Teaching with Technology

Article #5

Many language teachers are still skeptical about whether or not a blended language learning class  (hybrid) or , or a completely distance-learning language class, can provide second language learners with the oral skills they need to achieve linguistic proficiency.  This article examines a case study involving both a hybrid and distance-learning first-year language course.  The curriculum of the target language involved different types of instructional material, which included CD-ROM/DVD programs, online content-based web pages, and chat.  These materials were evaluated based on how well they assisted the language teacher with the course.  The results from both classroom tests, which was “delivered by phone and automatically graded” (Blake 114), addressed the issue of oral proficiency.   This article offers some perspective on the pros and cons of  language courses with a hybrid or distance-learning formats, how they help language learners advance in proficiency of their target language

Most language teachers use some form of technology to assist them in teaching their classes.  However, some language teachers believe distance-learning courses, as mentioned earlier, do not provide enough oral language skills to language learners.  And “perhaps others secretly worry that these new distance-learning classes might displace them”(Blake 114).   Nonetheless, the reason for implementing distance-learning or hybrid course formats was because both type courses offered reduced face-to-face contact and these “virtual courses appealed to people who work full-time and, therefore, need flexible access to instruction.  These type course also “meet student demands for less commonly taught languages (LCTLs) such as Arabic, Punjabi, or Farsi” (Blake 115).  However, the question remains can these courses compete with traditional second language classes that meet several times during the week, when it come to oral proficiency.  

Previous research studies conducted in the distance-learning fields showed great promise  Yet, none of “studies assessed the effects that the distance-learning format itself had on the fostering of oral proficieny, especially since language educator’s emphasis is on communicative competency” (Blake 115).   The results of these studies were not informative because the researches lost control over several variable and unable to compare the distance-learning and traditional classroom outcomes. 

In conclusion, I do not believe that hybrid and distance-learning classes would be beneficial for ESL students, but have great potential for LCTLs.  Second language acquisition take effort and determination on the learners part.  “A distance-learning course is only one piece of the equation, but for LCTLs it offers ‘access to introductory instructions when local classroom do fit into their schedules.  Having sound pedagogical instruction that provides the student with communicative practice, so they will be communicatively competent in the real world is the key to language proficiency.

Blake, Robert. “Measuring Oral Proficiency in Distance, Face-to-Face, and Blended Classrooms”. Language Learning & Technology. October 2008, Vol. 12, No. 3, pp 114-127.  http://llt.msu.edu/vol12num3/blakeetal/