Abstract
This chapter firstly provides a brief overview of the overall structure of the Chinese program and the Chinese language teaching at the University of Queensland (UQ) in Australia. Then it reports the findings of a one-on-one interviews with 35 students enrolled to a Chinese second year spoken course delivered in remote/online mode. The chapter ends with reflections on the points that were considered important in managing virtual classroom in online teaching. The conclusion is that it is possible to maintain high levels of student satisfaction by ensuring an interactive and engaging teaching style in a fully online delivery mode.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Notes
- 1.
The Group of Eight (Go8) comprises Australia’s leading research-intensive universities—the University of Melbourne, the Australian National University, the University of Sydney, the University of Queensland, the University of Western Australia, the University of Adelaide, Monash University and UNSW Sydney.
- 2.
In July 2016, UQ launched the Student Strategy: a five-year transformational plan that focuses on working toward four inter-related goals that are fundamental to the realization of its vision (for details see https://student-strategy.uq.edu.au/).
- 3.
Blackboard is a virtual learning environment and learning management system developed by Blackboard Inc. Each course at UQ has a Blackboard site.
- 4.
Oral Vocabulary Study was designed to replace the usual weekly in-class dictation for online teaching mode. For each new lesson, students are required to read and record each new vocabulary item followed by a phrase or a sentence including the item, namely making a phrase or sentence with the item to show their understanding. It is recommended that they use the reference number listed in the new words lists in the textbook. They can record an audio file beforehand or use the online facility to record on the spot. Then they should upload the file to “Spoken Vocabulary Study” folder under “Assessment” on Blackboard. An example was provided.
References
Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., … Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1–20.
Jiang, W. (2012). Use of a web-diary as a CALL task in teaching Chinese as a foreign language. In J. Hajek, C. Nettelbeck, & A. Woods (Eds.), The next step: Introducing the languages and cultures network for Australian universities: Selected proceedings of the inaugural LCNAU colloquium. LCNAU Colloquium 2011, Melbourne, Australia (pp. 263–274). 26–28 September 2011.
Jiang, W. (2016). A Storytelling Sound file CALL task used in a tertiary CFL classroom. International Journal of Applied Linguistics, 27(2), 542–554. https://doi.org/10.1111/ijal.12161
Jiang, W. (2019). An empirical study on the graduation standard in BA Chinese proficiency in Australia. Proceedings of the 13th International Conference on Chinese Language Teaching, 82–88, Commercial Press.
Jiang, W. (2020). Benchmarking students’ attainment in Chinese proficiency in Australian BA programs using the new HSK tests. Creative Education, 11(5), 624–638.
Jiang, W., & Li, W. (2018). Linking up learners of Chinese with native speakers through WeChat in an Australian tertiary CFL curriculum. Asian-Pacific Journal of Second and Foreign Language Education, 3, 14. https://doi.org/10.1186/s40862-018-0056-0
Jiang, W., & Ramsay, G. (2005). Rapport-building through CALL in teaching Chinese as a foreign language: An exploratory study. Language Learning & Technology, 9(2), 47–63.
Mardahl-Hansen, T. (2019). Teaching as a social practice. Nordic Psychology, 71(1), 3–16. https://doi.org/10.1080/19012276.2018.1457451
Wilson, J. H., Ryan, R. G., & Pugh, J. L. (2010). Professor-student rapport scale predicts student outcomes. Teaching of Psychology, 37, 246–251.
Zhao, J. (2011). An effective approach to elementary Chinese-teaching: The dialectic of ‘starting with oral work and character teaching follows’. Chinese Teaching in the World, 25(3), 376–387.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Jiang, W. (2022). Remote Chinese Language Teaching at the University of Queensland During the COVID-19 Pandemic: A Reflection from Australia. In: Liu, S. (eds) Teaching the Chinese Language Remotely. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-87055-3_7
Download citation
DOI: https://doi.org/10.1007/978-3-030-87055-3_7
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-87054-6
Online ISBN: 978-3-030-87055-3
eBook Packages: Social SciencesSocial Sciences (R0)