The DOI matches its Crossref record; 29 of the 29 references it cites were found in a registry or an index.
Dilemmas of Blended Language Learning: Learner and Teacher Experiences
Abstract
Rapidly advancing technology continues to change the landscape of blended foreign language education. Pinpointing the differences between blended language (BL) learning environments and understanding how stakeholders experience such spaces is complex. However, learner experiences can provide a roadmap for the design and development of BL courses. Using a multiple case study approach, this paper reports on stakeholders’ experiences and comparisons of two different types of blended Spanish courses, one that harnesses ample technology and another that uses it much less. Using ethnographic data triangulation and systemic functional discourse analysis, four conflicting themes were constructed with respect to two types of BL courses and online versus face-to-face (f2f) classes. The first type of dilemma pertained to (a) the time commitments and (b) relationships developed in each course. The second type of dilemma surrounded the capacity of online and f2f classes for fostering (c) speaking skills development and (d) student understanding. Implications of these four conflict of opinion for BL course developers, teachers, and researchers are discussed.
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In the citing paper
“(e) teachers have to employ additional tools online in order to successfully scaffold learners' interaction, attention, and knowledge construction, which can require extra cognitive effort on behalf of the teacher (Gleason, 2013).”
From Task-based language teaching online: A guide for teachers (2017) · cites this paper as Gleason, 2013
In the citing paper
“(c) socializing and the formation of trust and friendship is essential for language learning, and these can be more challenging for the teacher to promote online (Baralt et al., 2016;Compton, 2009;Gleason, 2013;Hampel & Stickler, 2005;Stickler & Shi, 2015);”
From Task-based language teaching online: A guide for teachers (2017) · cites this paper as Gleason, 2013
In the citing paper
“In fact, some features of online language teaching platforms may even enhance the language learning process, such as more noticing of corrective feedback (e.g., Baralt, 2013;Gleason, 2013;Gurzynski-Weiss & Baralt, 2015;Sykes, 2005;Thomas & Reinders, 2012;Thorne, 2008; see also Loewen & Wolff, 2016).”
From Task-based language teaching online: A guide for teachers (2017) · cites this paper as Gleason, 2013
In the citing paper
“(c) socializing and the formation of trust and friendship is essential for language learning, and these can be more challenging for the teacher to promote online (Baralt et al., 2016;Compton, 2009;Gleason, 2013;Hampel & Stickler, 2005;Stickler & Shi, 2015);”
From Task-based language teaching online: A guide for teachers (2017) · cites this paper as Gleason, 2013
In the citing paper
“(e) teachers have to employ additional tools online in order to successfully scaffold learners' interaction, attention, and knowledge construction, which can require extra cognitive effort on behalf of the teacher (Gleason, 2013).”
From Task-based language teaching online: A guide for teachers (2017) · cites this paper as Gleason, 2013
Citations
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Cited by
Task-based language teaching online: A guide for teachers
Baralt, M., & Morcillo Gómez, J. (2017) · Language Learning & Technology · doi:10.64152/10125/44630 · Cited by 97
“In fact, some features of online language teaching platforms may even enhance the language learning process, such as more noticing of corrective feedback (e.g., Baralt, 2013; Gleason, 2013; Gurzynski-Weiss & Baralt, 2015; Sykes, 2005; Thomas & Reinders, 2012; Thorne, 2008; see also Loewen & Wolff, 2016).”
BackgroundInfluentialA Shared Platform for Studying Second Language Acquisition
MacWhinney, B. (2016) · Language Learning · doi:10.1111/lang.12220 · Cited by 39
Instructional Design of Foreign Language Blended Courses
Константиновна, П. Е., Плеханова, М. В., & Scherbinina, N. G. (2015) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2015.11.611 · Cited by 32
Kessler, M., Marino, F., & Liska, D. (2023) · Research Methods in Applied Linguistics · doi:10.1016/j.rmal.2023.100082 · Cited by 28
Virtual Tabadul: Creating Language-Learning Community Through Virtual Reality
Baralt, M., Doscher, S. P., Boukerrou, L., Bogosian, B., Elmeligi, W., Hdouch, Y., Istifan, J., Nemouchi, A., Khachatryan, T., Elsakka, N., et al. (2022) · Journal of International Students · doi:10.32674/jis.v12is3.4638 · Cited by 25
Metadata
- Authors
- Gleason, J.
- Affiliations
- University of Florida (US)
- Corresponding author
- Gleason, Jesse
- ORCID
- Gleason, Jesse
- Venue
- CALICO Journal
- Published
- 2013-01-01
- Volume
- 30
- Issue
- 3
- Pages
- 323-341
- ISSN
- 0742-7778 (ISSN-L)
- 2056-9017
- OpenAlex
- W2164300364
- Cited by
- 28
- References
- 29
- Citations by year
- 2026: 2 · 2025: 1 · 2023: 4 · 2022: 6 · 2021: 1 · 2018: 1 · 2017: 2 · 2016: 3 · 2015: 6 · 2014: 2
- FWCI
- 17.75
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- CALICO Journal (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › English Language Learning and Teaching
- Social Sciences › Education › Foreign Language Teaching Methods
- Keywords
- blended language learning, Spanish as a foreign language, student experience, teacher experiences, speaking skills development, student understanding, course design, technology in language education, student relationships, time commitment
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