Facilitating Technology-Based Character Learning In Emergency Remote Teaching
Document Type
Article
Publication Date
1-1-2021
School
Social Science and Global Studies
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.
Publication Title
Foreign Language Annals
Recommended Citation
Xu, Y.,
Jin, L.,
Deifell, E.,
Angus, K.
(2021). Facilitating Technology-Based Character Learning In Emergency Remote Teaching. Foreign Language Annals.
Available at: https://aquila.usm.edu/fac_pubs/18920