Social strategy use in online Chinese learning

Chen, Lijuan; Wang, Yuping; Rodway, Claire Louise

doi:10.1080/09588221.2021.1880442

Cited by 11 publications

(13 citation statements)

References 43 publications

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“…The surveyed CSL learners showed a frequent deployment of social, meta-cognitive and memory strategies. Their frequent use of social and meta-cognitive strategies corroborates with the previous findings in both the CFL and CSL contexts (e.g., Luo and Sun, 2018;Chen et al, 2021;Yang et al, 2021). Besides, the present study revealed a moderate level of using affective strategies among the participants, which contradicts the previous findings that the CFL learners frequently use affective strategies in the British context (e.g., Qian et al, 2018).…”

Section: Discussionsupporting

confidence: 73%

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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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Section: Discussionsupporting

confidence: 73%

“…Existing research has explored the orchestration of using learning strategies among learners in various Chinese-as-foreignlanguage (CFL) settings (i.e., Bruen, 2020;Chen et al, 2021;Yang et al, 2021). These studies mainly documented the use of learning strategies among CFL learners in their home countries.…”

Section: Introductionmentioning

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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“…A network includes associations between entities (nodes), where the nodes can be people, groups, systems, fields, opinions, resources, or society [15,31,32]. Based on connectivism, learning is a process of connecting specialized nodes or information sources; learning may dwell in nonhuman appliances; protecting and keeping connections are vital to facilitate continuous learning, which stresses the connections and feedback connections [27,33,34].…”

Section: Literature Reviewmentioning

confidence: 99%

The Effect of WeChat-Based Online Instruction on EFL Learners’ Vocabulary Knowledge

Namaziandost

Hashemifardnia

Bilyalova

et al. 2021

Education Research International

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During the COVID-19 pandemic, the use of online instruction through different mobile applications has become more common in education all over the world. Therefore, this research investigated the potential effects of using WeChat-based online instruction on Iranian EFL learners’ vocabulary knowledge. To achieve this objective, 44 Iranian intermediate subjects were picked out among 67 students based on the findings of the Oxford Quick Placement Test (OQPT). The subjects were then randomly divided into two equal groups: experimental and control. After assigning the subjects to two groups, they were pretested by a vocabulary test. Then, the experimental group received vocabulary instruction using WeChat application, while the control group received a conventional vocabulary instruction. After the instruction, a vocabulary posttest was given to both groups to assess the effectiveness of the treatment. The gathered data were analyzed through independent samples t-test, one-way ANCOVA, and paired samples t-test. The outcomes attained in this research demonstrated that there was a significant difference between the posttests of both groups in favor of the experimental group. Eventually, the conclusions and the pedagogical implications of this study were explicated.

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“…EFL learners’ responses to emojis may be due to the fact that people tend to use emojis to express their feelings with friends [ 19 ]. In online language learning contexts, using emojis in a positive and appropriate way can create a positive atmosphere for learning [ 55 ] and can serve as an “atmosphere-building device” in Japanese settings [ 82 ]. Since cultural differences exist in the use of emojis for communication [ 83 ], we assert that positive emojis can further act as a “self-efficacy building device” for Taiwanese EFL learners.…”

Section: General Discussion Implications and Conclusionmentioning

confidence: 99%

“…Jin (2018) reported that Chinese language learners are keen to talk with their peers about interesting topics by using emojis [ 53 ]; this finding is supported by Luo and Gao (2022) [ 54 ]. Chen et al (2021) also found that Chinese EFL learners are eager to use emojis as a part of their socialization strategies in online language learning [ 55 ]. The participants in their study utilized positive emojis such as “thumb up” or “smiling face” to express support for their peers.…”

Section: Prior Studies and Development Of The Hypothesesmentioning

confidence: 99%

Enhancing EFL Learners’ Self-Efficacy Beliefs of Learning English with Emoji Feedbacks in CALL: Why and How

Chen

Hsu

2022

Behavioral Sciences

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Encouraging feedback positively affects learners’ self-efficacy; in language learning, self-efficacy predicts language learner performance and behavior. Our research involved three studies to expand knowledge about why and how we can enhance English as a Foreign Language (EFL) learners’ self-efficacy beliefs in online settings. In Study 1, based on an online survey with 310 participants, we ascertained the extent to which EFL learners with greater self-efficacy tend to challenge themselves by learning content that requires a proficiency level that is higher than their current proficiency. In Study 2, we recruited 120 EFL learners; the results indicate that positive feedback via emojis embedded in online courses could significantly boost EFL learners’ self-efficacy beliefs about learning English. Study 3 involved 35 participants and extended the understanding provided by the first two studies, showing that EFL learners not only like to use emojis for computer-mediated communication (CMC), but also prefer to receive them as feedback. This research adds to knowledge on “why” and “how” we can enhance EFL learners’ self-efficacy beliefs in online contexts. We systematically provide empirical evidence regarding the aforementioned issues and demonstrate that positive feedback through emojis has great potential to enhance EFL learners’ self-efficacy, even when such feedback is subliminal.

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Social strategy use in online Chinese learning

Cited by 11 publications

References 43 publications

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

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

The Effect of WeChat-Based Online Instruction on EFL Learners’ Vocabulary Knowledge

Enhancing EFL Learners’ Self-Efficacy Beliefs of Learning English with Emoji Feedbacks in CALL: Why and How

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