Post written by Chun-Yu Lin, Chung-Kai Huang, and Chang-Hua Chen based on an article published in the latest issue of ReCALL
With the trend of globalization, the study of the Chinese language opens the way to different, important fields such as Chinese economy, history, politics, and archaeology. In the US’ higher education context, information and communication technology (ICT) is seen as a valuable add-on to the learning experience, and thereby many universities have developed Web-supported teaching and learning systems and technology-driven curriculum to address this issue. Emergent themes that serve as the driving force for integrating ICT into the Chinese language classroom are: increasing pedagogical flexibility and efficacy, improving learners’ core content knowledge and language skills, and preparing learners to use the future target language in academic or workplace domains. Nonetheless, the integration of ICT is not always an available or accepted part of the course design. To bridge the gap between ICT integration and curriculum and instruction, as well as to enhance the exchange on technology-based Chinese language teaching, this study investigated barriers to the adoption of ICT in teaching Chinese as a foreign language in US universities via a mixed method approach. More specifically, given the complexity of the research questions proposed, quantitative and qualitative data were both collected to provide a better understanding of existing problems of integration barriers than would have been revealed using either research approach alone.
Many Chinese language instructors are enthusiastic about applying ICT to improve the effectiveness of teaching and learning, but many still feel unprepared to take advantage of ICT in their classrooms. This study reflected on the issues of ICT integration from a range of perspectives. The persistent barriers identified consist of availability and access to technology hardware and software, structured design of enacted curriculum, teachers’ technological and content knowledge, technical, administrative, and peer support, inadequate professional development, teacher beliefs, and demographic characteristics of teachers. Evidence of these barriers inhibits successful technology integration efforts and also inhibits the fulfillment of requirements of many technology initiative opportunities. To take immediate action for effecting change over the long term, suggested recommendations include: improving classroom access to ICT, bolstering technical support, strengthening professional development around the instructional uses of technology, and enlisting in-service teachers to advocate for technical support and funding. Ensuring that ICT will be an integral part of the teaching practices will help Chinese language teacher communities to benefit from the capabilities of technology and meanwhile create an environment that is conducive to the development of learning because it corresponds to actual Chinese language teaching contexts.