Instructors' Social, Cognitive, and Teaching Presences in Emergency Remote Teaching of Chinese Language in the United States: A Qualitative Study

ABSTRACT

Guided by Community of Inquiry (Garrison and Vaughan, Blended learning in higher education Framework, principles, and guidelines. Jossey-Bass Publishers, 2008), this study investigated faculty's cognitive, social, and teaching presences in teaching Chinese as a foreign language classroom during emergency remote teaching (ERT) necessitated by the COVID-19 pandemic during the spring semester of 2020. The study collected data from five videoconferencing interviews with five faculty participants. The five participants, purposefully sampled, taught Chinese language classes across varying proficiency levels from five different four-year college institutions in the United States. The study analyzed the engagement strategies the participants employed in organizing their social, cognitive, and teaching presences. It further suggests pedagogical implications and future research for language instructors, teacher education programs, and university administrators to consider. © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022.