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
Hauptverfasser:	Moreno, Nina, Malovrh, Paul A.
Format:	Artikel
Sprache:	eng
Schlagworte:	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
Online-Zugang:	Volltext
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