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Article published In: Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 56:2 (2021) ► pp.146–167

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Toward a new normal in foreign language classrooms

Attitudes and perceptions of committed learners of Chinese towards CALL

 | Bard High School Early College DC
Published online: 10 January 2022
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https://doi.org/10.1075/csl.21014.liu
Abstract
Although Computer-Assisted Language Learning (CALL) is relied upon heavily in these disruptive times due to the COVID-19 pandemic, little is known about committed learners’ reactions to CALL as they actively voiced their questions and concerns during crisis-prompted remote learning. Employing a qualitative research method, findings reveal that their attitudes toward remote learning were ambivalent. While they viewed online tools as useful learning resources, they also expressed hesitation in adopting them. Meanwhile, they welcomed innovative ad hoc curriculum quickly developed by the instructor; however, the innovative curriculum was also viewed as less organized. These findings shed light on pedagogical implications for world language education in higher education and urge researchers to further investigate how remote language teaching and learning would affect committed students during the new normal times as foreign language enrollments continue to decline.
摘要
儘管電腦輔助語言教學 (CALL) 在 COVID-19 流行病時期受到多方重視，但探討堅定語言學習者在此時期對電腦輔助語言教學態度的相關研究甚少。本研究採用定性研究方法，結果表明他們對遠端學習的態度是矛盾的。雖然他們將線上工具視為有用的學習資源，但他們也對採用它們表示猶豫。同時，他們對導師快速佈置的創新課程表示歡迎；然而，創新課程也被認為缺乏組織。隨著外語註冊率持續下降，本研究有助於高等教育對外語教學進行反思，並敦促研究人員進一步調查電腦輔助語言教學對這些堅定語言學習者在這新常態下有何影響。
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Online world languages teaching and learning during the pandemic
    • 2.2Perceptions and attitudes of world languages learners during the pandemic
  • 3.Methodology
    • 3.1The context of this study
    • 3.2Participants
    • 3.3Data collection
    • 3.4Data analysis
  • 4.Findings
    • 4.1Perceived challenges: Zoom meetings, e-textbook and e-workbook, and tutoring
    • 4.2Perceived advantages
    • 4.3Changing attitudes toward a new normal
  • 5.Discussion
  • 6.Pedagogical implications and future research directions
  • 7.Conclusion
  • Acknowledgements
  • References
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