The speaking proficiency outcomes of face-to-face and online intensive summer LCTL programs

IF 1.5 1区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Foreign Language Annals Pub Date : 2024-04-28 DOI:10.1111/flan.12758

Dianna Murphy, Sonya K. Sedivy

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Abstract

This article is the first large-scale study to document the speaking proficiency outcomes of intensive programs in less commonly taught languages in US higher education. Speaking proficiency was measured by pre- and postprogram ACTFL Oral Proficiency Interviews (N = 484) in 14 languages: Arabic, Bengali, Brazilian Portuguese, Hindi, Indonesian, Kazakh, Persian, Tamil, Thai, Tibetan, Turkish, Urdu, Uyghur, and Uzbek. The intensive programs are usually taught face-to-face but were offered fully online during the COVID-19 pandemic. No significant difference in speaking proficiency outcomes, as measured by the ACTFL OPI, was found between the face-to-face and online formats. Students at all levels of instruction made significant gains in speaking proficiency, with greater gains made by students in Level 1 than at Levels 2-3, and with wide variation within instructional levels. The average speaking proficiency outcomes were Advanced Low (Level 3), Intermediate High (Level 2), and between Intermediate Low and Intermediate Mid (Level 1).

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面对面和在线密集夏季LCTL课程的口语能力结果

这篇文章是第一个大规模的研究，记录了美国高等教育中不太常用的语言强化课程的口语能力结果。通过对14种语言（阿拉伯语、孟加拉语、巴西葡萄牙语、印地语、印度尼西亚语、哈萨克语、波斯语、泰米尔语、泰语、藏语、土耳其语、乌尔都语、维吾尔语和乌兹别克语）的ACTFL口语水平访谈（N = 484）来测量口语水平。这些强化课程通常是面对面授课，但在2019冠状病毒病大流行期间完全在线提供。ACTFL OPI测量的口语熟练程度结果在面对面和在线形式之间没有显着差异。所有教学水平的学生在口语熟练程度上都取得了显著的进步，第1级的学生比第2-3级的学生取得了更大的进步，并且教学水平之间存在很大差异。平均口语水平结果为中低水平（3级）、中高水平（2级）和中低水平和中高水平（1级）之间。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Foreign Language Annals Multiple-

CiteScore

5.40

自引率

3.70%

发文量

期刊介绍： Dedicated to the advancement of language teaching and learning, Foreign Language Annals (FLA) seeks to serve the professional interests of classroom instructors, researchers, and administrators concerned with the learning and teaching of languages at all levels of instruction. The journal welcomes submissions of the highest quality that report empirical or theoretical research on language learning or teaching, that describe innovative and successful practice and methods, and/or that are relevant to the concerns and issues of the profession. FLA focuses primarily on language education for languages other than English.