Understanding Online Language Learning During COVID-19: CFL Learners' Learning Experiences in an Intensive Immersion Language Program

全球疫情下的線上外語教學：漢語學習者在沈浸式密集訓練項目中的學習經歷

賈君卿(Junqing Jia) ； 張曼蓀(Cecilia Chang)

《臺灣華語教學研究》 24期 (2022/06) Pp. 3-47

https://doi.org/10.29748/TJCSL.202206_(24).0001

摘要

This study explores Chinese foreign language (CFL) learners' experiences in a summer intensive Chinese language program in the U.S. that was offered exclusively online due to COVID-19 in 2020 for the first time since its inception 50+ years ago. Students' learning experiences and the ways in which their motivation was affected by these unusual circumstances were explored on the macro (societal-level factors), meso (program-level factors), and micro (individual-level factors) levels. There were 64 students who participated in an end-of-program online survey. Following the survey, we interviewed 15 students individually shortly after the program. The findings suggest that while the students were not negatively impacted by the macro-level societal factors in terms of their enthusiasm to advance their language study, motivation and overall learning experiences of students were still affected in complex and interconnected ways by factors on macro, meso and micro levels. Specifically, our findings suggest that students felt most motivated by their desire to achieve their long-term goals, a clear sense of progress in their language study, and encouragement from their instructors, whereas screen fatigue, lack of interaction with peers, and lack of a sense of community were the three most demotivating factors identified by the students. Based on the findings of the motivating and demotivating factors on all the three levels, recommendations are made for future program and curriculum development.

關鍵字

online foreign language education (OFL) ； learner experience ； learning motivation ； learner anxiety ； the COVID-19 pandemic ； Chinese as a foreign language (CFL)

並列摘要

本研究為一項針對華語為外語（CFL）學習者在一項美國暑期沈浸式密集華語訓練課程中學習經歷的研究調查。由於新冠病毒（COVID-19）的衝擊，該項目成立50多年來，在2020年首次以線上形式授課。調查從宏觀（社會層面因素）、中觀（項目層面因素）、微觀（個體層面因素）三個層面探討了學生的學習經歷及其動機建構。項目結束後，84名參與項目的學生中有64人填寫了一份線上調查。其中的15名學生接受了進一步的訪談。研究結果表示，雖然學生的語言學習積極性沒有受到宏觀層面社會因素的負面影響，但學生的學習動機和整體學習體驗仍受到宏觀、中觀和微觀層面因素的錯綜影響。具體來說，我們的研究結果顯示，學生們最能感到動力的是他們實現長期目標的願望、語言學習上的持續進步、以及來自老師的鼓勵；而螢幕疲勞、缺乏同儕互動和缺乏社群感是學生認為最令學習動力受挫的三個因素。在此基礎上，我們針對這三個層面上的激勵因素和受挫因素，提出未來課程與項目發展的具體建議。

並列關鍵字

線上外語教育（OFL） ； 學習經歷 ； 學習動機 ； 學習焦慮 ； COVID-19 ； 對外華語教學

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