Wang Yongliang, Pan Ziwen, Wang Mingzhe
Associate Professor in Applied Linguistics, School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, China.
School of Foreign Languages, Henan University, Kaifeng, China.
Heliyon. 2023 Mar;9(3):e13890. doi: 10.1016/j.heliyon.2023.e13890. Epub 2023 Feb 18.
With the sudden outbreak of COVID-19, many educational contexts shifted from traditional face-to-face instruction to online and remote modes of delivery. This inspired a surge of scholarly attention in various countries to disclose the status and perceptions of stakeholders regarding online education. However, most of the existing studies in second/foreign language contexts are limited to students' and teachers' perceived emotions and experiences in e-instruction. Moreover, the extent to which online participation and the perceived importance of e-education influence teachers' teaching ability has been widely overlooked. To fill this gap, this study explored the moderating influence of EFL teachers' participation in online learning activities and the perceived importance of online learning on their teaching ability. In doing so, a questionnaire was spread and filled in by 453 Chinese EFL teachers with different backgrounds. The results of Structural Equation Modeling (SEM) obtained by Amos (v. 24) indicated that individual/demographic factors do not affect teachers' perceived importance of online learning. It was also demonstrated that the perceived importance of online learning and learning time does not predict EFL teachers' teaching ability. Furthermore, the results reveal that EFL teachers' teaching ability does not predict their perceived importance of online learning. However, teachers' participation in online learning activities predicted and explained 66% of the variance in their perceived importance of online learning. The study has implications for EFL teachers and teacher trainers in that it improves their awareness of the value of technologies in L2 education and practice.
随着新冠疫情的突然爆发，许多教育环境从传统的面对面教学转向了在线和远程授课模式。这引发了各国学术界的广泛关注，以揭示利益相关者对在线教育的现状和看法。然而，在第二语言/外语环境下，现有的大多数研究仅限于学生和教师在电子教学中的感知情绪和体验。此外，在线参与程度和电子教育的感知重要性对教师教学能力的影响程度一直被广泛忽视。为了填补这一空白，本研究探讨了英语外语教师参与在线学习活动以及在线学习的感知重要性对其教学能力的调节作用。为此，向453名不同背景的中国英语外语教师发放并填写了一份问卷。由Amos（第24版）获得的结构方程模型（SEM）结果表明，个人/人口统计学因素不会影响教师对在线学习的感知重要性。研究还表明，在线学习的感知重要性和学习时间并不能预测英语外语教师的教学能力。此外，结果显示英语外语教师的教学能力并不能预测他们对在线学习的感知重要性。然而，教师参与在线学习活动预测并解释了他们对在线学习感知重要性差异的66%。该研究对英语外语教师和教师培训师具有启示意义，因为它提高了他们对技术在第二语言教育和实践中的价值的认识。
