The Blended Learning Environment on the Foreign Language Learning Process: A Balance for Motivation and Achievement

Autor/in	Isiguzel, Bahar
Titel	The Blended Learning Environment on the Foreign Language Learning Process: A Balance for Motivation and Achievement
Quelle	In: Turkish Online Journal of Distance Education, 15 (2014) 3, S.108-121 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-6488
Schlagwörter	Blended Learning; Educational Technology; Second Language Learning; Foreign Countries; Student Motivation; Tourism; College Students; Experimental Groups; Control Groups; Comparative Analysis; Online Courses; Conventional Instruction; Achievement Tests; German; Success; Second Language Instruction; Teaching Methods; Pretests Posttests; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Zweitsprachenerwerb; Ausland; Schulische Motivation; Tourismus; Collegestudent; Online course; Online-Kurs; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Deutscher; Erfolg; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Türkei
Abstract	The purpose of this study is to determine the effects on motivation and success within the application of blended learning environments in the foreign language class. The research sample is formed by third grade students studying in the tourism and hotel management programs of the faculty for tourism and the faculty of economics and administrative sciences at the Nevsehir Haci Bektas Veli University (Turkey) in fall semester of the 2012-2013 academic year. The research group consists of 62 students and there of 35 students belong to the experimental group and the other 27 persons belong to the control group. While the experimental group was subject to 14 hours online and 6 hours traditional face to face learning, the control group was subject to only 6 hours traditional face to face learning. The research has been completed after a 10 week application. The data on the research have been collected with German course achievement tests via the German Language Learning Motivation Scale. The results reveal that the experimental group of students attending the German classes in blended learning environments has more success and higher motivation compared to the control group attending German language classes in the traditional learning environment. Even if the learners achieve certain success and motivation findings in the classroom and face to face environments performed along with teaching-learning activities mainly in control of the instructor, the success and motivation effect of the blended learning environment could not be achieved. (As Provided).
Anmerkungen	Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10