Teaching Language Online

Russell, Victoria; Murphy-Judy, Kathryn

doi:10.4324/9780429426483

Cited by 36 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Second, there were fewer interactive activities with teachers and peers such as think-pair-share in the online learning platforms (Russell, 2020). In addition, in the online learning environment, students may experience both physical isolation (e.g., space and time) and psychological emotional isolation from peers and teachers, which requires more motivation and self-disciplinary ability (Russell and Murphy-Judy, 2020). Emotional isolation can be aroused when students perceive less emotional support which refers to perceived likes and cares from peers and teachers (Johnson and Johnson, 1983).…”

Section: Online Language Learning and L2 Emotionsmentioning

confidence: 99%

“…Online class is different from offline class in terms of learning environment, learning medium, classroom interaction and perceived social support (Alonso Díaz and Blázquez Entonado, 2009;Artino and Jones, 2012;Coman et al, 2020;Russell, 2020), which may lead to different emotions. More specifically, students in the online learning environment may encounter physical isolation in space and emotional isolation from peers and teachers, which results in less desirable learning outcome (Russell and Murphy-Judy, 2020).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Exploring Chinese EFL Learners' Achievement Emotions and Their Antecedents in an Online English Learning Environment

2021

View full text Add to dashboard Cite

Drawing on the control-value theory, this study adopted a qualitative approach to explore the various achievement emotions Chinese EFL learners experienced in an online English learning environment and their antecedents during the COVID-19 pandemic period. Data were collected from six Chinese EFL students through semi-structured interviews and reflective journals supplemented with their class notes. Thematic analysis was performed using the qualitative data management software NVivo 12 plus. Results showed that the students experienced diverse emotions such as enjoyment, relaxation, anxiety, guilt, boredom and helplessness. Apart from the environmental antecedents of teacher and peer factors and individual antecedents of control-value appraisals, four novel antecedents were identified which had influence on emotions experienced in the online learning context, including environmental antecedents of internet connection and workload outside classroom, as well as the individual antecedents of students' self-regulation of learning behavior and learning environment.

show abstract

Section: Online Language Learning and L2 Emotionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring Chinese EFL Learners' Achievement Emotions and Their Antecedents in an Online English Learning Environment

2021

View full text Add to dashboard Cite

show abstract

“…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%

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.

View full text Add to dashboard Cite

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.

show abstract

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

Lin

2022

Teaching the Chinese Language Remotely

View full text Add to dashboard Cite

Teaching Language Online

Cited by 36 publications

References 0 publications

Exploring Chinese EFL Learners' Achievement Emotions and Their Antecedents in an Online English Learning Environment

Exploring Chinese EFL Learners' Achievement Emotions and Their Antecedents in an Online English Learning Environment

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

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

Contact Info

Product

Resources

About