Emergency Remote Chinese Language Learning at a German University: Student Perceptions

Lin, Chin-hui

doi:10.1007/978-3-030-87055-3_3

Cited by 3 publications

(7 citation statements)

References 11 publications

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“…The presence of COVID-19 requires learners to be more self-regulatory at home than in an offline setting. This is due to the unique characteristics of online learning such as a lack of supervision and lack of immediate peer interaction (Lin, 2022 ). This account aligns with the findings reported by Holcomb et al ( 2004 ) who argued for self-regulation as a critical component of distance education success.…”

Section: Discussionmentioning

confidence: 99%

“…By contrast, extrinsic motivation closely relates to the motive to achieve some instrumental objectives. Online learning occurs during the COVID-19 pandemic without immediate supervision from instructors or peer interaction, making self-regulation and self-determination more important than in offline settings (Holcomb et al, 2004 ; Lin, 2022 ). The significant prediction of intrinsic motivation in self-rated Chinese language proficiency aligns with the significant influence of self-regulated learning strategies, suggesting the importance of self-management for the performance in online learning.…”

Section: Discussionmentioning

confidence: 99%

“…Regarding motivation, studies have found a significant prediction of motivation in CFL learners' learning performance, such as online learning self-efficacy and learning progress (Ushida, 2005a ; Hong et al, 2017 ). Despite some studies finding limited effects of online learning settings on the change of motivation (Cai and Zhu, 2012 ), many researchers have clearly observed that learners' motivation in the context of online learning might decrease or even disappear due to the reduced outside-class interaction, therefore maintaining self-motivation is particularly crucial for learners' success in online learning (Li et al, 2020 ; Lin, 2022 ; Ma, 2022 ; Zahradnikova, 2022 ; Zhang, 2022 ). In terms of learning strategies, CFL learners might need to develop new strategies for learning Chinese in the context of online learning, such as constant self-testing and self-regulated learning strategies (Qian et al, 2018 ; Lu et al, 2020a ; Zhang, 2022 ).…”

Section: Literature Reviewmentioning

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: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

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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show abstract

“…Regarding motivation, studies have found a significant prediction of motivation in CFL learners' learning performance, such as online learning self-efficacy and learning progress (Ushida, 2005a;Hong et al, 2017). Despite some studies finding limited effects of online learning settings on the change of motivation (Cai and Zhu, 2012), many researchers have clearly observed that learners' motivation in the context of online learning might decrease or even disappear due to the reduced outside-class interaction, therefore maintaining self-motivation is particularly crucial for learners' success in online learning Lin, 2022;Ma, 2022;Zahradnikova, 2022;Zhang, 2022). In terms of learning strategies, CFL learners might need to develop new strategies for learning Chinese in the context of online learning, such as constant selftesting and self-regulated learning strategies Lu et al, 2020a;Zhang, 2022).…”

Section: Research On Online Cfl Learningmentioning

confidence: 99%

Teaching and Learning Chinese as a Foreign or Second Language: The Educational Psychology Perspective

2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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“…Studies portray an inconclusive picture of ERT language teaching as teachers' and learners' perceptions of the effectiveness of digital tools differ (Ironsi, 2021;Lin, 2022), initial negative perceptions of ERT change into more positive thoughts based on teaching and learning experiences (Kim, 2021), and new opportunities to organise learning are appreciated, as instruction is no longer connected to physical presence and less connected to time schedules (Moser et al, 2021). These experien ces may modify learning habits resulting in better academic performance (Gonzales et al, 2020).…”

Section: Emergency Remote Teachingmentioning

confidence: 99%

Learning at Risk? Language Teaching Under Emergency Remote Conditions

Rathert

Ağçam

2022

PED

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Emergency Remote Chinese Language Learning at a German University: Student Perceptions

Cited by 3 publications

References 11 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

Teaching and Learning Chinese as a Foreign or Second Language: The Educational Psychology Perspective

Learning at Risk? Language Teaching Under Emergency Remote Conditions

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