The Pivot to Online Learning: A Case Study of Chinese EFL Student Teachers' Learning Experi-ences

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Detalles Bibliográficos
Publicado en:	The Educational Review, USA vol. 9, no. 1 (2025), p. 56
Autor principal:	Cheng, Jingxin
Publicado:	Hill Publishing Group Inc
Materias:	China Teaching English teachers Curricula Student teachers Teacher education Internet Questionnaires Educational technology Self evaluation Distance learning Internet access Multimedia Focus groups Knowledge Computer assisted language learning Flexibility Online instruction Information processing Cloud computing Qualitative research Pedagogy Case studies School environment English as a second language Digital literacy Second language teachers Chinese languages Interviews Classrooms Educational objectives English as a second language instruction Autonomy Academic disciplines Teachers Learning Students Skills Educational programs Perceptions Time use Time management Scripts Responses Learning Modalities Learning Motivation Course Selection (Students) Adult Learning Student Motivation Learner Engagement Constructivism (Learning) Information Technology Educational Strategies Achievement Tests Influence of Technology Distance Education Learning Experience English (Second Language) Feedback (Response) Communities of Practice Electronic Learning Classroom Environment Informal Education
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Descripción
Resumen:	Adopted a qualitative research approach, this study brought in the Chinese EFL student teachers' voices on their online learning experiences and perceptions to shed light on the further development of online teaching and learning in the EFL teacher education programs in China. This study collected data from Chinese EFL student teachers on their experiences and perceptions of online learning. The data included 148 responses from the open-ended response questionnaire and tran-scripts from two focus group interviews with 12 participants in total. The findings from this study revealed four major themes: learner autonomy, digital skills, Internet connectivity, and interactivity. The findings also indicated that Chinese EFL student teachers, to a certain extent, could leverage digital tools for learning purposes. Meanwhile, the Chinese EFL student teachers expected more comprehen-sive support in terms of technology troubleshooting, time management skills, self-discipline, and online resource evaluation.
ISSN:	2575-7938 2575-7946
DOI:	10.26855/er.2025.01.009
Fuente:	Education Database