A Road to Understanding: A Qualitative Study into Why Learners Drop out of a Blended Language Learning (BLL) Environment

Autor/in	Stracke, Elke
Titel	A Road to Understanding: A Qualitative Study into Why Learners Drop out of a Blended Language Learning (BLL) Environment
Quelle	In: ReCALL, 19 (2007) 1, S.57-78 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-3440
DOI	10.1017/S0958344007000511
Schlagwörter	Conventional Instruction; Computer Peripherals; Student Attitudes; Negative Attitudes; Withdrawal (Education); Second Language Instruction; Computer Assisted Instruction; Educational Technology; Blended Learning; Electronic Learning; Technology Integration; Second Language Learning + Suchen Sie Ihr Suchwort? Schülerverhalten; Negative Fixierung; Kursabbruch; Fremdsprachenunterricht; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Zweitsprachenerwerb
Abstract	This paper addresses the views of students of blended language learning (BLL)--a particular learning and teaching environment, that combines face-to-face (f2f) and computer-assisted language learning (CALL). In this instance, the "blend" consisted of learners' independent self-study phases at a computer, with a CD-ROM, and traditional f2f classroom learning. This paper explores this BLL environment from the participants' perspective and focuses on three learners who left the class. The aim of the study was to understand the reasons behind those students' decision to leave, so that ideas might be developed for the successful implementation of BLL environments in the future that would appeal to all learners. The analysis showed that students left the class for three reasons: a perceived lack of support and connection/complementarity between the f2f and computer-assisted components of the "blend"; a perceived lack of usage of the paper medium for reading and writing; and the rejection of the computer as a medium of language learning. The paper concludes by pointing out implications for the possible future of BLL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10