Development of a classroomactivity based instructionl design model for teachers in teaching Chinese as a foreign language at Beijing Universities

This study aims to develop a Classroom Activity-Based Instructional Design (CAID) Model to support teachers in teaching Chinese as a Foreign Language (TCFL) through activity-based teaching in universities in Beijing. The research was conducted in three phases. In Phase I, a need analysis was carried out with 285 TCFL teachers through an online survey, and the data were analyzed using descriptive statistics of mean scores and standard deviations. The findings revealed issues in activity design, implementation, and evaluation, highlighting the need for a systematic CAID model to guide teachers. In Phase II, the design stage involved semi-structured interviews with five experts, who confirmed the proposed components and elements while suggesting three additional elements. In the development stage, 19 experts validated the model using the Fuzzy Delphi Method (FDM), and the results confirmed that all components and elements were accepted with expert consensus exceeding 75%, threshold values (d) below 0.2, and _-cut values above 0.5, after which elements were prioritized under each component. In Phase III, the Modified Nominal Group Technique (MNGT) was employed to evaluate the usability of the model, with findings showing that all components, elements, priority rankings, and the overall usability of the model achieved scores above 70%, reflecting strong expert consensus. In conclusion, the study confirms that the CAID model is highly usable and provides practical instructional guidance for TCFL teachers. The model contributes by offering a structured framework that emphasizes usability, ensuring that teachers can systematically implement classroom activity-based teaching in teaching Chinese as a foreign language within the university context.