ABSTRACT
This design-based study investigates the effectiveness of a pedagogical approach that integrates culture learning into the curriculum of beginning- to intermediate-level foreign language classes in a blended learning environment. Based on students’ prior cultural knowledge, acceptance level of the target culture, and their learning environment, the integration was implemented in five chronological steps over two years providing opportunities to explore the target culture in the classroom, on the internet, on campus, and in the larger community. Changes in students’ attitudes toward people from the target culture, their interest in learning the language, and their cultural awareness as well as their perceptions of the approach were examined. The analysis of questionnaires and reflection papers shows that students enjoyed learning culture primarily online or outside of the classroom and that this approach helped promote a deeper understanding of the Chinese culture, increase students’ interest in learning the language, and enhance their cultural awareness.
