Comparing Face-to-face and Online Teaching of Written and Spoken Chinese to Adult Learners: An Edinburgh-Sheffield Case Study

Zhao, Lucy; Blankinship, Brittany; Duan, Zhipeng; Hui-hui, Huang; Sun, Jwo‐Shiun; Bak, Thomas H.

doi:10.46451/ijclt.2020.06.05

Cited by 8 publications

(12 citation statements)

References 13 publications

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“…Further, concerning the practical aspects of the EFL education environment, students found it "less appealing and engaging due to its limitations" (Ali, 2020;Angdhiri, 2020;Abbasi et al, 2020). These findings are also in agreement with other studies on students' attitudes and perceptions in many other countries like China (Zhao et al, 2020), Malaysia (Ali, 2020), Indonesia (Mulyani et al, 2021;Angdhiri, 2020). For example, in Pakistan, Abbasi et al (2020) showed that 77% of Pakistani students negatively perceived eeducation.…”

Section: Advantages and Limitations Of Distance Education 2-what Are ...supporting

confidence: 82%

“…Therefore, it was not common to integrate new educational approaches presented by electronic instruction and educational applications and programs. Zhao et al (2020) state that universities find current technology that empowers online education provides working solutions and approaches for teaching students while reducing the negative effect of schools' closure.…”

Section: Introductionmentioning

confidence: 99%

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Attitudes and Perspectives of Saudi Female Medical Students towards Online EFL Education under COVID-19 Circumstances

Elashhab¹

2022

AWEJ

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COVID-19 pandemic has caused many educational institutions across the globe to lockdown. Employing online educational models was the best solution to prevent the spread of the virus. This study depicts the attitudes and perspectives of Saudi female medical students towards online English language learning during the pandemic lockdown. The aim is to identify the challenges of online learning to understand the students’ learning experiences and suggest practical solutions. The two main questions are: How do virtual education approaches influence students’ educational behavior, and what are the students’ perspectives towards virtual education amid the pandemic? After two semesters of solely distance education, a questionnaire was conducted to scrutinize students’ perceptions of online learning using Zoom, Cisco WebEx, and Blackboard platforms. Fifty-seven students enrolled in their first-year medical program in the 2020/2021 academic year participated in this study. “Quantitative as well as qualitative” methods were used. Results indicate that an average of 63.52% of students preferred distance education over onsite. However, 69.5% of students encountered technical difficulties. On the other hand, online education was more enjoyable than onsite education for 45.6% versus 19.3% who did not enjoy it. Further, 50.8% of students were more active during online classes, and 59.6% perceived online education as an efficient teaching method to expand their knowledge, skills, and social competence. The data reflects that the general attitudes towards distance education were positive. Furthermore, the findings demonstrate a need for special attention to providing further technical support for students who experience technical difficulties

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Section: Advantages and Limitations Of Distance Education 2-what Are ...supporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Attitudes and Perspectives of Saudi Female Medical Students towards Online EFL Education under COVID-19 Circumstances

Elashhab¹

2022

AWEJ

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“…Different types of learners are affected by online learning in different ways. Zhao, Blankinship, Duan, Huang, Sun, Bak (2020) reported a study comparing teaching written and spoken Chinese individually to adult learners who had no prior proficiency of Chinese in the traditional classroom background and in the online setting. This study investigated the challenges and limitations of teaching Chinese as a foreign language.…”

Section: Past Studiesmentioning

confidence: 99%

An Investigation of How Online Learning Reduces ZPD in Mandarin Language Classrooms

Rahmat¹,

Sim²,

Khin³

et al. 2021

IJE

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Traditionally, language needs to be learnt face-to-face. Pronunciation practices, role play, group discussions are all activities that allow interaction among learners. Previously, some things are better learnt face-to-face, while some can be learnt online. Nevertheless, the pandemic has accelerated the need for online learning in almost all courses offered at institutions. Devices used for online learning can be used as a leaning tool by learners to improve understanding. These devices help to reduce a learner’s zone of proximal development (ZPD) thus maximizing learning. Online learning has been said to facilitate rather than hinder language learning. This study is therefore done to explore how it helps the learning of Mandarin. The study investigates how online interaction affects the learning of Mandarin in language classrooms. 173 participants responded to a 28 items (5 likert scale) instrument. Findings reveal how online learning influences interaction, encourages participation of more knowledgeable others, and improves interaction with content among learners.

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“…The outbreak of the COVID-19 in March 2020 caused universities around the world to close the campuses and libraries, limit face-to-face contacts and switch to remote teaching in a very short time (Crawford et al, 2020;Zhao et al, 2020). Poland was no exception.…”

Section: Introductionmentioning

confidence: 99%

“…This sudden need to rely only on web-based teaching can be looked at as an unexpected radical change in the way we approach learning and teaching. Although the new technologies allowing online learning already existed however, the majority of courses offered by universities were face-to-face courses and it was not that popular to incorporate new teaching/learning solutions offered by e-learning platforms (Zhao et al, 2020). Online learning evolved from distance learning (Moore et al, 2011) which was popularized in Europe by the Open University, established in the UK already in 1969 (Woodley, 1981;Zhao et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic

et al. 2021

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This article presents the results of a survey on yet under-researched aspects of remote learning and learning difficulties in higher education during the initial stage (March – June 2020) of the COVID-19 pandemic. A total of 2182 students from University of Warsaw in Poland completed a two-part questionnaire regarding academic achievements in the academic year 2019/2020, living conditions and stress related to learning and pandemic, as well as basic demographic information, and Dyslexia Diagnosis Questionnaire (DDQ). The analyses were carried out in three sub-groups of students: who self-reported having a formal diagnosis of dyslexia (CDYS), self-reported reading difficulties, but had no formal diagnosis of dyslexia (SIDYS), and who reported no reading difficulties (CON). The results of the survey revealed that compared with the CON group, more students from CDYS and SIDYS groups did not pass at least one exam in the summer semester. CDYS and SIDYS groups experienced higher stress due to epidemiological restrictions, they had more difficulties than CON with the organisation of learning and obtaining credit during the COVID-19 pandemic. The results indicate a need for special consideration of additional support for students experiencing reading difficulties (whether or not they have a formal diagnosis).

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Comparing Face-to-face and Online Teaching of Written and Spoken Chinese to Adult Learners: An Edinburgh-Sheffield Case Study

Cited by 8 publications

References 13 publications

Attitudes and Perspectives of Saudi Female Medical Students towards Online EFL Education under COVID-19 Circumstances

Attitudes and Perspectives of Saudi Female Medical Students towards Online EFL Education under COVID-19 Circumstances

An Investigation of How Online Learning Reduces ZPD in Mandarin Language Classrooms

Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic

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