Language learning in different modes: Does technology make a difference? PROCEEDINGS
Catherine McLoughlin, Australian Catholic University, Australia ; Hilary Hutchinson, University of New England, Australia ; Mara Koplin, Unviersity of Wollongong, Australia
World Conference on Educational Multimedia, Hypermedia and Telecommunications, in Denver, Colorado, USA ISBN 978-1-880094-45-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
One aspect of second language teaching that has received attention over the past few years is the impact of delivery mode on student performance and skill development. In the past decade, the use of technology for foreign language instruction has expanded rapidly and with it has come the expectation that online methods of teaching will supersede other more traditional methods of language learning. This article reports on a longitudinal study of Australian students studying French in three different modes. The results indicate that performance and achievement in 'open learning' mode where students self-direct their own learning, has the most successful approach, even when online facilities have not been available to learners. The results of the study affirm that multimedia enhanced teaching of foreign languages is highly successful and that underlying pedagogies need to be considered in e-learning aproaches.
McLoughlin, C., Hutchinson, H. & Koplin, M. (2002). Language learning in different modes: Does technology make a difference?. In P. Barker & S. Rebelsky (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2002 (pp. 1279-1280). Chesapeake, VA: AACE.
© 2002 AACE