Videoconferencing as a disruptive innovation: An empirical case study of English language learning in China

Since the late 1990s, multimedia and computer network systems have been gradually introduced into the K-12 schools in China (Liang et al., 2005). These events have been viewed as a national priority to ensure that students are prepared to be competitive in the global ICT environment. Policymakers have also tied English-language education to China's modernization efforts, economic development, and advancement in science and technology (Hu, 2005; Li & Ni, 2011; Lu, Goodale & Guo, 2014; Zhan, 2008).;The purpose of this retrospective case study was to evaluate the potentially disruptive innovation of using a dedicated videoconferencing platform for classroom teaching, and to assess the pedagogical innovations selected to teach a culturally and age-appropriate English language learning course to young learners. The data used in this study originated from a fall 2013 English language learning pilot project in Shanxi Province, China. Two elementary schools participated in a 10-week-long American English Language Learning course. Each school provided an experimental and comparison group of students for the purposes of this study. All students were enrolled in the 2nd grade and were 7-8 years old. American teachers in California taught daily English language classes through a synchronous videoconferencing platform to students in Shanxi Province, China.;The results of this project showed that the implementation of the disruptive innovation was successful. The students who were exposed to an English language learning class using a videoconferencing platform, and a Western-based constructivist curriculum showed statistically significant learning gains compared to students who received traditional instruction. Evaluation data and comments from students, parents, and school personnel showed strong support and reception of the innovative teaching and learning environment.;Due to the small number of students in the experimental groups and other limitations of the study, results should be interpreted with caution as findings may not be generalizable to other populations and disciplines. This project was an example of collaboration and commitment to the use of technology to increase learning opportunities for young students in China.