Abstract

In this preliminary study, we investigate distance Chinese language learners’ social strategies in three learning contexts: self-directed learning outside synchronous online classes, assessment task completion online, and synchronous online class participation. In doing so, we hope to advance our understanding of what is involved in social strategies use and why language learners use these strategies in online learning. A total of 63 students studying at an Australian university in online Chinese courses participated in this study. We examine how these participants’ use of social strategies was influenced by the learning contexts, technologies, and interactions using data sources of online survey questionnaire responses, online interviews, and observation of online classes. This research contributes to language learning strategy research in many ways. It has provided: (1) detailed information about what social strategies were created and used in online Chinese learning; (2) insights into how individual students adopted these strategies and technological tools to solve learning problems in various learning contexts; (3) an exploration of factors influencing the participants’ social strategy use; and (4) recommendations regarding social strategy adoption, use, and training in online language learning.

摘要

在这项初步研究中，我们调查了远程汉语学习者在三种学习情境中的社交策略：同步在线课程外的自主学习、在线评估任务完成和同步在线课程参与。通过这样做，我们希望加深我们对社交策略使用所涉及的内容以及语言学习者为何在在线学习中使用这些策略的理解。共有63名就读于澳大利亚一所大学在线汉语课程的学生参与了这项研究。我们使用在线调查问卷回复、在线访谈和在线课程观察的数据源来研究这些参与者对社交策略的使用如何受到学习环境、技术和交互的影响。本研究在许多方面对语言学习策略研究做出了贡献。它提供了： (1) 关于在在线中文学习中创建和使用了哪些社交策略的详细信息；(2) 深入了解个别学生如何采用这些策略和技术工具来解决各种学习环境中的学习问题；(3) 影响参与者社交策略使用的因素探索；(4) 关于在线语言学习中社交策略的采纳、使用和培训的建议。(3) 影响参与者社交策略使用的因素探索；(4) 关于在线语言学习中社交策略的采纳、使用和培训的建议。(3) 影响参与者社交策略使用的因素探索；(4) 关于在线语言学习中社交策略的采纳、使用和培训的建议。