Edition)
9
Download EBCL- List of Themes/Topics (Version 1, EBCL, 2012)
27. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 27
• HSK 4b Standard Course - Textbook + Workbook (Chinese and English Edition)
• HSK 5a Standard Course - Textbook + Workbook (Chinese and English Edition)
• HSK 5b Standard Course - Textbook + Workbook (Chinese and English Edition)
• HSK 6a Standard Course - Textbook + Workbook (Chinese and English Edition)
• HSK 6b Standard Course - Textbook + Workbook (Chinese and English Edition)
2. Integrated Chinese by Cheng & Tsui
Published by Cheng & Tsui, this series consists of four different volumes, covering you up to the equivalent of
HSK 4. All texts come with pinyin, and all texts come with both simplified and traditional characters. Cheng
& Tsui is one of the most popular textbook series used in high schools and universities outside of China, especially
in the United States.
The Cheng & Tsui series come with accompanying workbooks, which provide a great way to reinforce all the
content covered in the textbook. Their latest edition is also available as a web app version of the textbooks for
those wishing to study the materials online.
• Integrated Chinese, Volume 1 - Textbook (4th Edition)
• Integrated Chinese, Volume 1 - Workbook (4th Edition)
• Integrated Chinese, Volume 1 - Character Workbook (4th Edition)
• Integrated Chinese, Volume 2 - Textbook (4th Edition)
• Integrated Chinese, Volume 2 - Workbook (4th Edition)
• Integrated Chinese, Volume 2 - Character Workbook (4th Edition)
• Integrated Chinese, Volume 3 - Textbook (4th Edition)
• Integrated Chinese, Volume 3 - Workbook (4th Edition)
• Integrated Chinese, Volume 3 - Character Workbook (4th Edition)
• Integrated Chinese, Volume 4 - Textbook (4th Edition)
• Integrated Chinese, Volume 4 - Workbook (4th Edition)
• Integrated Chinese, Volume 4 - Character Workbook (4th Edition)
3. 成功之道 Business Chinese for Success-Real Cases from Real Companies (2nd Edition)
28. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 28
Designed for Chinese readers of intermediate to advanced levels to further improve their language proficiency,
Business Chinese for Success incorporates case studies of real companies doing business in China as its teaching
materials.
Case studies include looks at multinational companies like Starbucks, Wal-Mart, and Lenovo.
The book succeeds by putting business Chinese instruction in a context relevant to most people engaging in
business with China in the 21st century. Readers learn contemporary vocabulary that is actually in use in China
today.
Text materials are in both simplified and traditional Chinese, with pinyin and English translations included as
appendix at the end of the book
Other Work Engaged and Going
Search Textbooks for Business English Course
Co-teaching at one of the Business English classes offering me a glimpse of its current
textbook Business Result Edition 2, pre-intermediate level that is published by
Oxford in 2017 & 2018. When I heard that “Simon” was pronounced “seamen” in one of
its recordings, that really just knocked me out. It is simply too British! The majority of
Oxford University Press content is framed around British English; so, be warned — if
you’re looking to learn anything other than British English, they may not be the best
business English books and you may need to supplement your learning with American
resources. (Top 7 Textbooks to Learn Business English, 2021)10
Oxford University Press boasts an entire library on English Language Teaching, with over 200 textbooks, both
printed and e-books to choose from. Business One and English Express are what recommended on Internet.
The Express Series made up by a range of short, specialist English courses for different professions, work skills,
and industries that can be completed in 25-30 hours is especially interesting. Titles in the ‘Express Series: Work
Skills’ category focus on soft skills: English for Telephoning, English for Socializing, English for Presentations,
English for Negotiating, and English for Emails. No recommendations are found for Business Result on Internet.
Good Business English coursebooks need to be relevant meaning that the coursebooks are revised frequently to
reflect the rapid changes of the business world and stay current or general enough so not to fall behind the times. It
also needs to be functional and contain activities to support speaking, writing, reading and listening, so students can
10 Top 7 Textbooks to Learn Business English. (2021, August 24). Language Learning with Preply Blog. http://bit.ly/3VvA4Mi
29. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 29
learn how to complete business functions in English. Also, be mindful the students’ levels – not only their
English levels but equally important their Business English level. 11 (Ryan, 2015)
Books worth investigation for LMS Business English Course development
1. Market Leader (Pearson/Longman)
This business English book has been expertly developed alongside the Financial Times, one of the biggest financial
news sources in the English-speaking world. Market Leader includes interviews, case studies, and specific business
English skills like presentations, negotiations, meetings, and small talk. The book is available in five levels
(Elementary, Pre-Intermediate, Intermediate, Upper-Intermediate, and Advanced), so instructor will be sure to find
a fit that works for their students. “Market Leader” takes a four-skill approach to learning Business English with
relevant and challenging communicative activities on every page. Each unit covers a theme and includes authentic
reading materials, listening activities and case studies that really put things into perspective for the learners. Best for
students at a lower-intermediate level or above and seeking to grow their skills while improving ESL in business.
