Commonly taught and less commonly taught language learners: are they equally prepared for CALL and online language learning?

Winke, Paula; Goertler, Senta; Amuzie, Grace Lee

doi:10.1080/09588221.2010.486576

Cited by 36 publications

(25 citation statements)

References 23 publications

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“…Despite recommendations by CALL experts and online language course designers (e.g., Hubbard 2013; Hubbard and Bradin Siskin 2004;Kassen and Lavine 2007;Levy 2006), only a few studies in the realm of language education (Barrette 2001;Burrows and Stepanczuk 2013;Fageeh 2011;Murray and Blyth 2011; and a series of studies by Winke, Goertler, and their colleagues, Goertler 2009;Goertler, Bollen, and Gaff 2012;Winke and Goertler 2008b;Winke et al 2010), have addressed learner readiness for online language learning before its actual implementation. According to the results of these studies, learner readiness for online language learning is connected with a set of factors which can be broken down into two general categories: demographic variables which incorporate gender, age, grade, nationality, field of study, and technological accessibility/ownership versus non-demographic variables which encompass learner autonomy, motivation, learning style, attitude toward e-learning, language self-efficacy, technological acumen, and online communication skills.…”

Section: Mobile Apps For Language Learningmentioning

confidence: 99%

“…Following that, Goertler et al (2012) also indicated students' preference for instructor presence as the major factor behind dismissing hybrid language education as being inferior to the face-to-face mode of teaching. Similarly, Winke et al (2010) faced the challenge of student unwillingness to adopt hybrid language learning. As all four studies have argued, learner training is of crucial importance in dispelling the myths surrounding hybrid language instruction.…”

Section: Willingness To Experience Online Learningmentioning

confidence: 99%

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Are Japanese digital natives ready for learning english online? a preliminary case study at Osaka University

Mehran

Alizadeh

Koguchi

et al. 2017

Int J Educ Technol High Educ

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Assessing learner readiness for online learning is the starting point for online course design. This study thus aimed to evaluate Japanese learners' perceived e-readiness for learning English online prior to designing and developing an online EGAP (English for General Academic Purposes) course at Osaka University. A sample of 299 undergraduate Japanese students completed a translated and adapted version of the Technology Survey developed by Winke and Goertler (CALICO Journal 25(3): 482-509, 2008). The questionnaire included items about respondents' ownership of and access to technology tools, their ability in performing user tasks from basic to advanced, their personal educational use of Web 2.0 tools, and their willingness to take online English courses. The informants were found to have personal ownership and/or adequate access to technological devices and the Internet at home or at the university. While their keyboarding skills have been reported as relatively low, the self-assessment data indicates that the participants know about general Web 2.0 tools and utilize them in daily life but not within educational settings. The students were also in general unwilling to take online courses, either fully online or blended. This finding further highlights the necessity of digital literacy training before implementing the prospective online course with a focus on EGAP.

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Section: Mobile Apps For Language Learningmentioning

confidence: 99%

Section: Willingness To Experience Online Learningmentioning

confidence: 99%

Are Japanese digital natives ready for learning english online? a preliminary case study at Osaka University

Mehran

Alizadeh

Koguchi

et al. 2017

Int J Educ Technol High Educ

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show abstract

“…It has become accepted wisdom that hybrid instruction is not suitable for every student (Goertler et al, 2012;Arispe & Blake, 2012;Lin, 2009;Blake et al, 2008;Winke et al 2010). The format is best suited for independent and conscientious learners (Arispe & Blake 2012) and requires a level of technology that many of today's students do not yet possess despite their familiarity with Facebook and Twitter (Goertler et al, 2012).…”

Section: Managing Student Expectationsmentioning

confidence: 99%

“…The course started under auspicious conditions: As Winke and Goertler (2010) had recommended, students had been familiarized with the hybrid model during their first-year sequence. Although a new course management system (CMS) had been instituted in the summer 2012, students had had one semester to familiarize themselves with the new CMS.…”

