The first article is a literature review that analyzed 32 articles on computer-assisted L2 Chinese learning in higher education from 2005-2021. Findings revealed current trends, such as mobile-assisted language learning (MALL) and the use of Web 2.0 technologies, and the importance of speaking as the most researched language skill. Most studies employed mixed methods and showed the positive effects of computer-assisted learning on L2 Chinese skills. Challenges identified included limited access to technology, technical difficulties, lack of time and support, and insufficient online/blended pedagogies and competencies. The second article used Ajzen's Theory of Planned Behavior to examine L2 Chinese instructors' intentions to teach through blended modalities and their perceptions of its challenges and benefits. We used a mixed survey methodology to collect data from 51 North American instructors. Findings showed that instructors' attitudes, subjective norms, and perceived behavioral control influenced their intentions to adopt blended teaching. They identified some concerns about blended learning drawbacks, mixed perceptions of stakeholder approval and the need for institutional support, training, and resources. Despite challenges, they also provided valuable recommendations for effective blended learning strategies. The study highlights the importance of institutional support, technological expertise, and well-designed course structures for successful blended L2 Chinese courses, suggesting increased institutional support, comprehensive teacher training, professional communities, and further research on blended learning's impact on L2 Chinese education. The third article is a qualitative study that explored L2 Chinese language instructors' experiences with online and blended teaching methods in U.S. higher education after the COVID-19 pandemic. The findings from semi-structured interviews with seven participants revealed a shift towards student-centered approaches, prioritizing student needs, interests, and mental well-being. Instructors are adapting to new classroom dynamics, emphasizing professional development and effective use of technology. The debate over handwriting versus typing Chinese characters calls for further research on efficient teaching methods in online and blended learning. The study highlights the importance of adapting and refining pedagogical practices to serve students in a post-pandemic world better.
College and Department
David O. McKay School of Education; Instructional Psychology and Technology
BYU ScholarsArchive Citation
Hu, Min, "Benefits and Challenges of Computer-Assisted L2 Chinese Learning in Higher Education" (2023). Theses and Dissertations. 10093.
computer-assisted instruction, Chinese, second language learning, blended learning, higher education