Market Leader pairs free online resources with the textbook for seamless and immersive learning. For additional
support, Pearson offers complimentary specialist titles, including Accounting and Finance; Business Law; Human
Resources; Logistics Management; Marketing; and Working Across Cultures. Plus, if students are looking to study
for the Cambridge Business English Certificate (BEC), Market Leader offers specific support for the reading and
writing elements for the top two levels, BEC Vantage (B2) and BEC Higher (C1).
2. Intelligent Business (Pearson/Longman)
By featuring authentic material from the Economist, Intelligent Business introduces core business English concepts
targeted at students who have not yet entered the business world. Intelligent Business considers itself as the most
accessible business English book to students “whatever their level or business experience.” Intelligent Business also
includes a “Skills Book for focused training in communication skills, including “Culture Profile” and “Grammar
Reference” guides for quick access to functional business English. Like Market Leader, Intelligent Business offers
study support for the CEF and Cambridge BEC exam. Students can access and download online review tests to
check your progress and perfect your skills. Bilingual glossaries and business English dictionaries are especially
helpful to business professionals that are new to business ESL.
3. ESL Business English (Lucas Burns)
This is a great book with emphasis on communication and is designed to help the learners achieve fluency in all
areas of business English by focusing on clear conversing in the workplace. It includes telephone communication,
how to write business emails and memos, small talk, speeches and much more.
4. English for Everyone: Business English Course Book (Dorling Kindersley)
This is a complete self-study guide for learning business English meant for all levels. Students can use the guide on
their own or take exercises from the book to complete them as a class. The guide is extremely visual and covers
common words and phrases as well as relevant grammar. There are listening, writing and reading exercises, making
the textbook extremely well-rounded.
5. 25 Business Stories (Merriam-Webster)
This book uses real-life business stories and dialogues to help students learn more business English vocabulary and
phrases. Not only will students learn more about business English, but they’ll also be learning about aspects of
success and failure in the business world. This book includes notes on grammar and reading comprehension
exercises and is best to use with more advanced learners.
6. Speak Better Business English and Make More Money (Language Success Press)
Focusing on the more casual, everyday business English used by most businesspeople in the U.S., this book is from
Amy Gillett, the author of the bestselling books Speak Business English Like an American, Speak English Like an
11 Ryan. (2015, February 7). 21 Business English Textbooks Your Students Will Love. FluentU English Educator Blog.
https://www.fluentu.com/blog/educator-english/business-english-textbooks/#toc_25
30. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 30
American. It includes hundreds of common business idioms and expressions on topics ranging from marketing to
finance to HR issues. This can be the right book for the students, if they want to sound like the native US English
speakers instead of the British accent.
7. English365 (Cambridge)
English365 is a three-level course in Business and general English. Reflecting the work-life balance of busy adults, it
enables learners to develop the English they really need for the social and business communication demands of
their daily lives. The course is for and about professionals in a wide range of working environments, including
traditional business contexts and the public and voluntary sectors. The book provides a global view of professional
English in a wide range of environments.
Each of the 30 Student's Book units provides at least 90 minutes' classroom teaching material. Whiteboard Software
designed for use alongside the Level 1 Student's Book offers teachers a dynamic, flexible way to present and use the
Student's Book material in class, including audio and hundreds of pictures and texts.
Provide Consultation on Studying Aboard
Students come to me asking for help with applying for admission and scholarship, and with recommendation
letters. The following are the advice provided.
Check accreditation
For any university that students want to apply, firstly check the accreditation to make sure it is legit. Each
country/area has its own accreditation:
▪ Europe https://www.gov.uk/check-university-award-degree
▪ USA https://ope.ed.gov/dapip/#/home
Limit scope to higher rated universities
Limit the scope to the top 100 universities. As far as how many applications to send out depends on the student’s
budget and goals. The strategy play in principle is to apply one or two universities slightly above and below
student’s credentials, and 3 to 4 universities within the range of student’s credentials. University rankings:
▪ USA https://www.4icu.org/us/a-z/
▪ Europe https://www.4icu.org/Europe/
▪ Asia https://www.4icu.org/Asia/
For studying in Taiwan, the following are good places to get started.
▪ Find your scholarship: https://bit.ly/3X5Ny2T
▪ Find your university: https://bit.ly/3WvUZ3a E
▪ NGLISH-instructed Master Program: https://bit.ly/3IbTqmZ
▪ ENGLISH-instructed PhD Program: https://bit.ly/3I39gjH
31. LMS IMPLEMENTATION & FRAMEWORK FOR NEW CHINESE LANGUAGE CURRICULUM 31
Appendix 1
STUDENT ENGAGEMENT RATE AND PERFORMANCE
Download detailed report to include all quizzes: D21 Final Score - Attendance and Participation.pdf