ENHANCING CHINESE CULTURAL LEARNING THROUGH FILM-BASED MICRO LESSONS IN ONLINE CLASSROOMS FOR BACHELOR'S DEGREE STUDENTS

Abstract

This research aims to 1) design and implement Chinese cultural film-based micro lessons for undergraduate students in online classrooms in order to provide structured exposure to Chinese cultural knowledge, 2) evaluate the learning achievements of these film-based micro lessons by comparing students’ pre-test and post-test performance on cultural learning achievement, and 3) investigate students’ satisfaction with learning through film-based micro lessons in the online classroom environment as an indicator of the practicality and acceptance of this instructional approach. The research employs a quasi-experimental design with 35 undergraduate students from Yinchuan University of Science and Technology in China. The FILM-CULTURE matrix, an instructional framework combining cultural symbol extraction with online scaffolding strategies, was applied through micro lessons. Data were collected using pre-tests, post-tests, and a satisfaction survey, and were analyzed with SPSS through paired-sample t-tests. The results show that students’ post-test scores were higher than pre-test scores; and students reported being very satisfied with the lessons. These findings suggest that film-based micro lessons can enhance cultural cognition, improve student engagement, and foster positive learning experiences. The study contributes conceptually by integrating Hofstede’s Cultural Dimensions and Cultural Intelligence (CQ) into film-based pedagogy and practically by offering a replicable framework for culturally sensitive, technology-supported higher education.