University Students’ Satisfaction with Spanish Learning Online and Face-to-Face

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University students choose to study Spanish language for a range of reasons, but two of the major reasons would be (a) communication with speakers of the target language, and (b) acquisition of knowledge and skills for instrumental purposes (such as getting a language-relevant job). In a blended learning environment where Spanish is taught partly in a face-to-face and partly in an online mode, it is important to understand how student satisfaction is associated with these factors. A group of university students who studied in a beginner’s course of Spanish (N = 36) completed a survey on their perceptions of the language functions (communicative, instrumental), satisfaction with the two modes of delivery (face-to-face, online), and their overall satisfaction with the Spanish course. Correlation analysis found that overall satisfaction was positively correlated with the two language functions (rs = .22 and .18, respectively) and with the two modes of delivery (rs = .41 and .27, respectively). However, the correlation between face-to-face and online modes was negative (r = -.30), indicating that those who favoured face-to-face mode tended to dislike online delivery, and vice versa. Repeated-measures analysis of variance found that the students had stronger perceptions of the communicative function and higher satisfaction with the face-to-face delivery mode. On a five-point scale, students’ satisfaction with the face-to-face mode (M = 4.23) was significantly higher than their satisfaction with the online mode (M = 3.04), whereas their overall satisfaction was somewhere in between (M = 3.53). These results suggest that the students preferred face-to-face learning to online learning. Although there is an increasing interest of universities to provide online learning opportunities, it seems that at least for this sample of beginning learners of Spanish, a substantial proportion of time should be allotted for face-to-face interaction.

Keywords: Blended Learning, e-Learning, Student Satisfaction, Spanish Beginners
Stream: Literacy, Language, Multiliteracies; Languages Education and Second Language Learning
Presentation Type: Paper Presentation in English
Paper: University Students’ Satisfaction with Online and Face-to-Face Spanish Learning

Maria Isabel Cristino Pena

Lecturer, School of Humanities and Languages, University of Western Sydney
Sydney, NSW, Australia

Maria Isabel Pena is a currently a Lecturer in Spanish Language and Culture and Teacher Education. Her Spanish language teaching experience in the last 35 years includes preschool, primary school , secondary and tertiary levels. Her research interests include: e-learning, the use of technology for language learning and teaching, blended learning, language acquisition, bilingualism, language teaching methodology and Spanish language and culture.

Prof. Alexander S. Yeung

Research Fellow, Centre for Educational Research, University of Western Sydney
Sydney, NSW, Australia

Dr Alexander Yeung's research is closely related to the areas of self-development, school motivation and learning facilitation. His major expertise includes: • self-concept • achievement motivation • measurement and evaluation • cognition and instruction • cross-cultural studies • research methodology in longitudinal studies. For over 30 years, Dr Alexander Yeung has taught in various educational settings from preschool to tertiary levels. He is a registered teacher, a professional translator, a linguist, an international coach and referee in volleyball, and an educational researcher. At the tertiary level, he has taught curriculum design, psychology of instruction, psychological measurement, school psychology and culture, research methodology, statistical approaches to educational research, personal and interpersonal development, communication studies, learner-centred instruction, teaching English to speakers of other languages, general teaching methodology, sex education, health education, and social studies. Dr Yeung is widely published in the most prestigious journals in his field of research, such as Journal of Educational Psychology, American Educational Research Journal, Educational Psychologist, Contemporary Educational Psychology, Educational and Psychological Measurement, Personality and Social Psychology Bulletin, and Journal of Personality and Social Psychology.

Ref: L09P0537