Content area
Adopted a qualitative research approach, this study brought in the Chinese EFL student teachers' voices on their online learning experiences and perceptions to shed light on the further development of online teaching and learning in the EFL teacher education programs in China. This study collected data from Chinese EFL student teachers on their experiences and perceptions of online learning. The data included 148 responses from the open-ended response questionnaire and tran-scripts from two focus group interviews with 12 participants in total. The findings from this study revealed four major themes: learner autonomy, digital skills, Internet connectivity, and interactivity. The findings also indicated that Chinese EFL student teachers, to a certain extent, could leverage digital tools for learning purposes. Meanwhile, the Chinese EFL student teachers expected more comprehen-sive support in terms of technology troubleshooting, time management skills, self-discipline, and online resource evaluation.
Details
Learning Motivation;
Course Selection (Students);
Adult Learning;
Interviews;
Case Studies;
Student Motivation;
Learner Engagement;
Constructivism (Learning);
Information Technology;
Educational Strategies;
Focus Groups;
Achievement Tests;
Influence of Technology;
Distance Education;
Learning Experience;
Educational Technology;
English (Second Language);
Feedback (Response);
Communities of Practice;
Electronic Learning;
English Teachers;
Information Processing;
Classroom Environment;
Informal Education
English teachers;
Curricula;
Student teachers;
Teacher education;
Internet;
Questionnaires;
Educational technology;
Self evaluation;
Distance learning;
Internet access;
Multimedia;
Focus groups;
Knowledge;
Computer assisted language learning;
Flexibility;
Online instruction;
Information processing;
Cloud computing;
Qualitative research;
Pedagogy;
Case studies;
School environment;
English as a second language;
Digital literacy;
Second language teachers;
Chinese languages;
Interviews;
Classrooms;
Educational objectives;
English as a second language instruction;
Autonomy;
Academic disciplines;
Teachers;
Learning;
Students;
Skills;
Educational programs;
Perceptions;
Time use;
Time management;
Scripts;
Responses