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The effects of blended learning on second language fluency and proficiency

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Title:The effects of blended learning on second language fluency and proficiency
Authors:Rubio, Fernando
Date Issued:01 Jan 2012
Publisher:Heinle Cengage Learning
Citation:Rubio, F. (2012). The effects of blended learning on second language fluency and proficiency. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 137-159. http://hdl.handle.net/102015/69713
Abstract:In an effort to address the needs of a new digital generation of students and remain
fiscally efficient in times of budget strains, many departments have decided
to move some components of their language programs to the online format and design courses that combine traditional face-to-face (F2F) instruction supplemented
with online components. A number of studies have compared the effects
of these blended courses with traditional courses, but the findings have either
been inconclusive or have proved no significant differences. This chapter presents
the results of a study comparing the proficiency and fluency gains of two groups
of first-year students of Spanish at the university level. One of the groups completed
two consecutive semesters of F2F classroom instruction in a traditional
format, meeting four days a week. The second group enrolled in two semesters of
beginning Spanish in a blended format that combines two F2F sessions per week
with two “virtual days.” In addition to measuring speaking and writing proficiency
levels according to the American Council on the Teaching of Foreign Languages
scale, the study provides a more fine-grained, quantitative analysis of a number of
features typically associated with fluency. Results show that even though differences
are not noticeable when comparing overall proficiency levels, a quantitative
analysis of fluency features reveals some interesting differences between the two
groups.
URI:http://hdl.handle.net/10125/69713
Volume:2012
Appears in Collections: 2012 HYBRID LANGUAGE TEACHING AND LEARNING: EXPLORING THEORETICAL, PEDAGOGICAL AND CURRICULAR ISSUES


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