The moderating effect of participation in online learning activities and perceived importance of online learning on EFL teachers’ teaching ability

Wang, Yongliang; Pan, Ziwen; Wang, Mingzhe

doi:10.1016/j.heliyon.2023.e13890

Cited by 25 publications

(6 citation statements)

References 55 publications

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“…Another study conducted in Romania with engineering students revealed that an online platform makes possible synchronous access to online lectures from anywhere and asynchronous access to recorded lectures and additional educational content at any time and from anywhere (Manea et al, 2021). The most recent study in China showed, that teachers' participation in online learning activities predicted and explained 66% of the variance in their perceived importance of online learning (Wang et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

Antecedents of the Perceived Usefulness of an Online Learning Platform During the Pandemic

Lamanauskas,

Pribeanu

2023

PEC

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The pandemic has posed a number of challenges to university studies. The whole study process, the conditions, the context, the conditions for student mobility, the technical possibilities, and finally the quality of the studies have changed. During the pandemic period, a number of studies have been carried out on how higher education is organised in the context of a pandemic, but there is still a lack of analysis on how students perceive the usefulness of distance learning. A quantitative study was carried out with a contingent of 132 prospective preschool and primary education teachers, and students in the field of social sciences at three Lithuanian universities. The aim was to explore possible antecedents of the perceived usefulness of an online learning platform during the pandemic. The sample consisted of 24 first-year, 52 second-year, 28 third-year and 28 fourth-year students. The data obtained during the study were processed and analysed using SPSS software. In addition, structural Equation Modelling (SEM) with Lisrel 9.3 for Windows has been used to test the model. Three factors were extracted. All constructs have a very good convergent and discriminant validity. These factors are important for analyzing the effectiveness of distance learning in general. It was found that the most important contributor to the perceived usefulness is the ease of access. It was also found that content adaptation has a positive influence on the perceived usefulness. Keywords: distance education, quantitative research, perceived usefulness, university students

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Section: Discussionmentioning

confidence: 99%

Antecedents of the Perceived Usefulness of an Online Learning Platform During the Pandemic

Lamanauskas,

Pribeanu

2023

PEC

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“…In recent years, online platforms have become increasingly popular for language instruction ( Xue et al, 2013 ; Cheng and Chiu, 2018 ). The traditional teacher-student dynamic is giving way to one in which the internet serves as a mediator between educators and their students ( Wang et al, 2023 ). It makes it easier for students and teachers to learn from one another despite physical and temporal distance ( Wong, 2018 ).…”

Section: Literaturementioning

confidence: 99%

The implications of internet-based Chinese language courses on online classes

Khan,

Zhuang

2024

Front. Psychol.

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Interactionist and social-cultural perspectives on second language acquisition suggest that interactions between teachers and students offer promising avenues for acquiring Chinese as a second language, which the vast majority of international students consider difficult. Computer-mediated communication is far safer than face-to-face encounters during the present pandemic. Three aims are being investigated here. It is important to first analyze the differences between traditional classroom and online learning by different modes, then analyze the various ways teachers use computer-mediated communication, and finally analyze the challenges and opportunities presented by online Chinese as a second language courses using qualitative research methods. Three teachers and 84 students are analyzed statistically in terms of their multimodal interactions, and the quality of their weekly classroom exchanges is assessed through an interpretive analysis of questionnaire data, all in the name of a mixed-methods approach. Particular attention was paid to the challenges of online tutoring for students, the discrepancy between instructor and student understandings, and the use of several teaching strategies with international students. The online classroom environment places unique demands on the quality of student-teacher communication. Different strategies must be used when teaching non-native speakers of Chinese as a second language compared to teaching in a traditional classroom setting.

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“…Third, future scholars can innovate their data analysis with research methods/approaches from the perspective of dynamic systematic theory to make the research findings more valid and reliable [ 79 ]. Lastly, the research context can be expanded into other teacher online training contexts [ 80 ], although the present research reveals important insights into the preparation of ESL/EFL teacher trainers regarding the integration of technology in teacher training courses. Therefore, teachers who enjoy a high level of professional development can take advantage of technology, implementing a repertoire of methods in their classes by considering educators' identity and literacy.…”

Section: Suggestions For Further Researchmentioning

confidence: 99%

Delving into EFL teachers’ digital literacy and professional identity in the pandemic era: Technological Pedagogical Content Knowledge (TPACK) framework

2023

Heliyon

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The moderating effect of participation in online learning activities and perceived importance of online learning on EFL teachers’ teaching ability

Cited by 25 publications

References 55 publications

Antecedents of the Perceived Usefulness of an Online Learning Platform During the Pandemic

Antecedents of the Perceived Usefulness of an Online Learning Platform During the Pandemic

The implications of internet-based Chinese language courses on online classes

Delving into EFL teachers’ digital literacy and professional identity in the pandemic era: Technological Pedagogical Content Knowledge (TPACK) framework

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