Enhancing classroom satisfaction and student engagement in Chinese as a second language (CSL) classrooms based on the Selection, Design, Organization, and Assessment model: a mixed methods study

Abstract

Purpose: This paper aims to introduce and evaluate the effectiveness of the SDOA model (Selection, Design, Organization, and Assessment) in the context of teaching Chinese as a Second Language (CSL). It addresses the limitations of traditional second language education, which often tends to be passive, amidst the backdrop of China's increasing soft power and the growing importance of CSL education. Methodology: The study developed the SDOA model as a pedagogical framework aimed at empowering CSL learners by granting them greater autonomy and rights within the classroom setting. A mixed-method approach combining quantitative measurement and qualitative interviews was adopted to evaluate the impact of the SDOA model on CSL learners' satisfaction and engagement. Findings: Results demonstrate that implementing the SDOA model significantly improves students' satisfaction and engagement compared to traditional teaching methods. These findings underscore the effectiveness of the model in providing a more attractive and satisfactory learning environment for CSL students, while also highlighting the value of learner-centered teaching strategies. Conclusions: The SDOA model is highly effective in increasing the satisfaction and engagement of CSL learners.