Integrating a Streaming Series into the Curriculum to Foster Listening Proficiency and Cultural Competence

Abstract

This classroom-based action research project investigates the use of a Chinese streaming series to foster listening proficiency and cultural competence in a 19-week Intermediate Chinese Program. The authors integrated narrative media (e.g., films or television dramas) within the course’s Language, Regional Expertise, and Culture (LREC) curriculum. For 12 weeks, eight students participated in weekly episode viewings with Chinese subtitles, followed by guided analysis of excerpts from the novel the series was based on and instructor-facilitated discussion. The module included culture-based discussions and culminated in a 600-word student reflection. Data included Defense Language Proficiency Test (DLPT5) scores, student reflections, and post-project student feedback. Seven of eight students achieved Interagency Language Roundtable (ILR) Level 2+ in listening. Students perceived the integration positively, reporting increased confidence in processing fast-paced spoken Chinese and enhanced cultural competence through intercultural comparison and reflective engagement with sociocultural themes. Findings indicate that this structured integration of narrative media can support listening proficiency development, cultural competence, and positive learner perceptions in intensive, military-oriented language education.