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    Integrating foundational language and content study through new approaches to hybrid learning and teaching
    (Heinle Cengage Learning, 2012-01-01) Rossomondo, Amy E.
    The focus of this chapter is foundational foreign language teaching and learning that integrates content and language study in a hybrid environment. It offers a detailed description of how the open-access, web-based Acceso project implements an approach to intermediate-level Spanish study, consonant with recent discussions of integrated language and content instruction at all levels of instruction by means of a broad range of computer-assisted language learning applications. The chapter also argues for a characterization of Acceso’s content as “hybrid” with respect both to its collaborative development and maintenance and to how student engagement of this content is facilitated inside and outside of the classroom. Finally, the chapter discusses the benefits and challenges of developing and implementing such a project from a language program director’s perspective, as well as directions for its future.
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    Opening up foreign language education with open educational resources: The case of français ineractif
    (Heinle Cengage Learning, 2012-01-01) Blyth, Carl S.
    The general goal of this chapter is to examine the open education movement in order to understand its impact on foreign language education. More specifically, this chapter explores the intersection of blended foreign language learning and open educational resources (OERs). The affordances and challenges of OERs are summarized and discussed. A case study of Français interactif, an OER developed at the University of Texas at Austin, illustrates openness in many of its unique features, including an open development process based on feedback from a community of users, a modular design, and an open license. Suggestions are given to language program directors about how to join the open education community of practice.
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    Analyzing linguistic outcomes of second language learners: Hybrid versus traditional course contexts
    (Heinle Cengage Learning, 2012-01-01) Thoms, Joshua J.
    This chapter reports on a small-scale empirical study that analyzes the speaking and writing gains of students enrolled in an introductory Spanish language course taught in a traditional, face-to-face context and a second, introductory Spanish language course that was delivered via a hybrid course format. Both were college-level courses taught by the same instructor. The overarching research question investigated in this project is the following: what are the differences in speaking and writing gains of students enrolled in each of the two types of courses over the course of an academic semester? Results indicate that there were no statistically significant differences between students in the traditional and hybrid courses with respect to speaking gains. However, there were statistically significant differences regarding writing ability because students in the hybrid course improved more versus students in the traditional course. Reasons for these differences are delineated and future areas of research are offered.
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    Complementary functions of face-to-face and online oral achievement tests in a hybrid learning program
    (Heinle Cengage Learning, 2012-01-01) Rott, Susanne
    Recent research has attended to various aspects of oral tasks. Yet there has been very little analysis of how different test tasks and formats are complementary in terms of the skills they elicit. Moreover, the feasibility of conducting oral tests online has not yet been well examined. The current exploratory investigation compared students’ linguistic and interactional competencies in three commonly used oral exam tasks: teacher–student interview, role-play, and monologue. The interview and the role-play were conducted face to face (F2F), and the monologue was conducted in an online format. The data collection was based on third-semester German learners’ three- to five-minute responses to a speaking prompt and analyzed for aspects of communication, interactional, discourse, lexical, and grammatical competence. Results showed that in the online monologue and the F2F interview, students demonstrated similar language abilities that complemented language abilities demonstrated in the role-play.
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    The effects of blended learning on second language fluency and proficiency
    (Heinle Cengage Learning, 2012-01-01) Rubio, Fernando
    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.