About this paper

Appears in:
Pages: 1524-1529
Publication year: 2010
ISBN: 978-84-613-9386-2
ISSN: 2340-1117

Conference name: 2nd International Conference on Education and New Learning Technologies
Dates: 5-7 July, 2010
Location: Barcelona, Spain

A MIXED MODEL ANALYSIS OF VARIANCE STUDY ON LANGUAGE ACQUISITION BETWEEN LANGUAGE COURSES WITH AN ON-LINE COMMUNICATIVE COMPONENT AND TRADITIONAL LANGUAGE COURSES

C. Miranda-Aldaco, I. Moreno-López

Goucher College (UNITED STATES)
For the last decade, colleges and Universities around the United States have been redefining the language classroom using technology in ways that are meaningful and relevant to students in order to respond to the new demands of the global world. In an attempt to respond to this challenge, the researchers in this study created a hybrid setting, teaching Spanish courses with an on-line component (three contact hours a week face-to-face and one contact hour on-line). During the contact hour on-line, English native speakers studying Spanish from a small liberal arts college on the East Coast of the United States (US) used text-based synchronous and asynchronous computer-mediated communication (CMC) technology to interact with each other and with Spanish native speakers studying English from a university in Mexico City.

This paper describes the activities conducted in the experimental groups, and the methods used to compare language acquisition between the students. The researchers used a pre- and post reading and listening assessment tool, the Minnesota Language Proficiency Assessment (MLPA) which is a proficiency-based second language assessment tool for reading, writing, listening, and speaking designed on the scale outlined by the American Council on the Teaching of Foreign Languages (ACTFL), and accessible through the Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota.

The research question of this study will investigate whether the use of text-based synchronous and asynchronous CMC technology in network-based language teaching (NBLT) courses enhances language acquisition in the Spanish language class. Data will be analyzed using a mixed model Analysis of Variance, which is aimed to determine that the NBLT courses and the traditional courses performed similarly on the pretest, but one group performed significantly different on the posttest.
@InProceedings{MIRANDAALDACO2010AMI,
author = {Miranda-Aldaco, C. and Moreno-L{\'{o}}pez, I.},
title = {A MIXED MODEL ANALYSIS OF VARIANCE STUDY ON LANGUAGE ACQUISITION BETWEEN LANGUAGE COURSES WITH AN ON-LINE COMMUNICATIVE COMPONENT AND TRADITIONAL LANGUAGE COURSES},
series = {2nd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN10 Proceedings},
isbn = {978-84-613-9386-2},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {5-7 July, 2010},
year = {2010},
pages = {1524-1529}}
TY - CONF
AU - C. Miranda-Aldaco AU - I. Moreno-López
TI - A MIXED MODEL ANALYSIS OF VARIANCE STUDY ON LANGUAGE ACQUISITION BETWEEN LANGUAGE COURSES WITH AN ON-LINE COMMUNICATIVE COMPONENT AND TRADITIONAL LANGUAGE COURSES
SN - 978-84-613-9386-2/2340-1117
PY - 2010
Y1 - 5-7 July, 2010
CI - Barcelona, Spain
JO - 2nd International Conference on Education and New Learning Technologies
JA - EDULEARN10 Proceedings
SP - 1524
EP - 1529
ER -
C. Miranda-Aldaco, I. Moreno-López (2010) A MIXED MODEL ANALYSIS OF VARIANCE STUDY ON LANGUAGE ACQUISITION BETWEEN LANGUAGE COURSES WITH AN ON-LINE COMMUNICATIVE COMPONENT AND TRADITIONAL LANGUAGE COURSES, EDULEARN10 Proceedings, pp. 1524-1529.
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