Technology in teaching after the COVID-19 pandemic: The visualOnly video teaching strategy

Abstract

Technologically-assisted teaching and learning strategies are famous in the current education system, particularly in foreign language classrooms during and potentially after the COVID-19 pandemic. The purpose of this study was to understand and explore the experiences and comments of the Visual-Only Video Teaching Strategy in the online Chinese-as-a-Foreign Language classrooms at a British university during the COVID-19 pandemic. Two research questions guided this study, as the following: 1) How would you describe your online Chinese-as-a-Foreign Language classroom with the instruction of the Visual-Only Video Teaching Strategy during the COVID-19 pandemic? 2) Do you want to have any future courses, regardless of the subject matters, with the Visual-Only Video Teaching Strategy after the COVID-19 pandemic, why or why not? Based on the general inductive approach, 36 Chinese-as-a-Foreign Language university students were invited for the virtual-based and semi-structured interview sessions, and focus group activities. The results indicated that the participants enjoyed the Visual-Only Video Teaching Strategy because of the flexibility, the technologically interactions, and the same level of rigorousness. The contributions of this study may fill up the gaps in technologically-assisted teaching and learning approaches and strategies after the COVID-19 pandemic. University leaders, department heads, lecturers, teachers’ trainers, and policymakers may take this study as the blueprint to reform and upgrade the current teaching and learning strategies to meet the needs and expectations of the students and potential employers.