ISSN: 2222-6990
Open access
Distance learning has become increasingly prominent ever since the COVID-19 pandemic. In modern society, distance learning has become a primary mode of education available globally. This allows students at all levels to conveniently access education, including English language learning, from their locations. Addressing the gaps in understanding educators’ teaching behaviors and attitudes, the high educational expectations and demands, as well as the methods of lesson delivery in the distance learning within the context of higher education English language learning, this study aims to illustrate classroom lecturing behaviors and attitudes, along with the types of knowledge these educators exhibited. Guided by the Technological Pedagogical Content Knowledge theory (TPACK) and Theory of Planned Behaviour (TPB), this study utilizes a single-site case study design incorporating classroom observations, document analyses, and semi-structured interviews among 10 Chinese English language lecturers on a selected distance learning platform. This study provides a better overview of how distance learning occurs in China, and the findings of this study can assist in developing the English language lecturers’ professionalism in teaching based on the two guiding theories. Higher education institutions could help improve the professionalism and teaching quality among lecturers.
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