Reference Data:
Hann, F. M. (2024). Student and Teacher Perceptions of Online Language Learning. In B. Lacy, R. P. Lege, & P. Ferguson (Eds.), Growth Mindset in Language Education. JALT. https://doi.org/10.37546/JALTPCP2023-24
The results of a mixed-methods study are reported and discussed in this research paper. Two hundred-seventy students and 30 teachers at a private university in Japan completed a 20-item questionnaire on perceptions of changes to students’ English proficiency, interaction skills, and technical and organizational skills during an online learning period. The teachers were asked how their students’ abilities had changed after the online study period. In the qualitative half of the study, ten students and five teachers were asked to expand on their answers to the questionnaire and answer follow-up questions in ten-minute interviews. The results revealed differences between groups of students, based on the duration of online experience. The results also illustrated the differences between student and teacher groups’ perceptions about the online learning experience. Several areas could be explored in resumed face-to-face classes, in terms of educational direction, and mixing elements of online and face-to-face learning.
研究論文では混合手法を用いた研究の結果を報告し、考察する。日本の私立大学で、270人の学生と30人の教師を対象とし、オンライン学習期間中の学生の英語力、対話スキル、技術及び組織スキルへの認識に関する20項目の質問の回答を得た。教師には、オンライン学習期間後の学生の能力の変化について尋ねた。研究の質的側面では、10人の学生と5人の教師に質問への回答の幅を広げるために、10分間のインタビューで更なる質問に回答してもらった。その結果、オンライン経験の期間に基づいて、学生グループ間で違いが明らかになった。また、オンライン学習体験に関する学生と教師グループ間の認識の違いが示された。教育方針やオンラインと対面学習の要素を組み合わせた面で、対面授業再開時にいくつかの領域が探究される可能性がある。