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confidence: 99%

Strategies for Hybrid Course Design in Second‐Year German

Baumgärtner

2015

Die Unterrichtspraxis

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Yet despite the continuing problem of scaling these internet-based teaching and learning models, technology-based innovation is here to stay and education will need to think of itself within the context of new delivery modalities. Among these are hybrid courses that combine traditional face-to-face (F2F) teaching with online instruction-often called "the best of both worlds" (Seaman & Allen, 2010). Educators and administrators alike are turning toward these new delivery modalities and are weighing carefully whether online and hybrid teaching can work successfully for the foreign language classroom. Will this model respond to the imperatives of cost (overflowing Spanish classes, shrinking German classes) and student demand for flexibility (anytime, anywhere)? Some even argue that hybrid instruction is "quickly becoming an essential alternative in many FL programs" (Rubio & Thoms, 2014, p. 1).The outcomes of the course described here, a fourth-semester German language course, are of interest because mine are the experiences of a fairly average mid-career faculty member trained mostly in literary studies. The German program at the University of Utah is typical in many ways: We are a small language program within a large multi-sectional department. The three full-time tenure-track faculty teaching in German are the ones left after the crisis of 2008 when older colleagues retired and the vacant German positions either went unfilled or were absorbed into growing language fields. 1 Our problems are fairly typical, too. We are losing students at all levels, have revised the curriculum several times in order to attract more students to our courses, and struggle to overcome the language-literature divide described in the 2007 MLA report. Our curriculum is divided between a required four-semester, language-based, lower-level sequence taught by a dedicated lecturer and several adjunct teachers and culture-based upper-level major and minor courses taught by tenure-track faculty, with some overlap on an individual basis. Although instructors and tenure-track faculty alike take great care to stay abreast of new developments in teaching, it has been many years since faculty members have taken a course in pedagogy. At stake in our experimenting with hybrid course delivery was therefore the question of whether implementing hybrid courses can be done by the average mid-career faculty member trained in the delivery of traditional F2F language courses. By focusing on the experiences of the faculty instructor, I am not disputing the pedagogical impera-211 1 The German section has four full-time tenure-track faculty members, with one faculty serving in an administrative capacity. The tenure-track faculty is supported by one full-time lecturer and a small cadre of dedicated adjuncts.

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“…Due to the various technology platforms used in online assessments (e.g., learning management systems, publisher‐provided materials), it is important to offer additional training and help functions to learners (e.g., practice tests, helpdesk contact information, quick troubleshooting tips, FAQs, etc.). Since online learners must be more independent and self‐reliant but may not have the required technology skills, assessments and course tools must help learners develop autonomy (Heift, ), learning strategies (Reinders & White, ), and the needed technology skills (Winke, Goertler, & Amuzie, ).…”

Section: Introductionmentioning

confidence: 99%

Assessment in Online German: Assessment Methods and Results

Goertler

Gacs

2018

Die Unterrichtspraxis

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As online educational programs and courses increase (Allen & Seaman, ), it is important to understand the benefits and limitations of this delivery format when assessing students and when comparing learning outcomes. This article addresses the following two questions: (1) What are some of the best practices in assessing language skills online and how do they differ from assessment in face‐to‐face (F2F) courses? (2) How do learning outcomes differ in online vs. F2F courses? Both questions are answered based on previous research and our own practices and results in second‐year German. We found that the most effective online practices are too time‐consuming and costly to implement. Poor computer literacy skills and test security can be further issues in online environments. The solution lies in frequent formal and informal assessments. When comparing online with F2F language learning, meta‐analyses give online formats a slight advantage over F2F (Means, Toyama, Murphy, Bakia, & Jones, ). In this study no significant differences were found between the F2F and online sections. Noteworthy, however, is that large differences in standard deviations and score ranges between online and F2F classes suggest that online language learning works well for some and not as well for others.

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Commonly taught and less commonly taught language learners: are they equally prepared for CALL and online language learning?

Cited by 36 publications

References 23 publications

Are Japanese digital natives ready for learning english online? a preliminary case study at Osaka University

Are Japanese digital natives ready for learning english online? a preliminary case study at Osaka University

Strategies for Hybrid Course Design in Second‐Year German

Assessment in Online German: Assessment Methods and Results

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