Proposal and Evaluation of an SNS-Based Model for Learning of English as a Foreign Language

Ge, Jun; Chen, Xiong; Xiong, Ya-Ping

doi:10.1007/978-3-319-41165-1_15

Cited by 1 publication

(2 citation statements)

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“…They treated these materials as "a burden" to their online learning activities (Chen in W3-4, Table 4). Scaffolding materials should have helped CFL students better conduct their learning, and reduced the learning burden to achieving satisfying learning outcomes (Ge et al, 2016). However, participants heavily relied on teachers' assistance, rather than solving their problems on their own (five of eight interviewees, 44 out of all 60 participants).…”

Section: Cultural Learning and Learner Autonomymentioning

confidence: 99%

“…As studies have confirmed, forms of digital scaffolding materials, including notes, references, scripts, extending reading materials and video captions, play a role in language skill development with the increase of learner autonomy. This development is achieved through students’ learning with scaffolding materials in problem-solving (Ahmadi Safa & Rozati, 2017; Chen, 2020), learning planning (Botero et al, 2019), self-monitoring, evaluating, and adjusting (Ge et al, 2016), and extending learning (Cheng & Chiu, 2018). In this autonomous learning process, students acquire new knowledge as their problems are solved (Wood et al, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

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Using Scaffolding Materials to Facilitate Autonomous Online Chinese as a Foreign Language Learning: A Study During the COVID-19 Pandemic

Chen

2021

Sage Open

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This study explores international Chinese as a foreign language students’ use of embedded scaffolding materials to facilitate their learning in an autonomous online context during the COVID-19 pandemic. A total of 60 international students enrolled in a Chinese university participated in the study. Data were collected via participants’ reflective reports, online tutorials, and individual interviews. This study found that scaffolding materials could be a good facilitator to enhance international students’ autonomy regarding Chinese language skill learning online, which was not a linear process but a recursive changing one. In terms of cultural learning, scaffolding materials were less effective on promoting students’ online learning autonomy. Students preferred teachers’ assistance to their cultural element learning and problem-solving. These findings shed light on online Chinese education during and after the COVID-19 pandemic, when Learn From Home policy of Chinese universities will last for a long time. A longer process of investigation from both qualitative and quantitative perspectives for international students’ autonomous online language learning is recommended for future studies.

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Section: Cultural Learning and Learner Autonomymentioning

confidence: 99%