6.2 Recommendations
The checklist for principled eclectic Chinese language teaching
developed in this study could incorporate Likert item scoring for
application in classroom teaching observations of Chinese language
instruction. This would assess the micro-teaching sessions of students
in Chinese language teaching programs and examine the extent to which
Chinese language teachers implement principled eclectic teaching
principles in their classrooms, serving as a reference for improving
Chinese language teaching effectiveness.
In terms of research application, following Maxwell’s (2013) discussions
on enhancing the validity of data analysis in qualitative research
methodologies, it is recommended that future studies invite scholars and
experts in related fields to review and revise the content validity of
the checklist indicators. Subsequently, the revised checklist can be
utilized in a Likert scale format for observing and assessing Chinese
language teachers’ classroom instruction or for self-assessment by the
teachers themselves. Gathering data from at least 200 samples (Alavi et
al., 2020; Pacewicz et al., 2023) and employing statistical item
analysis, exploratory factor analysis, internal consistency validity
analysis, and confirmatory factor analysis would validate its
reliability and validity. This developed research tool for assessing the
implementation level of principled eclectic Chinese language teaching
principles can then be applied in future research and teaching
practices, making the theory-practice-integrated principled eclectic
Chinese language teaching a paradigm in the international field of
foreign language education.