Article
Facilitating technology-based character learning in emergency remote teaching
Foreign Language Annals
(2022)
Abstract
The study reports pedagogical adaptations that Chinese language instructors made to support students' character learning during emergency remote teaching in 2020. Data from an online questionnaire and follow-up interviews show that the handwriting requirement in the language curriculum was modified to give way to technology-based instruction, making the conventionally isolated and solitary task of character learning more integrative and interactive. Beginning-level instructors' use of technology in character instruction was correlated with their self-confidence, perceived time sufficiency, technology access, and support received. Meanwhile, intermediate- and upper-level instructors' self-confidence and perceived values of online teaching were factors associated with their technology use. The crucial role of teacher communities in offering language-specific training and peer support is emphasized, and implications to the broader field of foreign language teaching are discussed.
Keywords
- Chinese,
- computer-assisted language learning,
- distance learning,
- pedagogy,
- orthography and writing systems
Disciplines
Publication Date
June 22, 2022
DOI
https://doi.org/10.1111/flan.12541
Citation Information
Yi Xu, Li Jin, Elizabeth Deifell and Katie Angus. "Facilitating technology-based character learning in emergency remote teaching" Foreign Language Annals (2022) Available at: http://works.bepress.com/lijin/31/