Developing Online Language Teaching

Hampel, Regine; Stickler, Ursula

doi:10.1057/9781137412263

Cited by 20 publications

(3 citation statements)

References 86 publications

(121 reference statements)

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“…Second, it is possible that a higher level of anxiety is caused by the online learning environment. In contrast to anxiety experienced in traditional offline classrooms (Luo, 2012 ; Kasbi and Elahi Shirvan, 2017 ), anxiety in the context of online foreign language learning could be caused by factors related to teachers, learners, technology and family environment (Ushida, 2005a ; Coryell and Clark, 2009 ; Pichette, 2009 ; Hampel and Stickler, 2015 ; Adedoyin and Soykan, 2020 ; Russell and Murphy, 2021 ). For instance, online learners may not have immediate interaction with instructors and peers when feedback or help is needed.…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, these variables (motivation, anxiety and learning strategies) might work differently in the online learning environment (e.g., Estrella, 2022 ; Mihai et al, 2022 ). Considering the significant gap between studies on individual differences variables in the two learning contexts (offline vs. online) ( Table 1 ) and the unique features of online learning (Hampel and Stickler, 2015 ; Russell and Murphy, 2021 ), as well as the popularity of online learning during the period of COVID-19 pandemic, it is imperative to investigate whether these three individual difference variables affect the achievement of online language learning.…”

Section: Introductionmentioning

confidence: 99%

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The roles of motivation, anxiety and learning strategies in online Chinese learning among Thai learners of Chinese as a foreign language

Zhang

Sukjairungwattana

et al. 2022

Front. Psychol.

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The impact of motivation, anxiety and learning strategies on the achievement of foreign language proficiency has been widely acknowledged in the context of traditional offline classroom settings. However, this issue has not been extensively documented in relation to online learning, which has become the predominant form of language learning during the period of the COVID-19 pandemic. The current study was conducted to investigate the relative prediction of motivation, anxiety and learning strategies for second language achievement among 90 Thai adult learners of Chinese as a foreign language (CFL) who took online Chinese courses. The participants completed a questionnaire dealing with motivation, anxiety, learning strategies, and their Chinese proficiency was measured by self-report and a Chinese vocabulary size test. A series of hierarchical regression analyses revealed two major findings. First, anxiety emerged as the most stable factor for the participants' CFL achievement, followed by learning strategies and motivation. Second, motivation, anxiety and learning strategies only significantly predicted the participants' self-rated Chinese language proficiency, but not their performance on the Chinese vocabulary size test. The overall results indicate the relative importance of motivation, anxiety and learning strategies to Chinese language learning in the online environment and suggest different measures of CFL achievement may lead to different research findings. The general findings were of theoretical and pedagogical significance for understanding and addressing individual differences factors in online language learning.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The roles of motivation, anxiety and learning strategies in online Chinese learning among Thai learners of Chinese as a foreign language

Zhang

Sukjairungwattana

et al. 2022

Front. Psychol.

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“…O' Dowd & Ritter (2006), Lai, Zhao, Li (2008). The challenges novice language teachers face has also been extensively researched (Compton, 2009;Egbert, 2006;Guichon, 2009;Lai, Zhao & Li, 2008;McNeil, 2013;O'Dowd, 2015;Slaouti, 2007;Smith & Erdoğan, 2008;and Stickler & Hampel, 2015). However, Egbert (2006) argues that most language teacher education programmes work on the assumption that teachers can apply what they have learnt during the course training for CALL and then apply this knowledge in order to teach well.…”

Section: Theoretical and Empirical Perspectivesmentioning

confidence: 99%

The perceptions of a situated learning experience mediated by novice teachers’ autonomy

Booth¹,

Guinmard

Lloyd³

2017

eurocall

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With the development of online language learning comes a growing need for courses in language teaching to incorporate educational technologies into course content. The challenge this development poses is how to incorporate educational technologies in teacher education programmes to prepare teachers for online language teaching. This study explores the way in which an authentic environment of English online and at a distance is facilitated by novice teachers and how their perceptions of the experience influence their own autonomy. The article presents how novice teachers cope with the complexity of the design of online materials, their pedagogy and their expectations. Data were collected via semi-structured interviews and novice teachers' own evaluations of the course. The study found the opportunities and challenges for novice teachers in materials design, more complex roles and course expectations as they self-direct themselves in terms of both their learning and pedagogical skills. These findings suggest that teachers' perceptions of situated learning can be shaped by their own teacher autonomy.

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Technology and Language Teaching

Stickler

2022

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This Element is a practical guide for language teachers intending to upgrade their online teaching. During the COVID-19 pandemic many teachers were forced to move their teaching online without proper preparation and support. This has led to frustration and stress, and sometimes decisions based not on sound pedagogy but on technological constraints, requirements and opportunities. To balance this negative experience, a research-based, pedagogy-focussed approach has been taken in this volume: step-by-step, teachers are shown how to make decisions about the choice and usage of online tools, how to adapt their pedagogy and teaching strategies to fit with online learning environments, and how to create a positive learning experience for their students. In six sections this Element takes teachers from epistemological considerations to learning theories, from teacher-centred to learner-centred online tuition, and from technological needs to pedagogic choice, ending with suggestions on how to future-proof language teaching.

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Developing Online Language Teaching

Cited by 20 publications

References 86 publications

The roles of motivation, anxiety and learning strategies in online Chinese learning among Thai learners of Chinese as a foreign language

The roles of motivation, anxiety and learning strategies in online Chinese learning among Thai learners of Chinese as a foreign language

The perceptions of a situated learning experience mediated by novice teachers’ autonomy

Technology and Language Teaching

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