The motivational challenge facing beginner learners of Spanish at a distance

This paper presents some preliminary findings of an on-going longitudinal study of initial motivation and motivation maintenance in beginner distance adult learners of Spanish in the UK. Adapting a framework of executive motivational influences developed in the context of classroom teaching (Dörnyei, 2001a) to the distance learning process, data was obtained from questionnaires and follow-up interviews with a sample of questionnaire respondents. This paper explores meaningful descriptors of the most prevalent types of motivation found within this group. Drawing primarily on the interview data, it also presents early steps towards learner autonomy taken by these learners based on their own perceptions, and highlights the predominance of metacognitive over other strategies at this stage in their learning. Finally it analyses some of the motivational influences of tutors and of other learners, and their roles in supporting and affirming the learning endeavour, and indicates areas for follow-up research with beginner distance language learners within this study

Sticking with Spanish: Reasons for Study and Motivation Maintenance in Adult Beginner Distance Language Learners

This paper examines the reasons for study of adult beginner distance learners of Spanish and the relationships between those reasons and motivation maintenance. A survey of 563 Open University UK students found motivational orientations distinct from those of young people in earlier studies. Adult learners who maintained their motivation also demonstrated a greater number of reasons for study. Their motivation embraced intrinsic and extrinsic, integrative and instrumental orientations, short-term and long-term ambitions, and an L2 self both ideal and realistically attainable. During their course module they focused more consistently than others on the language skills they had targeted, and expressed increased enjoyment of the learning experience. This study suggests that achieving ‘softer’ short-term goals encourages persistence towards longer-term goals which reflect the ideal L2 self

Making the most of others: autonomous interdependence in adult beginner distance language learners

Autonomy in language learning does not simply equate with independence, as language learning is a social activity that requires interaction with others. This also applies just as much to distance language learners, who need to reconcile independent language learning and interdependence with others. This article draws on findings from 43 mid-course interviews with adult beginner distance learners of French, Spanish, and German, and focuses on ways in which they engage with tutors and with other students, and the extent to which these interactions enhance their learning. It shows that many students are prepared to seek clarification from their tutors, but not strategic advice in areas of learning that are likely to be most problematic. It also highlights how feelings about working with other students can enhance or restrict progress toward autonomous interdependence. Finally, it considers ways for facilitating greater learner control in these key aspects of their studies

Learner characteristics and learning outcomes on a distance Spanish course for beginners

Much Second Language Acquisition research focuses on young learners in the conventional classroom. Instructed adult learners, and in particular those who are learning at a distance, have attracted less attention. This group is substantial and growing: the Open University, the largest higher education language provider in the UK, alone recruits some 8000 language students a year. The present large-scale study was undertaken to explore the learner characteristics and learning experience of adult distance language learners at beginner level, the relationship of these factors with successful language learning, and the outcomes of face-to-face or online tuition. A longitudinal, quantitative design was adopted, involving pre-course and post-course questionnaires, and incorporating data on student profiles and learning outcomes. The questionnaire covered biographical variables, self-assessed initial proficiency, enjoyment and perceived achievement. This article profiles the learners and identifies factors related to successful distance language learning. Success is shown to relate to enjoyment and a sense of achieving goals. A comparison of results following online and face-to-face tuition demonstrates for the first time at scale that different modes of tuition do not necessarily lead to different learning outcomes: online language learning can be as effective as face-to-face teaching

Feedback on feedback: eliciting learners’ responses to written feedback through student-generated screencasts

Despite the potential benefits of assignment feedback, learners often fail to use it effectively. This study examines the ways in which adult distance learners engage with written feedback on one of their assignments. Participants were 10 undergraduates studying Spanish at the Open University, UK. Their responses to feedback were elicited by means of student-generated screencast (Jing®) recordings in which students talked through the feedback written by their tutors. The recordings were analysed in terms of the students’ cognitive, affective and metacognitive responses to the tutors’ feedback. Results show that, while students do engage with tutor feedback and make active efforts to integrate it, they sometimes use ineffective strategies, especially when tutor and student make different assumptions about the role of feedback. The richness of the data obtained from the Feedback on feedback (F on F) method suggests that it has the potential to promote much needed feedback dialogue between students and tutors

