![]() ![]() Instead, we need to be particularly discriminating when matching the technology and form of delivery to the type and level of language instruction. The following pages propose that when identifying interesting and excitingĢ 54 Unlock the Gateway to Communication technologies and forms of delivery, we must be careful to resist the temptation of a one-size-fits-all mentality. Indeed, as schools of thought have come and gone, so have language teaching methods waxed and waned in popularity (Brown, 1994, p. ![]() While still considered a young discipline, second language acquisition research and theory have evolved tremendously in a relatively short amount of time (Ellis, 2012). Many of these educators continue to seek out, create, and try new techniques for language learning. Introduction As new gateways to communication, technological applications present a myriad of seemingly limitless choices for language educators. While hybrid and online learning may provide an important gateway to communication for many, our findings suggest that it is not necessarily the right fit for all and that more detailed consideration of both the type of course and the level of learner is needed before full-scale format changes should be adopted. Two different populations of learners are examined: beginning learners of French in a basic post-secondary language course and French majors and minors in a fourth-year post-secondary content course. Following a review of the literature that has tended to find no significant difference between the student learning outcomes from those taught in traditional courses as compared to students from hybrid language courses, this study compares student satisfaction information. This study examines student perception of the hybrid experience. 1 4 Hybrid language instruction: Finding the right fit Abstract Carolyn Gascoigne & Juliette Parnel University of Nebraska Omaha Where do students fit into hybrid language instruction? The answer depends on the students themselves.
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