Student performance in online and face-to-face second language courses: Dutch L2 in adult education
Due to immigration, globalization and a changing labor market, there is a recognized need for flexible learning. In Europe, second language (L2) acquisition specifically has become of vital importance. Research on less commonly taught languages (LCTL), however, is scarce and focuses mainly on for...
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| Format: | Article |
| Language: | English |
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West University of Timisoara
2018-06-01
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| Series: | Revista de Știinţe Educaţiei |
| Subjects: | |
| Online Access: | https://rse.uvt.ro/pdf/2018/Nr1_update/6.pdf |
| _version_ | 1818154638969405440 |
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| author | DE PAEPE Liesbeth |
| author_facet | DE PAEPE Liesbeth |
| author_sort | DE PAEPE Liesbeth |
| collection | DOAJ |
| description | Due to immigration, globalization and a changing labor market, there is a recognized
need for flexible learning. In Europe, second language (L2) acquisition specifically has become
of vital importance. Research on less commonly taught languages (LCTL), however, is scarce
and focuses mainly on foreign language acquisition, compulsory education and on face-toface (F2F) and blended learning. However, the effectiveness of learning a LCTL - such as Dutch
- as a second language fully online in adult education has yet to be uncovered. The principal
objective of this paper was to investigate whether learning Dutch L2 fully online can be as
effective as learning it fully F2F. A quantitative methodological approach was adopted.
Independent samples t-tests were carried out to compare online and F2F adult learners’
performance in a Waystage-level Dutch L2 course in Flanders, Belgium. The key variables
‘previous knowledge’, ‘course level’, ‘content’, ‘teacher’, ‘assessment’ and ‘learning outcomes’
are controlled. Main findings indicated that online Dutch L2 learning in adult education can
be at least as effective as F2F learning. This study should, therefore, be of value to language
course providers wishing to implement flexible L2 learning, and to LCTL and computerassisted language learning (CALL) researchers. |
| first_indexed | 2024-12-11T14:29:42Z |
| format | Article |
| id | doaj.art-911d60eb33ba43f3899092208ce84afa |
| institution | Directory Open Access Journal |
| issn | 1454-7678 2457-8673 |
| language | English |
| last_indexed | 2024-12-11T14:29:42Z |
| publishDate | 2018-06-01 |
| publisher | West University of Timisoara |
| record_format | Article |
| series | Revista de Știinţe Educaţiei |
| spelling | doaj.art-911d60eb33ba43f3899092208ce84afa2022-12-22T01:02:30ZengWest University of TimisoaraRevista de Știinţe Educaţiei1454-76782457-86732018-06-01371667610.35923/JES.2018.1.06Student performance in online and face-to-face second language courses: Dutch L2 in adult educationDE PAEPE Liesbeth 0Vrije Universiteit BrusselDue to immigration, globalization and a changing labor market, there is a recognized need for flexible learning. In Europe, second language (L2) acquisition specifically has become of vital importance. Research on less commonly taught languages (LCTL), however, is scarce and focuses mainly on foreign language acquisition, compulsory education and on face-toface (F2F) and blended learning. However, the effectiveness of learning a LCTL - such as Dutch - as a second language fully online in adult education has yet to be uncovered. The principal objective of this paper was to investigate whether learning Dutch L2 fully online can be as effective as learning it fully F2F. A quantitative methodological approach was adopted. Independent samples t-tests were carried out to compare online and F2F adult learners’ performance in a Waystage-level Dutch L2 course in Flanders, Belgium. The key variables ‘previous knowledge’, ‘course level’, ‘content’, ‘teacher’, ‘assessment’ and ‘learning outcomes’ are controlled. Main findings indicated that online Dutch L2 learning in adult education can be at least as effective as F2F learning. This study should, therefore, be of value to language course providers wishing to implement flexible L2 learning, and to LCTL and computerassisted language learning (CALL) researchers.https://rse.uvt.ro/pdf/2018/Nr1_update/6.pdfsecond language learning (l2 learning)online learningadult educationeffectivenesscomputer-assisted language learning (call) |
| spellingShingle | DE PAEPE Liesbeth Student performance in online and face-to-face second language courses: Dutch L2 in adult education Revista de Știinţe Educaţiei second language learning (l2 learning) online learning adult education effectiveness computer-assisted language learning (call) |
| title | Student performance in online and face-to-face second language courses: Dutch L2 in adult education |
| title_full | Student performance in online and face-to-face second language courses: Dutch L2 in adult education |
| title_fullStr | Student performance in online and face-to-face second language courses: Dutch L2 in adult education |
| title_full_unstemmed | Student performance in online and face-to-face second language courses: Dutch L2 in adult education |
| title_short | Student performance in online and face-to-face second language courses: Dutch L2 in adult education |
| title_sort | student performance in online and face to face second language courses dutch l2 in adult education |
| topic | second language learning (l2 learning) online learning adult education effectiveness computer-assisted language learning (call) |
| url | https://rse.uvt.ro/pdf/2018/Nr1_update/6.pdf |
| work_keys_str_mv | AT depaepeliesbeth studentperformanceinonlineandfacetofacesecondlanguagecoursesdutchl2inadulteducation |