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QIU Xinyue
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DOI:10.17265/2161-623X/2026.04.010
Sichuan Normal University, Chengdu, China
The BOPPPS teaching model has demonstrated significant efficacy across multiple fields, yet its application in international Chinese language education remains insufficient. Existing studies mostly focus on static teaching design, lacking a dynamic action research perspective based on classroom practice. This study takes 13 Vietnamese intermediate Chinese learners as research subjects, and conducts three rounds of progressive action research centered on the theme of traditional Chinese festival culture. The results show that: the first two rounds of teaching exposed core problems, including the insufficient prominence of language training objectives in participatory activities, and students’ distracted attention in the preceding language input phase caused by the advance announcement of hands-on practical activities. After the optimized design of embedding decentralized hands-on practice into the teaching process in the third round, students’ classroom attention concentration score increased from 4.12 to 4.7, and the mean length of utterance (MLU) of language output increased from 6.8 words to 8.3 words. The research indicates that: (1) The structured design of BOPPPS provides a clear framework for international Chinese culture teaching, and the effectiveness of its “participatory learning” link is highly dependent on the timing of integration between activities and language input; (2) Although highly attractive hands-on practice can improve classroom participation, premature announcement and over-centralized arrangement can easily distract students’ attention and weaken the effect of language input; (3) Action research can effectively drive teaching iteration and help teachers accurately diagnose in-depth teaching problems.
intermediate Chinese comprehensive course, BOPPPS teaching model, action research, Vietnamese Chinese learners
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