Adult Learners' Perceptions of Online Language English Learning in China

Introduction

With increased access to hardware and the Internet, the younger generation has changed their reading and learning habits to electronic means (Wang et al., 2016; Lau et al., 2017; Yu et al., 2022; Lam et al., 2022). Online learning has become more prevalent for language learning (Zhang et al., 2015; Leung et al., in press), which usually describes learning experiences fully via the Internet, without face-to-face components, under formal language courses and more informal learning scenarios (Hockly, 2015). The Open University in the United Kingdom was one of the early institutions which realized language courses on the computer in 1995 (White, 2006). Higher education and commercial organizations have been developing online language learning extensively in the past two decades (Cheng et al., 2022).

Language owns the attribution of generativity (Monaghan et al., 2014) and arbitrary (Stewart et al., 2013). Language is systematic and works as a social semiotic (Halliday,1978). Hence, language is an essential communication tool (Morris, 2020). Language learning is a unique learning experience since it demands an environment that is not solitary and enclosed, requiring interaction and natural language context to understand the potential communicative functions and different social meanings of linguistic forms (Leung et al., in press). A communicative approach to language learning has been considered the most effective theoretical model since the 1970s (Johnson & Brumfit, 1979). Previous research also asserts that limited interaction may lower students’ motivation to learn and then decrease students’ satisfaction and performance as a consequence (Leung et al., in press; Dong et al., 2021). Nowadays, many online language learning platforms have changed their strategies and taken great advantage of current technologies: teaching language by native speakers overseas through Skype or other videoconferencing technologies that provide instant interaction during lessons without time and location barriers.

English learning in China was able to ascend during the Qing Dynasty. Even though it experienced several education reformations over 150 years, the role of English has been enlivening throughout the whole life of Chinese students: from kindergarten to university graduation, along with their career paths. Also, the national economic development changes lifestyles: English-language TV shows and reactions are popular; people like traveling aboard with English as an international communicational tool, and so on. These support the enthusiasm for learning English, and English training organizations have sprung up throughout China.

Online learning has gone through three stages in China. The first stage was before 2006, when Internet first entered China. Organizations explored technologies, context design, and others supporting online education, while Chinese users accepted this learning model concept. The second stage was the period from 2006 to 2011. During this period, online education hit the ground in higher education and career education, such as for architects, accountants, civil servants, and graduate school examinations. The third period is from 2012 to now, the most rapid development of online education. Various parties adopt online language learning platforms, including primary and secondary schools, language schools, and universities (Dong, 2016). In 2016, the China market for online English learning accounted for 8.6 billion US dollars of revenue.