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ERIC Number: ED558989
Record Type: Non-Journal
Publication Date: 2013
Pages: 139
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-7734-4
What Do Virtual Foreign Language Teachers Report as the Teaching Practices That Work so That Their Students Can Learn a Foreign Language in Virtual Schools?
McKeever, Laura B.
ProQuest LLC, Ph.D. Dissertation, Capella University
Virtual K-12 education is a rapidly growing area of education. Virtual schools offer students foreign languages courses to meet state requirements or offer additional courses that may not be offered in their traditional school. Despite the recent growth in virtual K-12 education, there is a lack of data regarding whether students can learn a foreign language in the virtual environment. Much of the current literature on virtual K-12 education is based on constructivist principles. Students and teachers in virtual foreign language courses need to engage in learning, build knowledge through experience, and engage in social activity. Through open-ended interviews, this basic qualitative research study examined the teaching practices that five virtual K-12 foreign language teachers reported as being effective for their students to learn the target language in the virtual setting. The research question was: As reported via interviews, what did virtual foreign language teachers report as the teaching practices that worked so that their students could learn a foreign language in a virtual school setting? The data collected allowed the researcher to develop three themes: 1) learning activities that were effective in learning the target language; 2) learning activities that were not effective in learning the target language or needed improvement; and 3) supplemental activities that teachers provided. The participants reported that there were effective lessons and learning activities that allowed students to learn a foreign language in the virtual setting. At the same time, there were lessons and activities that needed to be improved or changed. Therefore, the virtual foreign language teachers provided supplemental activities to their students for additional practice and reinforcement of the curriculum. The participants' responses allowed for a general understanding on what teaching practices worked for their students, and whether the virtual environment allows for students to learn a foreign language. With the right curriculum, support, and effort made by the student, learning a foreign language can be just as effective regardless of the school setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A