College-level world language faculty background characteristics and their perceptions of online language teaching during the pandemic

被引：0

作者：

Jin, Li ^{[1
]}

Xu, Yi ^{[2
]}

Deifell, Elizabeth ^{[3
]}

机构：

[1] DePaul Univ, Dept Modern Languages, Chicago, IL 60614 USA

[2] Univ Pittsburgh, Dept East Asian Languages & Literatures, Pittsburgh, PA USA

[3] Appalachian State Univ, Dept Languages Literatures & Cultures, Boone, NC USA

来源：

FOREIGN LANGUAGE ANNALS | 2024年 / 57卷 / 01期

关键词：

emergency remote language teaching (ERLT); faculty background characteristics; perceived values; self-confidence; stress;

D O I：

10.1111/flan.12689

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The COVID-19 pandemic enabled an unprecedented remote teaching experience for world language faculty who had to move their courses online in spring 2020. Previous studies show that faculty background characteristics affect their perceptions of and experience with online teaching. The present study examined the effect of two college-level world language faculty background characteristics (prior experience with online language teaching and academic rank) on their perceptions of online language teaching during the pandemic (perceived value of online language teaching, self-confidence in online language teaching, and stress felt during the pandemic). A mixed-methods approach was adopted to analyze data collected from a large-scale online questionnaire and follow-up interviews. The results show very complex relationships between college-level world language faculty background characteristics and their perceptions of online language teaching during the pandemic. Based on the findings, the study also provides suggestions for world language faculty professional development to prepare for crisis-prompted and planned online language teaching in the future.

引用

页码：137 / 162

页数：26

共 50 条

[1] Emergency Remote Language Teaching and US-Based College-Level World Language Educators' Intention to Adopt Online Teaching in Postpandemic Times
JIN, L. I.
XU, Y., I
DEIFELL, E. L. I. Z. A. B. E. T. H.
ANGUS, K. A. T. I. E.
MODERN LANGUAGE JOURNAL, 2021, 105 (02): : 412 - 434
[2] College-level placement for heritage language learners
Ji, Jingjing
FOREIGN LANGUAGE ANNALS, 2021, 54 (03) : 690 - 713
[3] College faculty perceptions about foreign language
Wilkerson, Carol
FOREIGN LANGUAGE ANNALS, 2006, 39 (02) : 310 - 319
[4] Preparing Adult Educators: The Need to Develop Communicative Language Teaching Skills in College-Level Instructors
Shawer, Saad
JOURNAL OF LITERACY RESEARCH, 2013, 45 (04) : 431 - 464
[5] Online Teaching Strategies of Language skills during Pandemic: A Case of Self-Efficacy of Teaching Faculty in Qatar Universities
Al Qadhi, Saba
Al-Thani, Hessa H.
Hasan, Mahmood Ahmed
Romanowski, Michael H.
Du, Xiangyun
Al-Emadi, Ahmed
EURASIAN JOURNAL OF APPLIED LINGUISTICS, 2022, 8 (01): : 176 - 190
[6] Music is world music!: World music in the college-level teaching of music
Schueler, Nico
MUZIKOLOSKI ZBORNIK, 2007, 43 (01): : 193 - 202
[7] A College-Level Service Course in General Language (Achievement and Methods)
Roehm, A. I.
MODERN LANGUAGE JOURNAL, 1942, 26 (02): : 84 - 87
[8] Heritage language education in the United States: A national survey of college-level Chinese language programs
Luo, Han
Li, Yu
Li, Ming-Ying
FOREIGN LANGUAGE ANNALS, 2019, 52 (01) : 101 - 120
[9] Integrating textual thinking into the introductory college-level foreign language classroom
Maxim, HH
MODERN LANGUAGE JOURNAL, 2006, 90 (01): : 19 - 32
[10] STUDENTS' PERCEPTIONS OF THE EFFECTIVENESS OF ONLINE DISTANCE LANGUAGE TEACHING IN HIGHER EDUCATION DURING THE COVID-19 PANDEMIC
Charkova, Denitza A.
Somova, Elena
CHUZHDOEZIKOVO OBUCHENIE-FOREIGN LANGUAGE TEACHING, 2021, 48 (04): : 386 - 397

← 1 2 3 4 5 →