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ERIC Number: EJ1159991
Record Type: Journal
Publication Date: 2017-Dec
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0026-7902
Integrating Digital Technology in an Intensive, Fully Online College Course for Japanese Beginning Learners: A Standards-Based, Performance-Driven Approach
Sato, Eriko; Chen, Julian Cheng Chiang; Jourdain, Sarah
Modern Language Journal, v101 n4 p756-775 Win 2017
The development of distance learning courses for less commonly taught languages (LCTLs) often meets with instructional challenges, especially for Asian LCTLs with their distinct non-Roman characters and structures. This study documents the implementation of a fully online, elementary Japanese course at Stony Brook University. The curriculum was designed around the American Council on the Teaching of Foreign Languages's (ACTFL) World-Readiness Standards for Learning Languages; performance-driven assessments; and task-supported, technology-enhanced principles. Asynchronous and synchronous tools were incorporated to facilitate task delivery and reduce the virtual isolation of learners. A simulated Oral Proficiency Interview (OPI) was conducted for the online students in order to compare their oral performance with that of the face-to-face (F2F) cohort in the preceding semester. Quantitative results show that online students outperformed their F2F counterparts in most of the Integrated Performance Assessment's scoring criteria, with a statistically significant difference in the criterion "Communication strategies." Survey results indicate students' positive attitudes toward language gains and corroborate the qualitative results gleaned from student learning journals and survey responses: Students' sense of isolation was replaced by a sense of co-presence. We conclude that developing an online LCTL course, though challenging, is feasible and maximizes outcomes through the synergy of multimodal digital platforms, and a standards-based, task-driven curriculum design.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Assessments and Surveys: ACTFL Oral Proficiency Interview
Grant or Contract Numbers: N/A