東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Student Perception of Language Achie...

Ahn, Misook.

Linked to FindBook

Google Book

Amazon

博客來

Student Perception of Language Achievement and Learner Autonomy in a Blended Korean Language Course: The Case Study of Defense Language Institute Foreign Language Center.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Student Perception of Language Achievement and Learner Autonomy in a Blended Korean Language Course: The Case Study of Defense Language Institute Foreign Language Center./
Author:	Ahn, Misook.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	134 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10683956
ISBN:	9780355533699

Student Perception of Language Achievement and Learner Autonomy in a Blended Korean Language Course: The Case Study of Defense Language Institute Foreign Language Center.
Ahn, Misook.

Student Perception of Language Achievement and Learner Autonomy in a Blended Korean Language Course: The Case Study of Defense Language Institute Foreign Language Center. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 134 p.

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2017.

The blended learning model, which combines the traditional face-to-face learning method with an online application such as a learning management system (LMS), became popular and more practical for both teachers and learners in foreign and second language education because of its effective methodology for course delivery and socialization opportunities with technology-enhanced learning activities in both online and offline environments. Although the effectiveness of blended language learning models and benefits of student achievement and autonomous learning with an LMS have been explored, prior research resulted in conflicting data on blended instruction identifying the inconsistent findings in student achievement. Some researchers found that students in blended learning improved their language skills and had higher achievement than participants in exclusively face-to-face or online learning, while some researchers found there to be no statistically important differences in achievement when the blended model was used compared to a face-to-face setting. The specific problem is that the low language achievement of students seems to be related to lack of autonomous language learning skills, but their perceptions of the blended language courses regarding language achievement and autonomous learning skill have not been previously identified and analyzed. The purpose of this qualitative case study is to investigate student perceptions of course effectiveness factors for language proficiency as well as learner autonomy in a blended Korean language course to improve language achievement, especially in listening and reading comprehension skills. American students who attended intermediate and advanced blended Korean language courses applied with the LMS, SAKAI in 2014, 2015, and 2016 at the Osan Language Training Detachment (LTD), Defense Language Institute Foreign Language Center (DLIFLC) in Korea, were invited to participate in the anonymous, open-ended online survey. Data from 10 of the participants were analyzed and evaluated. This study found the blended Korean language course was effective for language learning and achievement, but only 50% of participants stated it was effective for the improvement of autonomous learning skills. The other responses said those skills were dependent on various elements of the blended course such as activities, curriculum, teacher, and student's motivation and learning styles. The factors students found to be effective and ineffective as well as suggestions offered to improve the blended language course were discussed. Although the focus was on one Osan LTD teaching Korean language courses at DLIFLC, the findings could be able to improve language achievement and autonomous learning for future learner success as well as curriculum design in other foreign language courses in DLIFLC or other institutions.

ISBN: 9780355533699Subjects--Topical Terms:

3172512
Foreign language education.

Student Perception of Language Achievement and Learner Autonomy in a Blended Korean Language Course: The Case Study of Defense Language Institute Foreign Language Center.
LDR:03927nmm a2200301 4500 001 2202389
005 20190510112840.5
008 201008s2017 ||||||||||||||||| ||eng d
020 $a 9780355533699
035 $a (MiAaPQ)AAI10683956
035 $a (MiAaPQ)northcentral:12578
035 $a AAI10683956
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ahn, Misook. $3 3429139
245 1 0 $a Student Perception of Language Achievement and Learner Autonomy in a Blended Korean Language Course: The Case Study of Defense Language Institute Foreign Language Center.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 134 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Adviser: Abigail Scheg.
502 $a Thesis (Ed.D.)--Northcentral University, 2017.
520 $a The blended learning model, which combines the traditional face-to-face learning method with an online application such as a learning management system (LMS), became popular and more practical for both teachers and learners in foreign and second language education because of its effective methodology for course delivery and socialization opportunities with technology-enhanced learning activities in both online and offline environments. Although the effectiveness of blended language learning models and benefits of student achievement and autonomous learning with an LMS have been explored, prior research resulted in conflicting data on blended instruction identifying the inconsistent findings in student achievement. Some researchers found that students in blended learning improved their language skills and had higher achievement than participants in exclusively face-to-face or online learning, while some researchers found there to be no statistically important differences in achievement when the blended model was used compared to a face-to-face setting. The specific problem is that the low language achievement of students seems to be related to lack of autonomous language learning skills, but their perceptions of the blended language courses regarding language achievement and autonomous learning skill have not been previously identified and analyzed. The purpose of this qualitative case study is to investigate student perceptions of course effectiveness factors for language proficiency as well as learner autonomy in a blended Korean language course to improve language achievement, especially in listening and reading comprehension skills. American students who attended intermediate and advanced blended Korean language courses applied with the LMS, SAKAI in 2014, 2015, and 2016 at the Osan Language Training Detachment (LTD), Defense Language Institute Foreign Language Center (DLIFLC) in Korea, were invited to participate in the anonymous, open-ended online survey. Data from 10 of the participants were analyzed and evaluated. This study found the blended Korean language course was effective for language learning and achievement, but only 50% of participants stated it was effective for the improvement of autonomous learning skills. The other responses said those skills were dependent on various elements of the blended course such as activities, curriculum, teacher, and student's motivation and learning styles. The factors students found to be effective and ineffective as well as suggestions offered to improve the blended language course were discussed. Although the focus was on one Osan LTD teaching Korean language courses at DLIFLC, the findings could be able to improve language achievement and autonomous learning for future learner success as well as curriculum design in other foreign language courses in DLIFLC or other institutions.
590 $a School code: 1443.
650 4 $a Foreign language education. $3 3172512
650 4 $a Educational technology. $3 517670
690 $a 0444
690 $a 0710
710 2 $a Northcentral University. $b Education. $3 2049771
773 0 $t Dissertation Abstracts International $g 79-03A(E).
790 $a 1443
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10683956