Practice and Evaluation of Blended Learning with Cross-Cultural Distance Learning in a Foreign Language Class: Using Mix Methods Data Analysis

Autor/inn/en	Sugie, Satoko; Mitsugi, Makoto
Titel	Practice and Evaluation of Blended Learning with Cross-Cultural Distance Learning in a Foreign Language Class: Using Mix Methods Data Analysis
Quelle	In: Journal of Pan-Pacific Association of Applied Linguistics, 18 (2014) 2, S.1-19 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1345-8353
Schlagwörter	Blended Learning; Second Language Learning; Chinese; Second Language Instruction; Mixed Methods Research; Teaching Methods; Web Based Instruction; Student Motivation; Native Speakers; Instructional Design; Foreign Countries; Distance Education; Synchronous Communication; Vocabulary Skills; Intercultural Communication; Learning Motivation; Self Efficacy; Japan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; China; Chinesen; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Web Based Training; Schulische Motivation; Muttersprachler; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Distance study; Distance learning; Fernunterricht; Aktiver Wortschatz; Interkulturelle Kommunikation; Motivation for studies; Lernmotivation; Self-efficacy; Selbstwirksamkeit
Abstract	The Information and Communication Technology (ICT) utilization in Chinese as a "second" foreign language has mainly been focused on Learning Management System (LMS), digital material development, and quantitative analysis of learners' grammatical knowledge. There has been little research that has analyzed the effectiveness of cross-cultural distance learning by the mixed methods. In this study, Chinese classes were instructed with blended learning which has three phases such as classroom teaching, Web-Based Training, and Cross-Cultural Distance Learning. This practice was based on an instructional design and a motivational design. This study aimed to explore the outcome of learning and learners' experiences with the mixed methods. A quantitative analysis shows that Japanese students have already had high motivation from the beginning, and that learners who are anxious about communication skills have gained confidence through the interaction practices. As a qualitative analysis result, learners failed to communicate with Chinese students and felt that they lacked vocabulary, but experienced the use of Chinese in authentic contexts through the synchronous face-to-face interaction. They also improved in aggressiveness and motivation for learning Chinese. They fixed words and sentences which were learned in the classroom in the process of talking to different partners. All participants enjoyed the rare chance of interaction between young native speakers, and formed a positive impression of them. (As Provided).
Anmerkungen	Pan-Pacific Association of Applied Linguistics. Department of English, Namseoul University, 21 Maeju-ri, Seonghwan-eup, Cheonan-city, Choongnam, Korea 330-707. Tel: +82-2-3290-1995; e-mail: paalkorea@yahoo.co.kr; Web site: http://paal.kr/journals/journals.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01