Facilitating Technology-Based Character Learning in Emergency Remote Teaching

Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: [email protected]; Web site: https://www.wiley.com/en-us

Y

26

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

10.1111/flan.12541

0015-718X

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

2022

EJ1331828