Title: Utilizing video conferencing software to teach young language learners in Hong Kong during the COVID‐19 class suspensions
Abstract: TESOL JournalVolume 11, Issue 3 e00545 CURRENT ISSUES IN TESOL: TESOL AND THE COVID-19 PANDEMIC Utilizing video conferencing software to teach young language learners in Hong Kong during the COVID-19 class suspensions Benjamin L. Moorhouse, Corresponding Author Benjamin L. Moorhouse [email protected] orcid.org/0000-0002-3913-5194 Hong Kong Baptist UniversitySearch for more papers by this authorAndrew M. Beaumont, Andrew M. Beaumont Pui Kiu Primary School, Hong KongSearch for more papers by this author Benjamin L. Moorhouse, Corresponding Author Benjamin L. Moorhouse [email protected] orcid.org/0000-0002-3913-5194 Hong Kong Baptist UniversitySearch for more papers by this authorAndrew M. Beaumont, Andrew M. Beaumont Pui Kiu Primary School, Hong KongSearch for more papers by this author First published: 19 August 2020 https://doi.org/10.1002/tesj.545Citations: 28Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat REFERENCES Bai, B., Wang, J., & Chai, C.-S. (2019). Understanding Hong Kong primary school English teachers' continuance intention to teach with ICT. Computer Assisted Language Learning, https://doi.org/10.1080/09588221.2019.1627459 10.1080/09588221.2019.1627459 Web of Science®Google Scholar Butler, Y. G. (2018). Learning a second language as a child. In A. Burns & J. Richards (Eds.), The Cambridge guide to learning second languages (pp. 9–18). Cambridge, England: Cambridge University Press. Google Scholar Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course "forced" online due to the COVID-19 pandemic. Journal of Education for Teaching. https://doi.org/10.1080/02607476.2020.1755205 10.1080/02607476.2020.1755205 Web of Science®Google Scholar Moorhouse, B. L., & Beaumont, A. (2019). Involving parents in their children's school-based English language writing using digital learning. RELC Journal. Advance online publication. https://doi.org/10.1177/0033688219859937 Web of Science®Google Scholar Peachey, N. (2017). Synchronous online teaching. In M. Carrier, R. M. Damerow, & K. M. Bailey (Eds.), Digital language learning and teaching (pp. 153–155). New York, NY: Routledge. 10.4324/9781315523293-12 Google Scholar Rehn, N., Maor, D., & McConney, A. (2018). The specific skills required of teachers who deliver K-12 distance education courses by synchronous videoconference: Implications for training and professional development. Technology, Pedagogy and Education, 27, 417–429. https://doi.org/10.1080/1475939X.2018.1483265 10.1080/1475939X.2018.1483265 Web of Science®Google Scholar Citing Literature Volume11, Issue3September 2020e00545 ReferencesRelatedInformation