國立虎尾科技大學 |

An exploration into factors that affect student perception of their online foreign language learning experience.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	An exploration into factors that affect student perception of their online foreign language learning experience./
Author:	Lai, Chun.
Description:	1 online resource (131 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 68-01, Section: A, page: 8300.
Contained By:	Dissertation Abstracts International68-01A.
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9781109869606

An exploration into factors that affect student perception of their online foreign language learning experience.
Lai, Chun.

An exploration into factors that affect student perception of their online foreign language learning experience. - 1 online resource (131 pages)

Source: Dissertation Abstracts International, Volume: 68-01, Section: A, page: 8300.

Thesis (Ph.D.)

Includes bibliographical references

Distance foreign language learning has been growing at a fast speed with the ever-increasing demand on the foreign language education and the paucity of foreign language teachers. A course design framework is much needed to promote and safeguard the quality of distance foreign language education. An optimal distance foreign language design framework could borrow from research findings from decades of distance education research and second language education research, and a test of such framework could not only identify crucial factors to effective distance foreign language learning but also help test the applicability and utility of those guidelines in those research areas. This study constructed an online foreign language course design framework, tested this framework through building a distance Chinese course and together with several existent distance foreign language courses. Students and instructors from several distance foreign language courses at a virtual high school in the spring semester of an academic year. Data were collected through surveys, classroom observations, interviews, and class participation and artifacts analyses. It was found that the course communication component of the design framework, interaction with the instructor and with classmates in particular, was a major component that influenced students' perception of their online foreign language learning experience. Some student and contextual factors like students' attitude and confidence in distance foreign language learning were also found to have influence on students' satisfaction with their course. In addition, this study pointed out some issues and problems related to the implementation of the designed framework.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781109869606Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

An exploration into factors that affect student perception of their online foreign language learning experience.
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245 1 3 $a An exploration into factors that affect student perception of their online foreign language learning experience.
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500 $a Source: Dissertation Abstracts International, Volume: 68-01, Section: A, page: 8300.
500 $a Adviser: Yong Zhao.
502 $a Thesis (Ph.D.) $c Michigan State University $d 2006.
504 $a Includes bibliographical references
520 $a Distance foreign language learning has been growing at a fast speed with the ever-increasing demand on the foreign language education and the paucity of foreign language teachers. A course design framework is much needed to promote and safeguard the quality of distance foreign language education. An optimal distance foreign language design framework could borrow from research findings from decades of distance education research and second language education research, and a test of such framework could not only identify crucial factors to effective distance foreign language learning but also help test the applicability and utility of those guidelines in those research areas. This study constructed an online foreign language course design framework, tested this framework through building a distance Chinese course and together with several existent distance foreign language courses. Students and instructors from several distance foreign language courses at a virtual high school in the spring semester of an academic year. Data were collected through surveys, classroom observations, interviews, and class participation and artifacts analyses. It was found that the course communication component of the design framework, interaction with the instructor and with classmates in particular, was a major component that influenced students' perception of their online foreign language learning experience. Some student and contextual factors like students' attitude and confidence in distance foreign language learning were also found to have influence on students' satisfaction with their course. In addition, this study pointed out some issues and problems related to the implementation of the designed framework.
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