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
收藏
页码：137 / 162
页数：26
相关论文
共 50 条
  • [21] The Design of a Web-based Placement Test for College-Level Chinese Language Programs
    Qian, Zhiying
    JOURNAL OF TECHNOLOGY AND CHINESE LANGUAGE TEACHING, 2022, 13 (02): : 17 - 38
  • [22] Health professions faculty's perceptions of online teaching and learning during the COVID-19 pandemic
    Chidzonga, Midion Mapfumo
    Haruzivishe, Clara
    Chikwasha, Vasco
    Rukweza, Judith
    PLOS ONE, 2022, 17 (11):
  • [23] Perceptions of college-level music performance majors teaching applied music lessons to young students
    Fredrickson, William E.
    INTERNATIONAL JOURNAL OF MUSIC EDUCATION, 2007, 25 (01) : 72 - 81
  • [24] The practicality and efficiency of web-based placement testing for college-level language programs
    Bernhardt, EB
    Rivera, RJ
    Kamil, ML
    FOREIGN LANGUAGE ANNALS, 2004, 37 (03) : 356 - 366
  • [25] Aspiring world language teachers: Their influences, perceptions, and commitment to teaching
    Kissau, Scott
    Davin, Kristin J.
    Wang, Chuang
    TEACHING AND TEACHER EDUCATION, 2019, 78 : 174 - 182
  • [26] Engaging Students in Online Language Learning During a Pandemic
    Kleanthous, Angela
    LEARNING AND COLLABORATION TECHNOLOGIES: NEW CHALLENGES AND LEARNING EXPERIENCES, LCT 2021, PT I, 2021, 12784 : 456 - 468
  • [27] HUMOUR IN ADULT FOREIGN LANGUAGE INSTRUCTION: PERCEPTIONS OF STUDENTTEACHERS FROM A TEACHING FACULTY
    Elezovic, Sanja R. Josifovic
    NASLEDE, 2022, 19 (51): : 81 - 96
  • [28] PERCEPTIONS OF BARRIERS CONCERNING EFFECTIVE ONLINE TEACHING AND POLICIES: FLORIDA COMMUNITY COLLEGE FACULTY
    Haber, Jennifer
    Mills, Michael
    COMMUNITY COLLEGE JOURNAL OF RESEARCH AND PRACTICE, 2008, 32 (4-6) : 266 - 283
  • [29] Will I Continue Online Teaching? Language Teachers' Experience during the COVID-19 Pandemic
    Kwee, Ching Ting Tany
    CSEDU: PROCEEDINGS OF THE 13TH INTERNATIONAL CONFERENCE ON COMPUTER SUPPORTED EDUCATION - VOL 2, 2021, : 23 - 34
  • [30] Webinars for English Language Teachers During the Pandemic: Global Perspectives on Transitioning to Remote Online Teaching
    Shin, Joan Kang
    Borup, Jered
    Barbour, Michael K.
    Velasquez, Rocio V. Quiroga
    AERA OPEN, 2022, 8
12345