scholarly journals Integrating Multimedia Technology into Teaching Chinese as a Foreign Language: A Field Study on Perspectives of Teachers in Northern California

2019 ◽  
Vol 10 (6) ◽  
pp. 1181 ◽  
Author(s):  
Siyi Gao
Keyword(s):  
Foreign Language ◽  
Field Study ◽  
Online Survey ◽  
School Funding ◽  
Critical Factor ◽  
Multimedia Technology ◽  
Northern California ◽  
Mediated Learning ◽  
Major Barrier ◽  
Teaching Chinese

This field study investigated the current use of multimedia technology in teaching Chinese as a foreign language in Northern California, as well as the barriers and challenges that TCFL teachers have encountered in their practice. An online survey was developed to collect data from 75 local TCFL teachers in Northern California. Findings indicated that most teachers felt they were competent enough in using multimedia technology. About half of the TCFL teachers had never received formal training on multimedia skills, even though they did not view a lack of training opportunities as a major barrier to multimedia use. The lack of school funding was the most critical factor in hindering teachers’ use of multimedia. The study argues for the need to provide more support to TCFL teachers at the institutional level. More training programs are also needed to prepare teachers for a shift of role from traditional sources of knowledge to facilitators of technology-mediated learning.

Research on Integration of Multimedia Computer Technology and Teaching Chinese as a Foreign language

2020 ◽  
Vol 27 (1) ◽  
Author(s):  
Guangyu Zeng ◽  
Haixia Yang
Keyword(s):  
Foreign Language ◽  
Computer Technology ◽  
Rapid Development ◽  
Multimedia Technology ◽  
Language Curriculum ◽  
Multimedia Teaching ◽  
Technology In Teaching ◽  
The Status ◽  
Technology And Teaching ◽  
Teaching Chinese

With the rapid development of multimedia computer technology, the combination of multimedia computer technology and teaching has increased, and it has been widely used in the course of teaching Chinese as a foreign language, especially during the COVID-19 pandemic. In the development of teaching Chinese as a foreign language, multimedia technology plays an important role in integrating resources, highlighting details in classrooms, stimulating students’ interest and promoting students’ expression skills. The application of multimedia computer technology can bring convenience to teachers and overcome the drawbacks of traditional teaching models. At the same time, the modern teaching methods make full use of the excellent characteristics of computers, which has made teaching Chinese as a foreign language more interesting and accessible to a certain extent. This paper mainly illustrates the status quo of applying multimedia technology in teaching Chinese as a foreign language, and based on practical situations, offers the integrated mechanism of combining multimedia computer technology and the course of teaching Chinese as a foreign language, thus promoting the in-depth development of the course of teaching Chinese as a foreign language. Keywords: Multimedia, teaching Chinese as a foreign language, curriculum, integration.

scholarly journals Factors Influencing SARS-CoV-2 Vaccine Acceptance and Hesitancy in a Population-Based Sample in Italy

Vaccines ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 633
Author(s):  
Marco Del Riccio ◽  
Sara Boccalini ◽  
Lisa Rigon ◽  
Massimiliano Alberto Biamonte ◽  
Giuseppe Albora ◽  
...  
Keyword(s):  
Online Survey ◽  
Adult Population ◽  
Herd Immunity ◽  
Population Based ◽  
Vaccine Hesitancy ◽  
Convenience Sample ◽  
Major Barrier ◽  
Trust In Institutions ◽  
General Adult Population ◽  
High Level

Vaccination against SARS-CoV-2 represents an effective and safe tool to protect the population against the disease; however, COVID-19 vaccine hesitancy could be a major barrier to achieving herd immunity. Despite the severity of the current pandemic, the population’s intention to get vaccinated against COVID-19 is still not clear. The aim of this study was to evaluate the intention to get vaccinated against COVID-19 among a convenience sample of the general population resident in Italy and the factors associated with hesitancy and acceptance of the vaccine in the context of the current pandemic before the rolling out of COVID-19 vaccines. An anonymous online survey was diffused among a general adult population living in Italy. Participants aged 18 or older and living in Italy were considered eligible. Incomplete questionnaires were excluded. Overall, 7605 valid questionnaires were collected. Most of the participants (81.9%) were inclined to get vaccinated; male sex (OR 1.38, 95% CI 1.12–1.71), a high level of trust in institutions (OR 3.93, 95% CI 2.04–7.83), and personal beliefs about high safety of COVID-19 vaccines (OR 56.33, 95% CI 31.57–105.87) were found to be among the significant predictors of COVID-19 acceptance. These data could help design larger studies to address the problem of COVID-19 vaccine hesitancy in the current pandemic.

