Learning whiplash: Chinese College EFL learners’ perceptions of sudden online learning

Abstract

As coronavirus disease 2019 swept through mainland China, students were forced to quickly switch to learning online. This study aimed to capture college Chinese English as a Second/Foreign Language (ESL/EFL) learners’ perceptions of rapidly switching to online learning at two colleges in China’s southern Guangdong Province. A bilingual (Chinese/English) online survey was used to collect data. The participants (n = 504) responded to a survey about their feelings and perceptions of sudden online learning, a term the authors call “learning whiplash.” We asked students about how much they liked online at the beginning of learning online, how long students have been taking online courses, and how many online courses the students were currently taking. We also asked about the students’ perceptions of the quality of online learning when compared to physical learning. Finally, we asked students about getting drowsy and/or falling asleep during their online classes. We found that students were taking on average five to seven online courses and that they did not like learning online early in the epidemic. Our study confirmed that students preferred a hybrid learning environment. Seventy-nine percent of students admitted to getting drowsy and/or falling asleep during their online classes. Specific suggestions are given for teachers to keep students active and engaged in online learning. Practical guidance and strategies for creating vibrant online learning environments are provided. This research informs both the communities on online and e-learning as well as ESL/EFL teaching.