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| Autor/inn/en | Moneypenny, Dianne Burke; Aldrich, Rosalie S. |
|---|---|
| Titel | Online and Face-to-Face Language Learning: A Comparative Analysis of Oral Proficiency in Introductory Spanish |
| Quelle | In: Journal of Educators Online, 13 (2016) 2, S.105-133 (29 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1547-500X |
| Schlagwörter | Second Language Learning; Spanish; Electronic Learning; Online Courses; Web Based Instruction; Conventional Instruction; Comparative Analysis; Oral Language; Language Proficiency; Introductory Courses; Undergraduate Students; Language Tests; Scores; Statistical Analysis; Statistical Significance; Communication Skills; ACTFL Oral Proficiency Interview |
| Abstract | The primary resistance to online foreign language teaching often involves questions of spoken mastery of second language. In order to address this concern, this research comparatively assesses undergraduate students' oral proficiency in online and face-to-face Spanish classes, while taking into account students' previous second language experience. The sample consisted of 90 undergraduate students, both online and face-to-face, who completed the Versant test at the end of the two semester sequence of Introductory Spanish. The Versant test assessed pronunciation, vocabulary, sentence formation, and fluency as factors of oral proficiency and calculated an overall oral proficiency score. T-test, one-way analysis of variance (ANOVA), and Kruskal-Wallis H test were used to determine whether there were any significant differences between online and face-to-face students' proficiency scores. The results indicate that there were no statistically significant differences in oral proficiency at the introductory level between students who completed Spanish online and those that participated in face-to-face courses. (As Provided). |
| Anmerkungen | Journal of Educators Online. 500 University Drive, Dothan, AL 36303. Web site: http://www.thejeo.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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