Researching mobile-assisted Chinese-character learning strategies among adult distance learners

Qian, Kan; Owen, Nathaniel; Bax, Stephen

doi:10.1080/17501229.2018.1418633

Cited by 48 publications

(17 citation statements)

References 24 publications

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“…With the implementation of technologies in CFL teaching, however, recent studies reveal that students largely utilised technologies to facilitate their character learning (e.g., Kuo & Hooper, 2004;X. Liu & Olmanson, 2016;Qian, Owen, & Bax, 2018;Mason & Zhang, 2017). The latest research shows that radical knowledge, typing, and playing games, with the aid of a variety of online platforms and mobile applications, can accelerate character acquisition and enhance learning outcomes.…”

Section: L2 Learners' Strategies For Learning Chinese Charactersmentioning

confidence: 99%

“…Pleco was the most frequently used mobile app. Qian, Owen, & Bax (2018) found that UK-based distance learners at the beginner Chinese level adopted some new strategies to learn characters, such as typing pinyin to learn to recognise new characters and constant self-testing. Notwithstanding the proven effectiveness of technology-supported strategies in current character learning, no study has examined CFL learners' strategies for learning characters in emergency online teaching.…”

Section: L2 Learners' Strategies For Learning Chinese Charactersmentioning

confidence: 99%

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Australian Students' Perceptions of the Challenges and Strategies for Learning Chinese Characters in Emergency Online Teaching

Gao¹

2020

International Journal of Chinese Language Teaching

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This study examines Australian students' perceptions of the challenges and strategies for learning and teaching Chinese characters in emergency online teaching amid the Covid-19 pandemic. Forty students at an Australian university completed an online survey. Results show that the students' perceived difficulties of learning characters in remote delivery were different from those reported in a face-to-face mode of learning. It seems that the implemented teaching strategies and revised assessment requirements have mitigated the challenges for learning characters. However, students reported some new challenges faced in emergency remote learning, such as technological and physical barriers (e.g., internet issues and learning space) and demands for self-discipline and time management abilities, which in turn affected their mental health and motivation for learning. The majority of students believed that repeated practice in the use of a variety of resources provided was effective in developing their character writing and reading skills. The majority also indicated their overall satisfaction with the implemented teaching strategies and their learning progress, although a few students reported their performance was affected by technological and physical constraints and shortage of time. Findings suggest that appropriate teaching strategies associated with research-based curriculum design should be implemented in online teaching to reduce students' stress and facilitate learning outcomes. Findings contribute to the theoretical development of character learning strategies by providing empirical evidence in emergency online teaching. This study has significant pedagogical implications for Chinese character pedagogy as proposed teaching strategies will be highly beneficial for instructed character learning in an online mode. This study also provides insights and suggestions about how Chinese language professionals and practitioners can improve on material and resource development and assessment design to adapt to future trends in online teaching.

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Section: L2 Learners' Strategies For Learning Chinese Charactersmentioning

confidence: 99%

Section: L2 Learners' Strategies For Learning Chinese Charactersmentioning

confidence: 99%

Australian Students' Perceptions of the Challenges and Strategies for Learning Chinese Characters in Emergency Online Teaching

Gao¹

2020

International Journal of Chinese Language Teaching

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“…Irish CFL learners frequently exercised cognitive strategies (Bruen, 2020), while Spanish CFL learners did not deploy these strategies that much (Wang and Cáceres-Lorenzo, 2019). In addition, it has been reported that affective strategies were favored by the British CFL learners (Qian et al, 2018), but least frequently deployed by their Australian counterparts (Jiang and Wu, 2016).…”

Section: Strategy Use In Chinese Language Learningmentioning

confidence: 99%

Strategy Use Among Chinese as Second Language Learners in Mainland China From the Mediation Theory Perspective

et al. 2021

Front. Psychol.

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This paper reports a mixed-methods study that explored the strategy use of a cohort of Chinese as second language learners in mainland China from the perspective of mediation theory. Data sources include a questionnaire survey (N = 189) and a semi-structured interview (N = 12). The findings revealed that the participants orchestrated a repertoire of language learning strategies and frequently used social and meta-cognitive strategies. Analysis of the qualitative data suggested that the participants' strategy use was shaped by the learners' self agentic power (their beliefs and Ideal L2 self), and the socio-cultural environment. Specifically, their strategy use was mediated by a host of socio-cultural factors, including learner beliefs, social agents, cultural artifacts, and learning environment. Considered together, the findings illuminate the socially situated nature of the use of language learning strategy. That is, strategy use of the participants stems from the interplay of learner agency and socio-cultural factors. The findings also imply the necessity of strategy-based instruction and highlight the importance of a Chinese-speaking environment for Chinese learning.

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“…Previous research on the use of technologies for language teaching and learning has focused on issues such as usability (see, e.g., Stevenson and Liu 2010), effectiveness (see, e.g., Macaro et al 2012), or how digital technologies have been changing learners' learning strategies (see, e.g., Qian et al 2018). For instance, Stevenson and Liu (2010) focused on exploring the pedagogical usability of three online language learning sites, aimed at finding out "how learnable and usable the website is for learners" (p. 235); Macaro et al (2012) offered a systematic review of 47 studies related to language teaching technologies and attempted to determine whether there are any direct benefits of using technologies for language education; Qian et al (2018) identified emerging Chinese learning strategies which were made prominent with the use of mobile technologies. Nevertheless, only limited research focuses on the design of materials with a multimodal perspective which brings to the fore the fact that, in addition to language, there are other kinds of resources that content creators use to facilitate (language) learning.…”

Section: The Design Of Multimodal Learning Environmentsmentioning

confidence: 99%

Developing Professional Communication: The Construction of a Multimodal Understanding of Job Interviews

2019

Languages

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This article explores how online videos with a pedagogical focus can possibly make an impact on our current language teaching and learning practices. The affordance of videos to create multimodal content that can be shared with the public allows content creators to use a wide range of resources, such as spoken and written language, gestures, screen layout, etc., to create learning environments that can promote an awareness of a multimodal perspective to the understanding of a particular kind of professional communication context, such as job interviews, as illustrated in this article. By analyzing a series of videos on job interviews using multimodal semiotic analysis, I argue that these videos, which I call pedagogical vlogs, are helpful not only in terms of teaching the language skills required for job interviews, but also to help create a multimodal understanding of job interviews through the strategic orchestration of multiple semiotic modes. The popularity of pedagogical vlogs, as well as their affordance to provide lesson content created by the public, offer new possibilities for language teaching and learning, but it has yet only received scant attention from applied linguistics and language education researchers. This article aims to start a dialog on the pedagogical implications of this new form of learning so as to uncover the potentials offered by pedagogical vlogs in education.

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Researching mobile-assisted Chinese-character learning strategies among adult distance learners

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Cited by 48 publications

References 24 publications

Australian Students' Perceptions of the Challenges and Strategies for Learning Chinese Characters in Emergency Online Teaching

Australian Students' Perceptions of the Challenges and Strategies for Learning Chinese Characters in Emergency Online Teaching

Strategy Use Among Chinese as Second Language Learners in Mainland China From the Mediation Theory Perspective

Developing Professional Communication: The Construction of a Multimodal Understanding of Job Interviews

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