Restructuring a Beginner Language Program: A Quantitative Analysis of Face-To-Face versus Flipped-Blended Spanish Instruction
The present study provides empirical data measuring the effects of a flipped and blended course design for beginning-level Spanish on the four skills of reading, writing, speaking, and listening, compared to a control group following a traditional present-practice-produce instructional format. The s...
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Veröffentlicht in: | Hispania 2020-06, Vol.103 (2), p.259-274 |
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description | The present study provides empirical data measuring the effects of a flipped and blended course design for beginning-level Spanish on the four skills of reading, writing, speaking, and listening, compared to a control group following a traditional present-practice-produce instructional format. The study provides a template for the successful restructuring of language programs through the incorporation of a cognitive model of learning processes, controls for depth of language processing, and a reconceptualization of instructional context. Results of a pre/post-test design show that two experimental groups, which met three days per week in the classroom along with flipped-blended course work, developed at the same pace in receptive skills, and more so in productive skills, than a control group that met four days per week only in the classroom. |
doi_str_mv | 10.1353/hpn.2020.0036 |
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subjects | Blended Learning Comparative Analysis Educational Change Instructional Effectiveness Introductory Courses Language Processing Learning Processes Pretests Posttests Second Language Instruction Second Language Learning Spanish Teaching Methods Undergraduate Students |
title | Restructuring a Beginner Language Program: A Quantitative Analysis of Face-To-Face versus Flipped-Blended Spanish Instruction |
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