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Using scaffolding resources to facilitate international students’ autonomous online Chinese as a Second Language learning A case study during the COVID-19 pandemic - Complete.docx (63.04 kB)Download file
Using scaffolding resources to facilitate international students’ autonomous online Chinese as a Second Language learning A case study during the COVID-19 pandemic
preprintposted on 15.07.2020, 17:50 authored by Chen ChenChen Chen
Abstract: This case study explores international Chinese as a Second Language (CSL) students’ use of embedded scaffolding resources to facilitate their Chinese language learning in an autonomous online context during the COVID-19 pandemic. A total of 60 international students enrolled in a Chinese university participated in study. Data were collected via participants’ reflective reports, teacher-led tutorials and individual interviews. This study found that scaffolding resources could be a good facilitator to enhance international CSL students’ autonomy in online Chinese language skill learning, which was not a linear process but a recursive one. In terms of intercultural learning, scaffolding resources were not effective on promoting students’ online learning autonomy. They preferred teachers’ support to their learning. These findings could be instructive for online CSL education during the COVID-19 pandemic, when Learn From Home policy of Chinese universities will last for a long time. Recommendations for future studies are provided on the base of these findings as well.
The Fundamental Research Funds for the Central Universities of China (Grant number: SWU2009501)
Declaration of conflicts of interestN/A
Corresponding author firstname.lastname@example.org
Lead author countryChina
Lead author job roleHigher Education Lecturer
Lead author institutionInternational College, Southwest University
Ethics statementThis study is approved by Southwest University and the Chinese government.
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