Modelling the Relationship Between Chinese University Students’ Authentic Language Learning and Their English Self-efficacy During the COVID-19 Pandemic

Abstract

The COVID-19 pandemic demanded pedagogical transformation that could engage Chinese English learners in a technology-mediated authentic language learning environment, which in turn challenged learners to develop both self-directed and collaborative learning skills in order to achieve meaningful learning. To understand students’ meaningful online English learning, this study surveyed 529 Chinese university students on their perceptions of authentic language learning (AULL), self-directed learning (SDL), collaborative learning (CL), and their English self-efficacy (ESE) during the online learning period of the COVID-19 pandemic. The validation findings indicated that the survey possessed satisfactory validity and internal consistency. Survey results revealed Chinese university students’ meaningful language learning with technology in an online English course during the COVID-19 pandemic. Structural equation modelling (SEM) unveiled the interconnected relationships among AULL, SDL, CL, and students’ ESE. More importantly, the mediating effects of SDL and CL offered a deeper understanding of language learners’ meaningful online learning process. Results can inform educators about the importance of structuring authentic language learning with SDL and CL for both online and face-to-face learning beyond the pandemic. Supplementary Information The online version contains supplementary material available at 10.1007/s40299-021-00571-z.

Teaching and learning languages online: Challenges and responses

“…Although learners perceive online language classes as less effective, Lee (2021) concludes that purposefully designing online courses can enhance learner satisfaction, and that students particularly appreciate prompt feedback from instructors, peer interaction, and effective task design. Meanwhile, Lian, Chai, Zheng, and Liang (2021) observe that the experience of authentic language learning opportunities in online classes has a positive impact on students' self-efficacy, particularly through collaborative task design. In another study, students doing a group presentation and project were found to have created and sustained a virtual communicative space in which they could articulate and negotiate meanings ( Junn, in press ).…”

Synchronous Online Learning During COVID-19: Chinese University EFL Students’ Perspectives

“…For instance, Cheung (2021) investigated Hong Kong EFL primary students’ interactions during online English lessons. Lian et al (2021) modeled the relationship between Chinese university students’ authentic language learning and their English self-efficacy. Other researchers have studied EFL instructors’ teaching practices and strategies during the pandemic.…”

Responses of the English-Language-Teaching Community to the COVID-19 Pandemic

“…These included the difficulty of catering to diversity or unique student needs and limits on real-time interactions between students and teachers. Studies suggest that developing students’ self-regulation and self-directed learning skills can increase the effectiveness of asynchronous online teaching (Lian et al, 2021). Teachers also need to set up ways that both they and their students can monitor and evaluate the learning progress.…”