Facilitating Technology-Based Character Learning in Emergency Remote Teaching

Autor/inn/en	Xu, Yi; Jin, Li; Deifell, Elizabeth; Angus, Katie
Titel	Facilitating Technology-Based Character Learning in Emergency Remote Teaching
Quelle	In: Foreign Language Annals, 55 (2022) 1, S.72-97 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Yi) ORCID (Jin, Li) ORCID (Deifell, Elizabeth) ORCID (Angus, Katie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12541
Schlagwörter	Chinese; Language Teachers; Second Language Learning; Second Language Instruction; Distance Education; Teaching Methods; Beginning Teachers; Orthographic Symbols; Self Esteem; Teacher Attitudes; Handwriting; Educational Change; Technology Uses in Education; Access to Computers; Technical Support; Online Courses; Communities of Practice; Faculty Development + Suchen Sie Ihr Suchwort? China; Chinesen; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Distance study; Distance learning; Fernunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Junior teacher; Junglehrer; Self-esteem; Selbstaufmerksamkeit; Lehrerverhalten; Handschrift; Bildungsreform; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Community
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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01