Facilitating technology-based character learning in emergency remote teaching

• Yi Xu ^[1] ; Katie Angus ^[2] ; Li Jin ^[3] ; Elizabeth Deifell ^[4]
  1. [1] University of Pittsburgh

     University of Pittsburgh

     City of Pittsburgh, Estados Unidos

     
  2. [2] University of Southern Mississippi

     University of Southern Mississippi

     Estados Unidos

     
  3. [3] DePaul University

     DePaul University

     City of Chicago, Estados Unidos

     
  4. [4] University of Texas at Arlington

     University of Texas at Arlington

     Estados Unidos

     

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• Localización: Foreign language annals, ISSN 0015-718X, Vol. 55, Nº. 1, 2022, págs. 72-97
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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.