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

IF 1.5 1区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Foreign Language Annals Pub Date : 2023-05-07 DOI:10.1111/flan.12689

Li Jin, Yi Xu, Elizabeth Deifell

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引用次数: 0

Abstract

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.

查看原文本刊更多论文

大学水平的世界语言教师背景特征及其对疫情期间在线语言教学的看法

新冠肺炎大流行为世界语言教师提供了前所未有的远程教学体验，他们不得不在2020年春季将课程转移到网上。先前的研究表明，教师背景特征会影响他们对在线教学的感知和体验。本研究考察了两个大学级别的世界语言教师背景特征（之前的在线语言教学经验和学术排名）对他们在疫情期间对在线语言教学的感知（在线语言教学价值感知、在线语言教学自信和疫情期间感受到的压力）的影响。采用混合方法分析从大规模在线问卷和后续访谈中收集的数据。研究结果显示，在疫情期间，大学水平的世界语言教师背景特征与他们对在线语言教学的看法之间存在着非常复杂的关系。基于这些发现，该研究还为世界语言教师的专业发展提供了建议，为未来危机引发和计划的在线语言教学做好准备。©2023美国外语教学委员会。

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来源期刊

Foreign Language Annals Multiple-

CiteScore

5.40

自引率

3.70%

发文量

期刊介绍： Dedicated to the advancement of language teaching and learning, Foreign Language Annals (FLA) seeks to serve the professional interests of classroom instructors, researchers, and administrators concerned with the learning and teaching of languages at all levels of instruction. The journal welcomes submissions of the highest quality that report empirical or theoretical research on language learning or teaching, that describe innovative and successful practice and methods, and/or that are relevant to the concerns and issues of the profession. FLA focuses primarily on language education for languages other than English.