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Using Scaffolding Materials to Facilitate Autonomous Online Chinese as a Foreign Language Learning: A Study During the COVID-19 Pandemic

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  • Chen Chen

Abstract

This study explores international Chinese as a foreign language students’ use of embedded scaffolding materials to facilitate their learning in an autonomous online context during the COVID-19 pandemic. A total of 60 international students enrolled in a Chinese university participated in the study. Data were collected via participants’ reflective reports, online tutorials, and individual interviews. This study found that scaffolding materials could be a good facilitator to enhance international students’ autonomy regarding Chinese language skill learning online, which was not a linear process but a recursive changing one. In terms of cultural learning, scaffolding materials were less effective on promoting students’ online learning autonomy. Students preferred teachers’ assistance to their cultural element learning and problem-solving. These findings shed light on online Chinese education during and after the COVID-19 pandemic, when Learn From Home policy of Chinese universities will last for a long time. A longer process of investigation from both qualitative and quantitative perspectives for international students’ autonomous online language learning is recommended for future studies.

Suggested Citation

  • Chen Chen, 2021. "Using Scaffolding Materials to Facilitate Autonomous Online Chinese as a Foreign Language Learning: A Study During the COVID-19 Pandemic," SAGE Open, , vol. 11(3), pages 21582440211, August.
    • Handle: RePEc:sae:sagope:v:11:y:2021:i:3:p:21582440211040131
    DOI: 10.1177/21582440211040131
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    References listed on IDEAS

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    1. Amr Abdullatif Yassin & Norizan Abdul Razak & Yousef A. M. Qasem & Murad Abdu Saeed Mohammed, 2020. "Intercultural Learning Challenges Affecting International Students’ Sustainable Learning in Malaysian Higher Education Institutions," Sustainability, MDPI, vol. 12(18), pages 1-19, September.
    2. Mania Nosratinia & Alireza Zaker, 2014. "Metacognitive Attributes and Liberated Progress," SAGE Open, , vol. 4(3), pages 21582440145, August.
    3. Yang (Frank) Gong & Mengyao Ma & Tien Ping Hsiang & Chuang Wang, 2020. "Sustaining International Students’ Learning of Chinese in China: Shifting Motivations among New Zealand Students during Study Abroad," Sustainability, MDPI, vol. 12(15), pages 1-15, August.
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    Cited by:

    1. Jingwei Fan & Mei Tian, 2022. "Influence of Online Learning Environment and Student Engagement on International Students’ Sustainable Chinese Learning," Sustainability, MDPI, vol. 14(17), pages 1-15, September.

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