Evaluating Video Resources in a CFL Textbook: A Multimodal Comparative Perspective from Norway

This chapter investigates the effectiveness of audiovisual resources in Integrated Chinese, Vol. 1, used in two universities in Norway, addressing a key challenge in Chinese language teaching: the lack of authentic linguistic and cultural contexts. These multimedia resources, designed to provide real-world contexts and enhance learners’ understanding of language and culture, have significant pedagogical value. However, there is a gap in research on the effectiveness of such multimodal teaching resources, especially those in the Integrated Chinese textbook. Using Kress and van Leeuwen’s Visual Grammar Theory, a comparative analysis of an EFL textbook’s video resources, and survey data, this study evaluates the videos’ effectiveness in three areas: presenting authentic cultural contexts, maintaining learner engagement, and motivating students. The findings reveal that while these resources generally support language learning and focus, there are issues with representing authentic contexts, interactive design, and technical quality. This research offers valuable insights into Chinese language teaching in Norway and provides implications for the development and evaluation of educational videos. Future research should include more diverse data, examine videos from different proficiency levels, and incorporate perspectives from both teachers and learners.