Teacher as a Mediator in Foreign Language Speaking Fluency Development: A Case Study of an Advanced-Placement Chinese TBLT Classroom

Abstract

This action research case study will help educators conceptualize the mediator's role by investigating how mediation is used under the guidance of Reuven Feuerstein's Mediated Learning Experience theory to aid learners' fluency development in an Advanced-Placement Chinese high-school Task-Based Language Teaching classroom in America. Findings from this mixed-methods action research study first suggest what types of mediation might influence fluency development after finding mediation of intentionality and mediation of feeling of competence were practiced most and much more frequently than other mediation types during the whole mediation period. Second, this study indicated that teachers can use questioning techniques to implement different mediation types in their classrooms. Furthermore, the findings suggest that two possible factors might affect mediation quality. One factor is whether teachers can modify lesson plans; the other is the influence of the teachers' personalities on their mediation strategy choices.