Exploring Blended Learning in a Postsecondary Spanish Language Program: Observations, Perceptions, and Proficiency Ratings

Autor/inn/en	Romeo, Kenneth; Bernhardt, Elizabeth B.; Miano, Alice; Leffell, Cici Malik
Titel	Exploring Blended Learning in a Postsecondary Spanish Language Program: Observations, Perceptions, and Proficiency Ratings
Quelle	In: Foreign Language Annals, 50 (2017) 4, S.681-696 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12295
Schlagwörter	Blended Learning; Second Language Learning; Second Language Instruction; Spanish; Teaching Methods; Outcomes of Education; Language Proficiency; Educational Technology; Technology Integration; Research Universities; College Second Language Programs; Achievement Gains; Correlation; Observation; Measurement Techniques; Student Attitudes; Teacher Attitudes; College Students; College Faculty; Language Teachers + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Spanisch; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Language skill; Language skills; Sprachkompetenz; Unterrichtsmedien; Forschungseinrichtung; Achievement gain; Leistungssteigerung; Korrelation; Beobachtung; Messtechnik; Schülerverhalten; Lehrerverhalten; Collegestudent; Fakultät; Language teacher; Sprachunterricht
Abstract	Despite the foreign language community's historical interest in employing technology to support language learning, few research studies have linked its use to instructional outcomes and most have failed to address whether technology enhancements lead to increased proficiency gains. This article examines the relationship between technology use and student performance in a Spanish language program at a research university. Through classroom observation and student and instructor self-reports, coupled with proficiency data from first- and second-year courses, this project investigated the type and distribution of technology use, instructors' and students' perceptions of the value of technology use, and the relationship between observed and perceived technology use and the exit proficiency ratings of student participants. The study found that students and instructors used technology to varying degrees and valued different types of technology use in language learning but viewed face-to-face communication as most essential. In addition, regardless of very different technology implementations among instructors and courses, students' proficiency ratings reached the expected exit level for each course and were remarkably consistent among individuals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01