海外中文学习者“非遗”类短视频接触行为、语言习得与文化感知 调查问卷（English version）

Dear Chinese Learners,

        Greetings! I am a graduate student majoring in Teaching Chinese to Speakers of Other Languages (TCSOL) at East China University of Technology. I am conducting a research on integrating short videos about Chinese Intangible Cultural Heritage (including traditional cultures and skills like the Spring Festival, calligraphy, paper-cutting, tea art, and traditional opera) into international Chinese teaching.

        This questionnaire aims to understand your viewing habits, knowledge of such short videos on Chinese traditional culture, and your opinions on their application in Chinese learning. Your responses will provide valuable insights for my research.

Part 1: Basic Information

Your nationality
Your native language
3.Your gender:
4.Your age:
5.Your occupation:
6.Educational background:
7.Your Chinese proficiency:
8.Duration of learning Chinese:
9.Main purposes of learning Chinese 

Part 2: Usage of Short Videos about Chinese Intangible Cultural Heritage

1.Short video platforms you frequently use:
2. Frequency of using the above platforms:
3. Frequency of watching short videos about Chinese traditional culture (e.g., paper-cutting, calligraphy, tea art, traditional opera, traditional festivals):
4. Main channels to access short videos about Chinese traditional culture 
5.Preferred types of short videos about Chinese traditional heritage 
6.Preferred presentation forms of short videos about Chinese traditional heritage:

Part 3: Attention to Chinese-related Elements in Short Videos about Chinese Intangible Cultural Heritage

  • Strongly Disagree
  • Disagree
  • Neutral
  • Agree
  • Strongly Agree
1. I pay close attention to the "Chinese characters" appearing in the visuals of short videos about Chinese Intangible Cultural heritage
2. I pay close attention to the "pronunciation of Chinese characters" in short videos about Chinese Intangible Cultural heritage
3. I pay close attention to the "Chinese explanations and narration" in short videos about Chinese Intangible Cultural heritage
4. I pay close attention to the "Chinese dialogues of characters" in short videos about  Chinese Intangible Cultural heritage

Part 4: Cognitive and Learning Characteristics

  • Strongly Disagree
  • Disagree
  • Neutral
  • Agree
  • Strongly Agree
1. I have a certain understanding of Chinese Intangible Cultural heritage(can name more than 3 items of Chinese traditional culture/skills)
2. I can recognize Chinese vocabulary appearing in short videos about Chinese Intangible Cultural heritage (e.g., "paper-cutting", "tea art")
3. I can read Chinese sentences appearing in short videos about Chinese Intangible Cultural heritage (e.g., "This craft is very interesting")
4. I can understand professional terms related to Chinese Intangible Cultural heritage in short videos (e.g., "tea art", "paper-cutting", "calligraphy")
5. Lack of bilingual subtitles, excessively fast video speed, or unclear pronunciation will affect my viewing experience of these short videos
6. Lack of understanding of cultural background makes it difficult for me to comprehend the Chinese context in the videos about Chinese Intangible Cultural heritage

Part 5: Learning Behavioral Intentions and Needs

-- Learning Motivation

  • Strongly Disagree
  • Disagree
  • Neutral
  • Agree
  • Strongly Agree
1. I watch short videos about Chinese Intangible Cultural heritage hoping to learn Chinese through the Chinese explanations and dialogues in the videos, and apply what I have learned to daily communication
2. I watch short videos about Chinese Intangible Cultural heritage to imitate Chinese pronunciation and accumulate vocabulary along with the videos
3. I watch short videos about Chinese Intangible Cultural heritage to learn about Chinese culture
4. I watch short videos about Chinese Intangible Cultural heritage for entertainment 
5. I watch short videos about Chinese Intangible Cultural heritage to prepare for Chinese exams (e.g., HSK)

- Needs for Chinese Learning via Short Videos

  • Strongly Disagree
  • Disagree
  • Neutral
  • Agree
  • Strongly Agree
1. I need Chinese characters in short videos about Chinese Intangible Cultural heritage to be accompanied by Pinyin, and English explanations or usage examples should be provided if needed
2. I need these short videos to provide pronunciation assistance functions, such as slow repetition, pronunciation key point explanations, and repeated reading of core words and sentences
3. I hope these short videos provide subtitle support, with options of Chinese only, English only, or bilingual (Chinese-English) subtitles

- Teaching Adaptability and Technical Needs

  • Strongly Disagree
  • Disagree
  • Neutral
  • Agree
  • Strongly Agree
1. I hope to use short videos about Chinese Intangible Cultural heritage for pre-class preview, in-class assistance, and after-class review
2. I enjoy in-class interactive activities such as "word filling, sentence completion, pronunciation repetition check-in, role-playing, and teacher Q＆A" when learning with these short videos
3. I need short videos about Chinese Intangible Cultural heritage to have functions such as speed adjustment, offline download, and marking of key content (vocabulary, pronunciation)
4. I hope the duration of short videos about Chinese Intangible Cultural heritage is controlled within 5 minutes

- Emotional Responses and Feelings

  • Strongly Disagree
  • Disagree
  • Neutral
  • agree
  • Strongly agree
1. I feel happy and interested when watching short videos about Chinese Intangible Cultural heritage
2. I gain a sense of accomplishment after learning Chinese characters, pronunciation, words, and sentences through these short videos
3. I feel anxious when facing complex sentences or unfamiliar words in short videos about Chinese Intangible Cultural heritage

Part 6: Immersive Experience of Short Videos about Chinese Intangible Cultural heritage

  • Strongly Disagree
  • Disagree
  • Neutral
  • agree
  • Strongly agree
1. When watching short videos about Chinese Intangible Cultural heritage, I can focus on the content and ignore distractions from the surrounding environment
2. The scenes of Chinese Intangible Cultural heritage presented in short videos (e.g., traditional handicraft production processes, traditional festival celebration scenes) make me feel as if I am personally in those scenes
3. I can resonate emotionally (e.g., curiosity, admiration) with the content of Chinese Intangible Cultural heritage in short videos (e.g., skill demonstrations, cultural stories)
4. The visuals and sound effects of these short videos (e.g., sounds of traditional musical instruments) can make me more engaged in the experience of Chinese Intangible Cultural heritage content

Part 7: Acceptance of Teaching Modes

  • Strongly Disagree
  • Disagree
  • Neutral
  • agree
  • Strongly agree
1. Short videos about Chinese Intangible Cultural heritage can help me better learn Chinese characters, pronunciation, vocabulary, and sentences
2. Short videos about Chinese Intangible Cultural heritage can help me understand Chinese culture
3. I am willing to learn Chinese through short videos about Chinese Intangible Cultural heritage
4. I hope teachers can integrate short videos about Chinese Intangible Cultural heritage into Chinese teaching

Part 8: Open-ended Suggestions

          Do you have any specific suggestions (e.g., content design, usage scenarios) or expectations (e.g., functional needs, effect goals) for integrating short videos about Chinese Intangible Cultural heritage into Chinese teaching?

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