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Self-efficacy in teaching Chinese as a foreign language in Australian schools
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Native language self-concept and reading self-concept. Same or different? ...
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Native language self-concept and reading self-concept. Same or different?
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In: The journal of experimental education 82 (2014) 2, S. 229-252 (2014)
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Young second language learners’ competence and affective self-concept
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Saudi female students learning English : motivation, effort, and anxiety
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Questioning new directions in understanding student motivation : an investigation into the domain specificity of motivational goals
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Chinese language reform in Singapore : teacher perceptions of instructional approaches and curriculum implementation
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Mandatory use of technology in teaching : who cares and so what?
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Relating use of digital technology by pre-service teachers to confidence : a Singapore survey
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Self-concepts of English-speaking and non-English-speaking students in an English-speaking country
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University students’ satisfaction with Spanish learning online and face-to-face
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Abstract:
University students choose to study Spanish language for a range of reasons, but two of the major reasons would be (a) communication with speakers of the target language, and (b) acquisition of knowledge and skills for instrumental purposes (such as getting a language-relevant job). In a blended learning environment where Spanish is taught partly in a face-to-face and partly in an online mode, it is important to understand how student satisfaction is associated with these factors. A group of university students who studied in a beginner’s course of Spanish (N = 36) completed a survey on their perceptions of the language functions (communicative, instrumental), satisfaction with the two modes of delivery (face-to-face, online), and their overall satisfaction with the Spanish course. Correlation analysis found that overall satisfaction was positively correlated with the two language functions (rs = .22 and .18, respectively) and with the two modes of delivery (rs = .41 and .27, respectively). However, the correlation between face-to-face and online modes was negative (r = -.30), indicating that those who favoured face-to-face mode tended to dislike online delivery, and vice versa. Repeated-measures analysis of variance found that the students had stronger perceptions of the communicative function and higher satisfaction with the face-to-face delivery mode. On a five-point scale, students’ satisfaction with the face-to-face mode (M = 4.23) was significantly higher than their satisfaction with the online mode (M = 3.04), whereas their overall satisfaction was somewhere in between (M = 3.53). These results suggest that the students preferred face-to-face learning to online learning. Although there is an increasing interest of universities to provide online learning opportunities, it seems that at least for this sample of beginning learners of Spanish, a substantial proportion of time should be allotted for face-to-face interaction.
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Keyword:
2003 - Language Studies; blended learning; curriculum evaluation; distance education; online learning; regression analysis; Spanish language; study and teaching (higher); university students
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URL: http://handle.uws.edu.au:8081/1959.7/502016 http://ezproxy.uws.edu.au/login?url=http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=c1f59733-396c-401e-a3d9-b20b9863265e%40sessionmgr112&vid=5&hid=123
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Adolescent peer relations instrument : assessment of its reliability and construct validity when used with upper primary students
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Domain specificity of trilingual teachers' verbal self-concepts
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