ABSTRACT
This chapter firstly provides a brief overview of the overall structure of the Chinese program and the Chinese language teaching at the University of Queensland (UQ) in Australia. Then it reports the findings of a one-on-one interviews with 35 students enrolled to a Chinese second year spoken course delivered in remote/online mode. The chapter ends with reflections on the points that were considered important in managing virtual classroom in online teaching. The conclusion is that it is possible to maintain high levels of student satisfaction by ensuring an interactive and engaging teaching style in a fully online delivery mode. © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022.
ABSTRACT
The Covid-19 pandemic has demonstrated how ubiquitous and pervasive technology to support communication and collaboration has become in people’s lives. This article seeks to provide an overview of the use of computer-mediated communication (CMC) in learning Chinese as a foreign language (CFL). The authors systematically reviewed 68 empirical research articles and 3 review articles published between 2008 and 2022 (early April). This in-depth review aims to investigate: (1) the characteristics of CMC-facilitated CFL learning in the worldwide context;(2) common theoretical foundations and methodological approaches;(3) CFL learners’ linguistic and intercultural communicative competence development through CMC;(4) affordances and limitations of CMC in the field of CFL research. Findings from this review suggest that the majority of studies were in formal education contexts within Anglosphere countries. The most commonly acknowledged theoretical foundations in CFL were well aligned with the wider second language acquisition (SLA) domain. A mixed-methods approach was the predominant methodological approach undertaken in the selected papers, with a small number of experimental or quasi-experimental studies between 2008 and 2022. The analysis also identified a clear research gap in relation to young CFL learners in the literature. The predominance of studies at ab initio level would suggest that more research is needed on younger CFL learners and on intermediate and advanced CFL learners using CMC. Additionally, the synthesized affordances of applying CMC technologies in CFL practice from this review were: (1) active engagement;(2) authentic communication;(3) learner centeredness;and (4) opportunities for practice and discovery. By addressing technological and individual CMC implementation limitations in a CFL context, suggestions and recommendations about further research and teaching practice are highlighted in the conclusion section. [ FROM AUTHOR]
ABSTRACT
The impact of motivation, anxiety and learning strategies on the achievement of foreign language proficiency has been widely acknowledged in the context of traditional offline classroom settings. However, this issue has not been extensively documented in relation to online learning, which has become the predominant form of language learning during the period of the COVID-19 pandemic. The current study was conducted to investigate the relative prediction of motivation, anxiety and learning strategies for second language achievement among 90 Thai adult learners of Chinese as a foreign language (CFL) who took online Chinese courses. The participants completed a questionnaire dealing with motivation, anxiety, learning strategies, and their Chinese proficiency was measured by self-report and a Chinese vocabulary size test. A series of hierarchical regression analyses revealed two major findings. First, anxiety emerged as the most stable factor for the participants' CFL achievement, followed by learning strategies and motivation. Second, motivation, anxiety and learning strategies only significantly predicted the participants' self-rated Chinese language proficiency, but not their performance on the Chinese vocabulary size test. The overall results indicate the relative importance of motivation, anxiety and learning strategies to Chinese language learning in the online environment and suggest different measures of CFL achievement may lead to different research findings. The general findings were of theoretical and pedagogical significance for understanding and addressing individual differences factors in online language learning.
ABSTRACT
With the continuous development of information technology today, the subject of Chinese as a foreign language is constantly updating its own teaching mode. Especially during the COVID-19 epidemic, the Ministry of Education issued the notice of 'no suspension of classes'. The teaching mode has changed from offline teaching to online teaching. This article mainly analyzes the changes of the two Chinese teaching modes from 'flipped classroom' to 'online', and compares the two teaching modes. The research method mainly adopts literature analysis, PowerPoint and combines personal practical experience. The comparison reveals that the teaching environment is different, and that the 'flipped classroom' mainly focuses on offline classroom teaching, while the 'online' mainly focuses on various platforms. The teaching time, teaching methods, teaching materials and examination evaluation are all different. The purpose of this paper is to gain some inspiration for teaching Chinese as a foreign language 'online' through the comparison of the two teaching modes. © 2021 IEEE.
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In 2020, due to the spread of the global COVID-19, the teaching of Chinese as a foreign language had been greatly affected. Many Chinese and foreign educational institutions at home and abroad or Confucius institutes have chosen to make full use of modern educational technology to choose the mode of online Chinese teaching. This paper mainly studies the application of modern educational technology in Chinese teaching during the epidemic situation, analyzes the mode of teaching Chinese as a foreign language during the COVID-19 situation, analyzes the mobile phone software zoom platform used by Chinese education institutions or Confucius Institutes at home and abroad, and summarizes the application's value, problems and solutions of online teaching of Chinese as a foreign language, and in the process of practicing the relevant teaching design, and it further studies how to make full use of the technical support of zoom platform and relevant media to make up for the lack of interaction in distance Chinese teaching, in order to better promote the development of Chinese as a foreign language and promote the internationalization of Chinese. © 2021 IEEE.
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This descriptive research focused on the localization of Chinese teachers in the Philippines and how it became instrumental in reducing the impact of COVID-19 pandemic on Chinese language education. Through the review of existing studies and pertinent documents such as memorandum orders, agreements and training plans, this paper provided an in-depth analysis of the current situation of localization of Chinese teachers. Currently, there were three (3) modes of cultivating local teachers for Chinese language teaching, namely in-service teachers’ training, undergraduate degree program and master’s degree program. The mentioned programs have been successful in producing local teachers who are capable of teaching Chinese as a foreign language. Furthermore, it is through the local teachers that the impacts of the pandemic on Chinese language education in the Philippines have been reduced. The localization of Chinese teachers has been of great help in addressing the challenge of not having volunteer Chinese teachers and uniformed instructional materials in the midst of pandemic. Moreover, opportunities for the localization of Chinese teachers were also discussed. Lastly, guided with the findings and conclusions, the paper provided recommendations for further development of Chinese language education in times of pandemic or other natural calamities which may disrupt the face-to-face classes. © 2021, Universitas Negeri Makassar- Faculty of Languages and Literature. All rights reserved.
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The role of self-regulated learning (SRL) in achieving academic success has been widely investigated for campus-based college students. However, research on online learners' SRL is limited, while the number of online learners has been increasing tremendously in recent years, especially after the COVID-19 pandemic worldwide. As SRL is context-bound, differences caused by classroom and home environments may be expected. This study investigated the factor structures of online learners' SRL in Chinese as a foreign language education and the existence of SRL profiles in online learners. Data were collected from 378 international students enrolled in online Chinese language courses in 2020. Ten latent factors were revealed by exploratory factor analysis with motivation and learning strategies scales of the Motivated Strategies for Learning Questionnaire (MSLQ). A follow-up latent profile analysis showed three profiles of low, moderate, and high self-regulated learners. The study supports the context-bound nature of SRL and calls for developing adaptive training programs according to SRL profiles of Chinese language learners.