ABSTRACT
The chapter explores the teaching and assessment innovations during Covid-19 at Donghua University, China (DHU). Due to the global pandemic, the reading-into-writing integrated course had to face the challenges posed by Covid-19 and make some changes accordingly. The chapter aims at reporting the considerations in decision-making and specific actions in teaching as well as assessment practices during the pandemic at DHU. This case report has the orientation of localizing the global trend of online and distance learning into Chinese tertiary education; thus, comparative research methods on teaching and assessment before, during, and after Covid-19 will be shown and analyzed, highlighting some preliminary endeavors by Chinese teaching practitioners in that specific semester. The scope of this report is confined to reading-into-writing integrated courses Two and Three in the Spring of 2020, with 20 teachers, 81 classes, as well as 1,771 learners participating. Their participation mirrors some online teaching and learning experiences of Chinese higher educators, voicing into global e-learning and language teaching. Learners’ satisfaction data as well as the latest course evaluation data on their learning results during the Covid-19 semester show no significant difference, nevertheless, there still arise some reflections which require practitioners in post-Coronavirus periods to reevaluate their teaching practices.