scholarly journals Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

2021 ◽  
Vol 15 (15) ◽  
pp. 20
Author(s):  
Elena Dolzhich ◽  
Svetlana Dmitrichenkova ◽  
Mona Kamal Ibrahim
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Foreign Language ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Online Survey ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Learning Technology

<p class="0abstract">The higher education system around the world is being rapidly developed towards digitalization – from computers to laptops, from laptops to tablets and smartphones. Accordingly, traditional delivery of instruction is being shifted towards blended learning that is being gradually replaced with distance learning, i.e. higher education is moving forward with mobile learning (m-learning) technologies. The introduction of mobile learning became the most topical event in 2020 in the context of the COVID-19 pandemic, due to which many countries had to completely move to distance learning in higher education. The purpose of the study is to analyze the prospects for the widespread use of mobile applications in teaching English as a foreign language (EFL) in Russia to Russian and Arab learners. In the course of the study, an online survey based on a questionnaire consisting of four open and closed questions was conducted. An empirical method was applied to collect the research data.  The survey was conducted at the Department of Foreign Languages of the Engineering Academy of the Peoples' Friendship University of Russia (EA PFUR). The total research sample included 200 participants and consisted of: 50 potential employers, 50 Russian and Arab students of the Peoples' Friendship University of Russia studying Linguistics (training program code 035700), 50 faculty members, namely teachers of the Peoples' Friendship University of Russia, the Institute of Foreign Languages of the Moscow State Pedagogical University and the Moscow Institute of Physics and Technology, as well as 50 administrative staff of the Peoples' Friendship University of Russia. The purpose of the survey was to collect information about the use of mobile applications (Smartphone Apps) and the introduction of mobile learning technology (m-learning) in the process of teaching EFL to students. According to the results of the survey, instructors are actively using mobile technologies in their professional activities and all participants in the learning process are receptive to their introduction in education. At the same time, respondents believe that technical challenges are the major obstacle to the adoption of mobile applications; these problems must be overcome in order to enable more productive use of mobile applications. In this regard, the study of mobile applications that are suitable for specific aspects of learning a foreign language, such as spoken language, reading comprehension, listening or writing, can be considered a promising research area.</p>

scholarly journals Importance and Problems of Oral Teaching in Teaching Chinese as a Foreign Language

2021 ◽  
Vol 1 (4) ◽  
Author(s):  
LI SHUTING
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Communication Skills ◽  
Language Teaching ◽  
Expression Patterns ◽  
Oral Communication ◽  
Primary Stage ◽  
English Classes ◽  
Teaching Chinese ◽  
Oral Teaching

This study reviews the importance of oral teaching in teaching Chinese as a foreign language. The oral teaching of the primary stage of Chinese as a foreign language has different characteristics and properties from other languages and other stages of learning in terms of the nature of the subject and the stage of learning. The main goal of oral teaching is to improve students’ oral communication skills. The training of second language teaching skills is generally divided into listening, speaking, reading, writing and translation. The purpose of language teaching is to cultivate students’ ability to communicate in the language they have learned. This study introduces the problems that should be paid attention to in the primary stage of oral teaching, which is helpful in teaching oral Chinese as a foreign language. Teaching Chinese as a foreign language should take the cultivation of learners’ language communication skills as the main goal, which has become a consensus among people. Among the many courses of Chinese as a foreign language, oral course can be regarded as the most flexible and directly related to the actual communicative ability of the training language. Speaking class provides students with speaking opportunities, such that students can master spoken words, spoken grammar and spoken expression patterns; fully mobilise the language information accumulated in the brain memory bank for communication; and move up from language learning as soon as possible The ‘plateau area’ in China is a problem that teachers of oral English classes need to explore. This study aims to improve the effect of oral Chinese teaching in the primary stage of teaching as a foreign language and achieve the expected teaching goals. This study also discusses this issue from the principles of specific teaching implementation.

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