Chinese character instruction online: A technology acceptance perspective in emergency remote teaching

Technology-enhanced character instruction has been frequently promoted in the past two decades but has been sparingly implemented. With emergency remote teaching as a catalyst for online instruction, Chinese language instructors may be more ready to adopt online technology and resources in character instruction in the future. In this mixed-methods study, we surveyed 133 Chinese language instructors at United States postsecondary institutions and conducted follow-up interviews. We explored instructors' perceived value of online tools in character instruction and their self-confidence in online character teaching. Further, adopting a technology acceptance perspective, we confirmed that perceived value, perceived students' readiness, and instructors' usage of online tools in emergency remote character teaching were determinants of instructors' intention to integrate online tools in character instruction in the future.

Automated summary

This study surveyed Chinese language instructors at U.S. postsecondary institutions regarding their perception and confidence in using online tools for character instruction, and found that their intention to integrate online tools in the future is influenced by perceived value, students' readiness, and actual usage of online tools.