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.