Student perceptions of asynchronous learning in college language classes
Results of a university‐wide transformation of instructional practices
Bibliographic Data
| ID | 8938245 |
|---|---|
| Authors | Theresa Schenker (0000-0003-2172-2793, Department of Germanic Languages and Literatures Yale University New Haven Connecticut USA, corresponding author), Jorge Méndez‐Seijas (Department of Spanish and Portuguese Yale University New Haven Connecticut USA), Julia Silvestri (American Sign Language, Department of Linguistics Yale University New Haven Connecticut USA) |
| Year | 2025 |
| Volume | 58 |
| Issue | 4 |
| Pages | 1018-1040 |
| Publication date | 2025-09-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.70031 |
| OpenAlex | W4414519806 |
| Language | EN |
| References cited | 69 |
This study explores student perceptions of asynchronous language learning in the context of a private college's shift from exclusively face‐to‐face (F2F) instruction to blended learning. The new model, internally known as “4 + 1,” combines four F2F sessions with one asynchronous session per week. The data analyzed herein were gathered through an anonymous survey completed by 767 students enrolled in at least one of 12 language programs: Arabic, American Sign Language, German, Hebrew, Italian, Chinese, Modern Greek, Portuguese, Spanish, Swahili, Vietnamese, and Yoruba. The findings reveal that most students enthusiastically favor incorporating asynchronous components in their F2F classes, citing benefits such as increased flexibility, autonomy, reduced stress, and enhanced opportunities for deeper content learning. Despite these strengths, some challenges were identified as well, including inconsistent workloads and coordination difficulties during group projects. Participants' overall positive assessment of the new model underscores its potential to improve learners' language abilities, motivation, and engagement. As educational institutions continue to explore blended environments, this study provides valuable insights into best practices for fostering flexible and effective language instruction
Asynchronous communication · Asynchronous learning · College English · Computer-mediated communication · Context (archaeology · Language acquisition · Language proficiency · Perception · Session (web analytics · Innovations in Education and Learning Technologies · Online and Blended Learning · Second Language Learning and Teaching
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| Citation velocity | historical |
|---|---|
| Highly cited | No |