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Remote Chinese Language Teaching at the University of Queensland During the COVID-19 Pandemic: A Reflection from Australia

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This chapter firstly provides a brief overview of the overall structure of the Chinese program and the Chinese language teaching at the University of Queensland (UQ) in Australia. Then it reports the findings of a one-on-one interviews with 35 students enrolled to a Chinese second year spoken course delivered in remote/online mode. The chapter ends with reflections on the points that were considered important in managing virtual classroom in online teaching. The conclusion is that it is possible to maintain high levels of student satisfaction by ensuring an interactive and engaging teaching style in a fully online delivery mode.


  • Chinese as a foreign language
  • Face to Face (F2F) teaching
  • Online teaching

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  • DOI: 10.1007/978-3-030-87055-3_7
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Fig. 7.1
Fig. 7.2


  1. 1.

    The Group of Eight (Go8) comprises Australia’s leading research-intensive universities—the University of Melbourne, the Australian National University, the University of Sydney, the University of Queensland, the University of Western Australia, the University of Adelaide, Monash University and UNSW Sydney.

  2. 2.

    In July 2016, UQ launched the Student Strategy: a five-year transformational plan that focuses on working toward four inter-related goals that are fundamental to the realization of its vision (for details see

  3. 3.

    Blackboard is a virtual learning environment and learning management system developed by Blackboard Inc. Each course at UQ has a Blackboard site.

  4. 4.

    Oral Vocabulary Study was designed to replace the usual weekly in-class dictation for online teaching mode. For each new lesson, students are required to read and record each new vocabulary item followed by a phrase or a sentence including the item, namely making a phrase or sentence with the item to show their understanding. It is recommended that they use the reference number listed in the new words lists in the textbook. They can record an audio file beforehand or use the online facility to record on the spot. Then they should upload the file to “Spoken Vocabulary Study” folder under “Assessment” on Blackboard. An example was provided.


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Correspondence to Wenying Jiang .

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Jiang, W. (2022). Remote Chinese Language Teaching at the University of Queensland During the COVID-19 Pandemic: A Reflection from Australia. In: Liu, S. (eds) Teaching the Chinese Language Remotely. Palgrave Macmillan, Cham.

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