Abstract
Traditionally, language needs to be learnt face-to-face. Pronunciation practices, role play, group discussions are all activities that allow interaction among learners. Previously, some things are better learnt face-to-face, while some can be learnt online. Nevertheless, the pandemic has accelerated the need for online learning in almost all courses offered at institutions. Devices used for online learning can be used as a leaning tool by learners to improve understanding. These devices help to reduce a learner’s zone of proximal development (ZPD) thus maximizing learning. Online learning has been said to facilitate rather than hinder language learning. This study is therefore done to explore how it helps the learning of Mandarin. The study investigates how online interaction affects the learning of Mandarin in language classrooms. 173 participants responded to a 28 items (5 likert scale) instrument. Findings reveal how online learning influences interaction, encourages participation of more knowledgeable others, and improves interaction with content among learners.
Highlights
1.1 Background of StudyDue to impact of Covid-19 Pandemic, many teachers and students in Malaysia and around the world are relocating some aspects of education online
The study investigates how online interaction affects the learning of Mandarin in language classrooms. 173 participants responded to a 28 items (5 likert scale) instrument
1.1.1 How does interaction influence online learning among learners of Mandarin? 1.1.2 What influence does knowledgeable others have on leaners of Mandarin online 1.1.3 How does online learning influence Learner-to-content engagement?
Summary
Due to impact of Covid-19 Pandemic, many teachers and students in Malaysia and around the world are relocating some aspects of education online. According to Gao (2020), virtual classes has become the new norm This transformation causes new defiance to some fields of study such as the foreign language teaching. According to Yang, Yin & Wang (2018), some teachers shifted their Chinese as a foreign language online. Their study explored the influence of using flipped classroom to teach Chinese as a foreign language at the elementary level. According to Halliday (2014), there has been reasonable debate over “how to teach Chinese to foreign learners”. The study by Chua, Tan and Lin (2015); Mok, Lau and Sankaran (2019) and Rahmat, Mok , Lau and Fan (2020) felt that the learners need more time to learn the Chinese characters and this need can be addressed through technology. 1.1.1 How does interaction influence online learning among learners of Mandarin? 1.1.2 What influence does knowledgeable others have on leaners of Mandarin online 1.1.3 How does online learning influence Learner-to-content (technology and tools) engagement?
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
