Examining the influence of teachers’ online teaching preparation on Chinese adult language learners: Testing the mediation of learner control and learning motivation

Abstract

To explore the effects of online teaching preparation on Chinese adult language learners, this study used the Questionnaire Star platform to conduct a closed-ended survey of Chinese adults who participated in online foreign language courses. In total, 207 participants were obtained using random sampling. The survey incorporated the teacher preparedness scale, self-control scale, learning motivation scale, and learning effect scale. The survey items were rated on a five-point Likert scale. SPSS and AMOS were used for reliability and validity analysis and hypothesis verification. The adult language learners’ perceptions of the online preparation predicted learning effect, and these effects were mediated by the learners’ self-control and learning motivations. Given these findings, teachers are encouraged to engage in online training. Additionally, online teaching preparation methods and online language learning courses should be improved. Teachers should evaluate the self-control of Chinese adult language learners in online courses and provide sufficient academic guidance. Teachers should also determine the learning motivation of Chinese adult language learners, apply incentives and assessment methods, and increase learners’ interest to improve online language learning.

Keywords

online teaching preparation learning effectiveness self-control learning motivation chinese adult language learner

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