An Interpretive Argument for Blended Course Design

Gleason, Jesse

doi:10.1111/flan.12050

Cited by 10 publications

(6 citation statements)

References 9 publications

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“…How certain can we be about the validity of the claims made regarding the results of this study? An argument-based approach to validity (Chapelle & Voss, 2021;Gleason, 2013), which entails including multiple sources of evidence, can help us support or refute a potential claim regarding the superiority of online instruction. We wish to emphasize that while our findings reveal that the students in our context demonstrated significantly higher skills-based proficiencies in reading, listening, and speaking, as well as overall, we cannot make the claim that the online course modality is superior to an on-ground one.…”

Section: Discussionmentioning

confidence: 99%

The impact of the pandemic on student Spanish language proficiency

Gleason¹,

Bartlett²,

Cardone³

2022

Preprint

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In the aftermath of the COVID-19 pandemic, we continue to take stock of student learning. Although the “crisis-context” (Gacs, et al., 2020) move to fully online instruction may be over, a complete understanding of how student outcomes have been impacted remains. The present study focuses on how student Spanish language proficiency, as measured by the STAMP test, was affected by moving all on-ground language courses online in March 2020 at a small public university in the northeastern US. Comparing median student Spanish language proficiency as well as sub-level proficiencies in reading, writing, speaking, and listening skills across a total of 30 sections of a third-semester Spanish course (n=568) pre- and post-2020, we examined student learning outcomes based upon the modality of instruction. Results revealed a significant increase in students' overall Spanish language proficiency and significant increases in sub-level proficiencies in three out of the four skills in the online modality. Thus, in spite of the many changes that took place as a result of the COVID-19 pandemic, students' Spanish language proficiencies were either positively impacted or unimpacted. We discuss the implications of these results and pose questions for on- ground and online language courses moving forward.

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Section: Discussionmentioning

confidence: 99%

The impact of the pandemic on student Spanish language proficiency

Gleason¹,

Bartlett²,

Cardone³

2022

Preprint

View full text Add to dashboard Cite

show abstract

“…On the one hand, the online activities involved controlled practice of structures, linguistic, lexical, and cultural knowledge which aided in developing the interlanguage and automatization of Spanish structures. These activities provided students with extensive and intensive exposure to grammar and vocabulary to develop linguistic accuracy (Gleason, 2013), thus, setting the foundational knowledge that students needed and that were expected to use in the classroom. Thus, the pre-communicative nature of the online assignments allowed learners to focus grammatical and lexical structures of Spanish before they actually communicate.…”

Section: Discussionmentioning

confidence: 99%

Evaluating a flipped intermediate Spanish course through students and instructor’s perceptions

Jaramillo¹

2019

JALTCALL

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This case study examined students' and their instructor's perceptions and experiences in a flipped intermediate Spanish course which aimed to leverage class time for more interactive and communicative tasks to increase the use of language. Through student surveys and instructor interviews, this study found contrastive perspectives between the students' and instructor's experiences. Results from student surveys showed that their perceptions were lower but positive at the end of the course when compared to the start of the course. In contrast, the instructor had mixed perceptions before and after the course. Discussion of these contrastive perceptions and experiences are presented, as well as of online tasks and classroom activities. In addition, implications are presented in light of increasing our understanding of the affordances that flipped learning offers for language learning, learners' agency, and instructor's support.

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“…More recently, validity arguments have been transformed into the argument-based approach to evaluation as first postulated with the following four phases: planning an argument, gathering evidence, presenting an argument, and appraising an argument (Chapelle, 2014). Furthermore, argument-based validation methods have been successfully adapted to the evaluation of technology in learning environments, first theoretically, through applying neo-Vygotskian frameworks (Bax, 2011), then with ethnographic study, and then as applied as rationale for a blended learning program design (Gleason, 2013).…”

Section: Background On Argument-based Approach To Blended Language Program Evaluationmentioning

confidence: 99%

Validating the normalization of vocabulary systems in a university EFL program

et al. 2021

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The integration and normalization of multiple CALL systems with more traditional face-to-face learning, or blended learning, is an emerging trend of research. Evaluators are urged to investigate the processes involved in normalization of language learning tools in the classroom. Grounded in blended learning evaluation, this paper adopts an argument-based approach to interrogate the single claim: blended vocabulary learning systems can be normalized in English as a foreign language (EFL) programs. Using needs analysis, survey data, and document analysis, the authors examine what factors contribute to implementation and normalization of a blended language vocabulary program in a private Japanese university EFL program. Results reveal that transparency, constructive alignment, and coordinator's and teacher's knowledge, skills, and attitudes are important factors. Finally, it is argued that the normalization of blended learning programs seems to be predicated upon careful alignment with well-defined learning objectives, and on the availability of transparent analytics from online systems for the learner, teacher, and coordinator to ensure the diffusion of alignment from the meso to the micro level of the program.

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An Interpretive Argument for Blended Course Design

Cited by 10 publications

References 9 publications

The impact of the pandemic on student Spanish language proficiency

The impact of the pandemic on student Spanish language proficiency

Evaluating a flipped intermediate Spanish course through students and instructor’s perceptions

Validating the normalization of vocabulary systems in a university EFL program

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