Adult beginner distance language learner perceptions and use of assignment feedback

This qualitative study examines perceptions and use of assignment feedback among adult beginner modern foreign language learners on higher education distance learning courses. A survey of responses to feedback on assignments by 43 Open University students on beginner language courses in Spanish, French, and German indicated that respondents can be classified into three groups: those who use feedback strategically by integrating it into the learning process and comparing it with, for example, informal feedback from interaction with native speakers, those who take note of feedback, but seem not to use it strategically, and those who appear to take little account of either marks or feedback. The first group proved to be the most confident and most likely to maintain their motivation in the longer term. The conclusion discusses some of the pedagogical and policy implications of the findings

Eliciting students’ voices through screencast assisted ‘feedback on feedback’

[English:] Despite its obvious importance, research has suggested that students do not always engage with their tutors’ assignment feedback. This paper focuses on a new approach to examining student responses to feedback received. 10 distance students of Spanish from beginner to advanced level articulated their responses to feedback obtained from their tutor on a particular written assignment using student-generated screencast (Jing) recordings. The recordings were then analysed for cognitive, metacognitive and affective elements. The study demonstrated that motivated students engage with tutor feedback and make active efforts to integrate it into their learning, although sometimes their responses are ineffective, with incorrect tutor assumptions about an individual student’s abilities or assumptions leading to unsuccessful feedback dialogue. The findings indicate that this approach could constitute a valuable contribution to enhancing student-tutor dialogue in distance language learning assessment, which would merit further research. [Spanish:] Pese a su importancia, el feedback de los profesores no siempre es tomado en cuenta por los estudiantes. Este artículo se centra en una nueva técnica para investigar cómo responden éstos al feedback que reciben. 10 estudiantes matriculados en cursos de español a distancia de niveles principiante a avanzado verbalizaron sus respuestas al feedback de sus profesores sobre una tarea escrita y las grabaron en forma de screencast (Jing). Dichas grabaciones se analizaron con relación a elementos cognitivos, metacognitivos y afectivos. El estudio demuestra que los estudiantes motivados se involucran con el feedback de sus profesores y se esfuerzan activamente por integrarlo en su aprendizaje. No obstante sus respuestas no siempre surten efecto, y las asunciones incorrectas de los profesores sobre las habilidades de sus estudiantes pueden llevar a un fracaso del diálogo de aprendizaje. Concluimos que esta técnica puede contribuir a mejorar el diálogo entre profesores y estudiantes de educación a distancia sobre la evaluación del aprendizaje, y constituye una valiosa herramienta para futuras investigaciones

El campeón de

Actividad para practicar descripciones personales basadas en profesione

Ready, steady, speak-online: student training in the use of an online synchronous conferencing tool

With the increase of online language teaching teachers’ training needs have long been established and researched. However the training needs of students have not yet been fully acknowledged. This paper focuses on learner training as preparation for language classes where online synchronous conferencing is used. It presents an action research cycle consisting of planning and conducting training sessions, analysing evaluative feedback, reflecting on changing needs, re-designing the provision and re-iterating the sessions. The research focuses on three iterations of the learner training conducted over a 21-month period, drawing on almost 500 completed student feedback responses. The findings show that students considered the training sessions helpful in establishing how online language classes operate and gaining confidence to participate actively. Specifically they benefited from using their L1 to practise techniques for projecting their social presence in an online communicative situation, where they needed to compensate for the absence of non-verbal communication standard in face-to-face encounters. As for their teachers, the research demonstrated a need for them to reflect on the terminology they use to explain computer mediated communication (CMC) tools. It also indicated the feasibility of modifying the functionality of the tools. The article concludes with good-practice recommendations for the provision of learner training in online language classrooms