• ISSN: 2382-6282 (Print); 2972-3108 (Online)
    • Abbreviated Title: Int. J. Lang. Lit. Linguist.
    • Frequency: Bimonthly
    • DOI: 10.18178/IJLLL
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HOME > Archives > 2024 > Volume 10 Number 3 (2024) >
IJLLL 2024 Vol.10(3): 274-278
DOI: 10.18178/IJLLL.2024.10.3.525

Chinese Language Teachers’ Readiness for Online Teaching —The Case in Singapore Primary Schools

Li Li
Singapore Centre for Chinese Language, Center of Nanyang Technological University, Singapore
Email: li.li@sccl.sg

Manuscript received December 12, 2023; revised January 18, 2024; accepted February 27, 2024; published May 24, 2024

Abstract—This study aimed to profile and examine Chinese Language (CL) teachers’ readiness for online teaching with general platforms in Singapore primary schools. 577 CL teachers answered a questionnaire asking about their self-efficacy in Knowledge in Technological, Pedagogical, and Content (TPACK), their perceived support from schools and parent involvement in online teaching, their self-reported online teaching presences and their perceived difficulties and expected support for online teaching. Teachers were found to be confident in their TPACK in CL online teaching, hold positive feedback on school support and parent involvement, and were generally satisfied in their online teaching presence. The discrepancy between teachers’ online teaching presence and their expected results was further discussed, along with the different needs of support for teachers teaching different levels.

Keywords—Chinese Language (CL), Knowledge in Technological, Pedagogical, and Content (TPACK), online teaching

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Cite:Li Li, "Chinese Language Teachers’ Readiness for Online Teaching —The Case in Singapore Primary Schools," International Journal of Languages, Literature and Linguistics, vol. 10, no. 3, pp. 274-278, 2024.

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