Australian Students' Perceptions of the Challenges and Strategies for Learning Chinese Characters in Emergency Online Teaching

This study examines Australian students’ perceptions of the challenges and strategies for learning
and teaching Chinese characters in emergency online teaching amid the Covid-19 pandemic. Forty
students at an Australian university completed an online survey. Results show that the students’
perceived difficulties of learning characters in remote delivery were different from those reported
in a face-to-face mode of learning. It seems that the implemented teaching strategies and revised
assessment requirements have mitigated the challenges for learning characters. However, students
reported some new challenges faced in emergency remote learning, such as technological and
physical barriers (e.g., internet issues and learning space) and demands for self-discipline and time
management abilities, which in turn affected their mental health and motivation for learning. The
majority of students believed that repeated practice in the use of a variety of resources provided was
effective in developing their character writing and reading skills. The majority also indicated their
overall satisfaction with the implemented teaching strategies and their learning progress, although a
few students reported their performance was affected by technological and physical constraints and
shortage of time. Findings suggest that appropriate teaching strategies associated with research-based
curriculum design should be implemented in online teaching to reduce students’ stress and facilitate
learning outcomes. Findings contribute to the theoretical development of character learning strategies
by providing empirical evidence in emergency online teaching. This study has significant pedagogical
implications for Chinese character pedagogy as proposed teaching strategies will be highly beneficial
for instructed character learning in an online mode. This study also provides insights and suggestions
about how Chinese language professionals and practitioners can improve on material and resource
development and assessment design to adapt to future trends in online teaching.