Online English Teaching and Learning in Higher Education: Lessons from Chinese College Students

Authors

  • Wei Han Department of Early Childhood Education, International College, Krirk University, 3 Ram Inthra, Anusawari, Bang Khen, Bangkok 10220, Thailand https://orcid.org/0009-0003-1089-5194
  • Aisah Apridayani English Department, School of Education and Liberal Arts, Walailak University, 222 Thasala, Nakhon Si Thammarat 80160, Thailand https://orcid.org/0000-0002-6794-9590
  • Yuling Tang Department of Arts, International College, Krirk University, 3 Ram Inthra, Anusawari, Bang Khen, Bangkok 10220, Thailand https://orcid.org/0009-0007-6346-9796
  • Mukrim Mukrim Teacher Training and Education Faculty, Tadulako University, KM 9 Sukarno Hatta, Palu, Sulawesi Tengah 94148, Indonesia https://orcid.org/0000-0001-7763-0201

DOI:

https://doi.org/10.15503/jecs2024.2.783.800

Keywords:

Covid-19, Chinese students, English course, online learning, recommendations

Abstract

Aim. The current study aims to investigate Chinese students' perceptions and experiences with online English learning, as well as their recommendations for future online English courses.

Methods. This study included 383 Chinese college students and was conducted using a mixed-methods, sequential explanatory research design. A survey questionnaire and semi-structured interviews were used to collect data from the students. The collected data was analyzed both statistically and thematically.

Results. The findings provided useful insights into the strengths and areas for improvement in current online English learning practices. Despite widespread comfort and satisfaction with online learning platforms, concerns about the digital divide, engagement, interactivity, and assessment integrity call for a more nuanced approach to online course design and delivery.

Conclusion. Students highlighted several recommendations for future online English learning, including a desire for more interactive sessions, better management of student needs, diversification of learning activities, emotional support and motivation, and enhancing online exam integrity.

Cognitive value. This study offers some pedagogical implications for infrastructure, the learning environment, teaching methods, and approaches to online assessments. It also advocates for a rethinking of how online courses are designed and taught to meet the changing needs of students in the digital age.

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Author Biographies

  • Wei Han, Department of Early Childhood Education, International College, Krirk University, 3 Ram Inthra, Anusawari, Bang Khen, Bangkok 10220, Thailand

    He got a bachelor’s degree in teaching English from Anhui Normal University, Chinese Mainland. He also went to Rangsit University, Thailand, to study for a master's degree in bilingual education. He got a CELTA certificate at International House, Bangkok. His research interests include teaching and learning English, teaching speaking, problem-based learning, educational policy analysis, and gender diversity in Asia.

  • Aisah Apridayani, English Department, School of Education and Liberal Arts, Walailak University, 222 Thasala, Nakhon Si Thammarat 80160, Thailand

    She obtained a bachelor’s degree in English education from the University of Bengkulu in Indonesia. In addition, she earned a master’s degree in teaching English as an international language at Prince of Songkla University, Thailand. She has been certified as a Fellow of the UK's Higher Education Academy (FHEA). Her research interests include English teaching and learning, writing, self-regulated learning, English self-efficacy, and learning strategies.

  • Yuling Tang, Department of Arts, International College, Krirk University, 3 Ram Inthra, Anusawari, Bang Khen, Bangkok 10220, Thailand

    He holds a bachelor's degree in communication arts from Rangsit University in Thailand and a master's degree in communication from University Sains Malaysia in Malaysia. He has a keen eye for the transformative power of digital media. His research delves into the nuances of social media communication, with a particular focus on its impact on women, media marketing strategies, and integrated marketing communication. He is passionate about unravelling how social media platforms shape societal narratives and influence human behaviour.

  • Mukrim Mukrim, Teacher Training and Education Faculty, Tadulako University, KM 9 Sukarno Hatta, Palu, Sulawesi Tengah 94148, Indonesia

    He obtained a bachelor’s degree in English education from the University of Tadulako in Indonesia. He then earned his master's and doctoral degrees in language teacher education from Victoria University of Wellington, New Zealand (2012), and Leeds University (2019), United Kingdom. His research interests include English teaching and learning, teacher professional development, teacher research, and informal digital English learning.

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Published

2024-09-25

Issue

Vol. 15 No. 2 (2024): Journal of Education Culture and Society

Section

LOCAL CULTURES AND SOCIETIES

License

Copyright (c) 2024 Wei Han, Aisah Apridayani, Yuling Tang, Mukrim Mukrim

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How to Cite

Han, W., Apridayani, A. ., Tang, Y., & Mukrim, M. (2024). Online English Teaching and Learning in Higher Education: Lessons from Chinese College Students. Journal of Education Culture and Society, 15(2), 783-800. https://doi.org/10.15503/jecs2024.2.783.800