Title: Can individualized attention support students in going beyond typical grammar mistakes when learning Chinese?
Presenter: Shu-Chen Chen (Chinese), Jessica Taggart (Psychology)  
Location: Zoom, Password: iwl

Abstract:
Can providing individualized attention help intermediate Chinese language students improve on certain hard-to-acquire grammar concepts? One section received conscious individualized assistance from the instructor during pair or group work in class, and one section did not receive feedback unless it was explicitly requested. The two sections did not differ significantly in their grammar or proficiency gains. However, the individualized attention section started at a lower proficiency level based on in-class activities and assessments. Thus, lower-proficiency students can benefit from conscious intervention from the instructor during class