Effectiveness of Deep, Blended Language Learning As Measured By Oral Proficiency and Course Evaluation

Abstract

This article explores the effectiveness of a newly-launched, technology-rich approach in the classes of a less commonly taught language, Turkish; it is one of the rare studies on the proficiency level of students of Turkish as a foreign language, and it provides valuable feedback on new ways of teaching and learning a second language that might help the development of future strategies in the field. Both proficiency and course evaluation significantly improved with the new, deeper approach compared to control groups. The study is a unique contribution and a real opening to approaches in which students are placed as curriculum builders and the language instructor plays a role of facilitator in the management of rich online resources, blending face-to-face interactions and learning support with online activities