Literaturnachweis - Detailanzeige
| Autor/inn/en | Sato, Eriko; Chiang Chen, Julian Cheng; Jourdain, Sarah |
|---|---|
| Titel | Integrating Digital Technology in an Intensive, Fully Online College Course for Japanese Beginning Learners: A Standards-Based, Performance-Driven Approach. |
| Quelle | In: The modern language journal, 101 (2017) 4, S. 756-775 |
| Beigaben | Anhang; Abbildungen 2; Anmerkungen 2; Tabellen 5 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0026-7902 |
| Schlagwörter | Empirische Forschung; Digitale Medien; Anfangsunterricht; Fremdsprachenunterricht; Japanischunterricht; Hochschule; E-Learning |
| Abstract | The development of distance learning courses for less commonly taught languages (LCTLs) often meets with instructional challenges, especially for Asian LCTLs with their distinct non-Roman characters and structures. This study documents the implementation of a fully online, elementary Japanese course at Stony Brook University. The curriculum was designed around the American Council on the Teaching of Foreign Languages's (ACTFL) World-Readiness Standards for Learning Languages; performance-driven assessments; and task-supported, technology-enhanced principles. Asynchronous and synchronous tools were incorporated to facilitate task delivery and reduce the virtual isolation of learners. A simulated Oral Proficiency Interview (OPI) was conducted for the online students in order to compare their oral performance with that of the face-to-face (F2F) cohort in the preceding semester. Quantitative results show that online students outperformed their F2F counterparts in most of the Integrated Performance Assessment's scoring criteria, with a statistically significant difference in the criterion "Communication strategies." Survey results indicate students' positive attitudes toward language gains and corroborate the qualitative results gleaned from student learning journals and survey responses: Students' sense of isolation was replaced by a sense of co-presence. The authors conclude that developing an online LCTL course, though challenging, is feasible and maximizes outcomes through the synergy of multimodal digital platforms, and a standards-based, task-driven curriculum design. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/2 |
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