F2F Versus Online: Student Perceptions of Foreign Language Learning in the Time of COVID-19

Autor/inn/en	Adelson, Leah; Keen, Géraldine Simonnet
Titel	F2F Versus Online: Student Perceptions of Foreign Language Learning in the Time of COVID-19
Quelle	In: Journal of Educators Online, 20 (2023) 2, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	In Person Learning; Electronic Learning; COVID-19; Pandemics; Student Attitudes; College Students; Second Language Instruction; Second Language Learning; French; Italian; Portuguese; Spanish; Language Skills; Learner Engagement; Learning Experience + Suchen Sie Ihr Suchwort? Schülerverhalten; Collegestudent; Fremdsprachenunterricht; Zweitsprachenerwerb; Französisch; Italienisch; Portugiesischunterricht; Spanisch; Language skill; Sprachkompetenz; Lernerfahrung
Abstract	The abrupt transition from face-to-face (F2F) to online learning during the COVID-19 pandemic impacted students' learning experiences in many ways. This survey-based study investigated the perceptions of 117 university students enrolled in beginner, intermediate, and advanced foreign language courses (French, Italian, Portuguese, Spanish) of their learning experiences in the F2F mode relative to the online mode. Quantitative and qualitative data were collected through a questionnaire with Likert-scale and open-ended questions that related to four language skills (listening, reading, speaking, and writing), student engagement (participation, comfort asking questions, and peer interactions), and overall learning experience. The results revealed significant differences in participants' perceptions across all dimensions and may be used to inform future foreign language curriculum development and teaching in any instructional mode. (As Provided).
Anmerkungen	Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01