Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 

Saved Queries

Sign in to use this feature.

Search Filter Reset All

Years

Between: -

Subjects

remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
remove_circle_outline
Add Subjects Reset
Select Subjects

Journals

remove_circle_outline
remove_circle_outline
Add Journals Reset
Select Journals

Article Types

remove_circle_outline
Add Article Types Reset
Select Article Types

Countries / Regions

remove_circle_outline
Add Countries / Regions Reset
Select Countries / Regions
Update Search
share announcement

Search Results (2)

Search Parameters:
Keywords = teaching Chinese as a foreign language (TCFL)

Order results
Result details
Results per page
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
25 pages, 1256 KB  
Article
Research on Psychological Resilience, Digital Competence, and Self-Efficacy in Online TCFL Teachers
by Qian Shi, Xiangdong Xu, Youwen Zhang and Bo Hu
Behav. Sci. 2025, 15(3), 366; https://doi.org/10.3390/bs15030366 - 14 Mar 2025
Viewed by 1823
Abstract
In the context of the increasing digitization of education, online teachers’ competence and the affective factors of digital competence, psychological resilience, and self-efficacy have become prominent areas of academic inquiry. However, there is a dearth of extant research addressing the interactions between these [...] Read more.
In the context of the increasing digitization of education, online teachers’ competence and the affective factors of digital competence, psychological resilience, and self-efficacy have become prominent areas of academic inquiry. However, there is a dearth of extant research addressing the interactions between these variables in an online teaching Chinese as a foreign language (TCFL) environment. This study investigated the relationships among the digital competence, psychological resilience, and self-efficacy of online TCFL teachers via quantitative research methods. The questionnaires were administered to 610 online TCFL teachers, and the data were analyzed via structural equation modeling. The results indicate that digital competence and psychological resilience can significantly predict online teachers’ self-efficacy, and that the relationship between psychological resilience and self-efficacy can be significantly moderated by digital competence. This finding not only provides novel perspectives and insights for enhancing online teaching effectiveness, particularly in the domain of online foreign language instruction, but also complements and extends self-efficacy theory from the perspective of social cognitive theory. Full article
(This article belongs to the Special Issue Educator Well-Being and Resilience: Paradigms, Pathways, and Possibilities)
►▼ Show Figures

Figure 1

20 pages, 2358 KB  
Article
Advances in Research on Technological, Pedagogical, Didactical, and Social Competencies of Preservice TCFL Teachers
by Mohamed Oubibi, Wei Zhao, Yue Wang, Yueliang Zhou, Qiang Jiang, Yue Li, Xiaoqing Xu and Lifang Qiao
Sustainability 2022, 14(4), 2045; https://doi.org/10.3390/su14042045 - 11 Feb 2022
Cited by 14 | Viewed by 3920
Abstract
With the development of China, learning the Chinese language has received more and more attention from international students. Teaching Chinese as a foreign language (TCFL) is crucial for spreading Chinese culture and promoting cultural exchanges. In recent years it has become the focus [...] Read more.
With the development of China, learning the Chinese language has received more and more attention from international students. Teaching Chinese as a foreign language (TCFL) is crucial for spreading Chinese culture and promoting cultural exchanges. In recent years it has become the focus of attention of many scholars, and the heterogeneous cultural backgrounds and diverse language needs of learners determine that TCFL should promote the development of students’ intercultural communication competence in language practice with the use of educational technology. In this study, 82 preservice teachers as an experiment group and 64 preservice teachers as a control group participated in this study; this research aims to improve the quality and level of TCFL, using innovative teaching tools as a means to target preservice TCFL teachers and create a teaching–learning design strategy based on the smart teaching tools Moso Teach (MT) and Rain Classroom (RC). The findings from this research show the importance of the use of smart teaching tools and the improvement of preservice teachers during the experiment compared to preservice teachers with traditional methods. This paper answers the following questions: (1) How to improve preservice TCFL teachers’ competencies by integrating smart teaching tools into their learning process? (2) How to integrate technological, pedagogical, didactic, and social competencies into preservice teachers’ daily teaching CFL? Full article
(This article belongs to the Special Issue Advances in Research for Innovation in Teaching in Different Areas of Knowledge: A Step Toward Educational Sustainability)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying article 1-50 on page 1 of 1.
Back to TopTop