The e-learning tools for learning Chinese can make the process much easier and more fun. However, these tools are separate from the classroom. The best thing about learning Chinese online is that you are not required to adhere to a rigid schedule set by someone else. Instead, you have complete control over your daily calendar, which allows you to customize your learning plan based on your availability. This equitable program selection allows you to modify your other priorities by learning rate.
Focus on Similarities
The best Chinese courses online are accessible to many students with different racial and cultural backgrounds. The existing literature, however, mostly superficially examines this diversity. For example, the research that has explored students’ experience in Chinese world language programs is primarily conducted in one-way Mandarin immersion classrooms with English-speaking students. This approach makes it difficult to understand how students from diverse racial and cultural backgrounds develop their identity as Chinese speakers and engage in linguistic practices anchored to their ethnocultural background and language identity. Moreover, some researchers have also highlighted the importance of social integration to students’ satisfaction and engagement with online learning.
Be Open-Minded
There is a clear need to develop and apply open-mindedness when exploring the cultural connections between the Chinese language and online learning. It entails considering the broadest possible responses to a question rather than seeking only correct or desirable answers. It also means engaging in inquiry that puts curiosity before personal interest or convenience and the desire to understand an unfamiliar culture before one’s cultural biases and prejudices.
While most studies of CLD students in Chinese programs focus on heritage learners and their ethnocultural identification with the target culture, a few have explored how heritage learners can understand the culture of the targeted language and its broader society. For example, researchers conducted a case study of Mandarin-English dual language learners in a public school to explore how the program served as a space where nonheritage students developed cultural understanding through various activities, including Chinese festival celebrations and shopping experiences at a re-constructed store with Chinese currency. Other studies have focused on how parents of CLD students determine their children’s enrollment decisions in Chinese language programs.
Take Risks
The COVID-19 pandemic forced most instructors teaching Chinese as a foreign language (CFL) to move their classes online quickly. However, ad hoc students did not allow instructors time to ensure they had access to the technology necessary for their online learning experience: stabilized Wi-Fi connections, appropriate tools for real-time meetings, and customized interaction features. Without these factors, many students experienced discomfort and frustration that undermined their satisfaction with and willingness to continue online CFL learning in the future. This study surveyed 199 international students enrolled in an extensive Chinese world language program. An online survey and semi-structured one-on-one interviews were used to collect data. Content analysis was utilized to examine the qualitative interview data, and Structural Equation Modeling was used to analyze the quantitative data. Findings revealed that online CFL learning stickiness was significantly impacted by students’ expectancy confirmation and closely correlated with three key factors: academic, social, and technological integration.
This study demonstrates that it is essential for online teachers to consider the cultural context of their students when planning a class. Harmonious interpersonal relationships were found to encourage students’ engagement and online learning in general. In addition, a student who was satisfied with her online Chinese course was more willing to take a fully online Chinese course in the future, regardless of her country of origin (US or China). Those who were less satisfied were less likely to feel the same way and were more inclined to drop out of their online Chinese courses in the future.
Know Your Limits
To help students become comfortable with online learning and make it a natural part of their language and cultural studies, instructors must be aware of the limits of technology. It may mean having an instructor available to answer questions during class but also providing the opportunity to use video chat or other synchronous tools for more interactive experiences. In addition, it is critical to consider students’ diverse backgrounds and learning styles as they work through the language and culture study process. One example is Yan, a student with a Mandarin-speaking mother and a White father. While she had little exposure to Chinese in her everyday life, she still outperformed her English-speaking peers in the classroom. Her ability to connect with and invest in her identity as a Mandarin speaker facilitated her success in the program.
Ultimately, the results of this study indicate that a more flexible pedagogical approach is needed to support CFL learners during the COVID-19 pandemic. The urgency to quickly move to online classes created a lot of anxiety among students, negatively affecting their learning effectiveness and willingness to take fully online classes. Teachers can better integrate cultural study into their teaching practices and curriculum by understanding what motivates and engages students.