根據語言學習的結合左右腦運作(全腦運作)理論，運用右腦來驅動語言學習的節奏，運用左腦來發揮語言學習的功能，「歌唱教學法」被視為一種有效的語言教學策略。因此，本研究使用線上教材及電子書為教學工具，為三位學生設計了歌唱與協作式學習華語的二語習得方法。本研究的三名學生包括兩名韓國青少年和一名柬埔寨青少年，他們學習中文的動機較低。為了激勵他們並提高他們的學習效率，本研究應用【5E探究教學模型】（即參與、探索、解釋、闡述和評價）探究式學習模式，設計了一系列以歌唱學習中文為基礎的課程，並在柬埔寨生命國際學校的中文線上課程中相互教學。經過對三名學生進行訪談後，結果表明，參與者在三個興趣層次上的喜歡程度、享受程度和參與程度都很高；以及在這些基於歌唱類型的學習中有很高水平的心流體驗。此外，在三位學生的訪談中，他們表現出低水平的學習焦慮和認知負荷；並且他們認為歌唱式與5E探究式學習都具有很高的學習價值。由此可證，改變教育方式，就可以改變學生普遍認為中文是「困難的語文」的觀點。在進行互相教學和協作學習的九個月後，通過線上遊戲測試歌詞的學習保留率高達78％，這表明基於歌唱的協作學習在教外國人華語這方面是非常可行和有效的。希望本研究之教學策略可以供華語老師作為日後線上課程教案設計之參考。

Reliance on the right brain to drive the rhythm in language learning and on the left brain to function linguistic learning is widely recognized as a pedagogical approach. To address the combination of right and left functions in language learning, "Singing-based teaching” has been regarded as an effective teaching strategy in language teaching. Thus, the present study designs a Singing-based approach for three students who used online materials and e-book to collaboratively learning Chinese as a second language. Three participants of this study included two Korean and one Cambodian teenagers who had a low level of motivation to learn Chinese. To motivate them and improve their learning effectiveness, the present study applied a 5E (i.e., engagement, exploration, explanation, elaboration, and evaluation) inquiry-based instructional model to design a series of singing-based plans with reciprocal teaching in Life International School’s Chinese learning program. After interviewing three students, the results indicated that participants have a high level of likeness, enjoyment, and engagement as three levels of interest; and a high level of flow experience in these types of Singing-based learning. Moreover, they expressed low levels of learning anxiety and cognitive load; and they perceived singing-based with 5E inquiry-based instructional model as a very high learning value. In addition, it can be concluded that changing the instructional method could change the students' views that Chinese was a "difficult language". Additionally, nine months after the implementation of reciprocal teaching and singing practice, the retention rate of learning through online game testing was as high as 78%, indicating Singing-based collaborative learning is very feasible and effective in teaching foreigners to learn Chinese. Expectedly, it is hoped that the teaching strategies of this study can be used by Chinese teachers to design singing-based Chinese online learning courses.

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