The study reports pedagogical adaptations that Chinese language instructors made to support students' character learning during emergency remote teaching in 2020. Data from an online questionnaire and follow-up interviews show that the handwriting requirement in the language curriculum was modified to give way to technology-based instruction, making the conventionally isolated and solitary task of character learning more integrative and interactive. Beginning-level instructors' use of technology in character instruction was correlated with their self-confidence, perceived time sufficiency, technology access, and support received. Meanwhile, intermediate- and upper-level instructors' self-confidence and perceived values of online teaching were factors associated with their technology use. The crucial role of teacher communities in offering language-specific training and peer support is emphasized, and implications to the broader field of foreign language teaching are discussed.

中文翻译：

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在紧急远程教学中促进基于技术的字符学习

该研究报告了汉语教师在 2020 年紧急远程教学期间为支持学生的性格学习而进行的教学调整。在线问卷调查和后续访谈的数据显示，语言课程中的手写要求已被修改，以让位于技术-基于教学，使传统上孤立和孤立的角色学习任务更具综合性和互动性。初级教师在品格教学中对技术的使用与他们的自信心、感知的时间充足性、技术访问和获得的支持相关。同时，中高级教师的自信心和对在线教学的感知价值是与他们的技术使用相关的因素。