Between SLA Theory and Student Perceptions: Best Practices

• Pamela L. Anderson-Mejías ^[1]
  1. [1] University of Texas Rio Grande Valley

     University of Texas Rio Grande Valley

     Estados Unidos

     
• Localización: Online Language Teaching Research: Pedagogical, Academic and Institutional Issues / Israel Sanz Sánchez (ed. lit.), Susana V. Rivera Mills (ed. lit.), Regina Morin (ed. lit.), 2017, ISBN 978-0-9996872-0-8, págs. 9-34
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This chapter presents overviews of second language acquisition (SLA) and online (OL) theories juxtaposed with students’ perspectives from evaluation surveys in online and hybrid courses available through the public record at a large Hispanic-serving institution in the Rio Grande Valley of South Texas. We evaluated both quantitative and qualitative data over a four-year period for all language-focused courses in English and Spanish. Based on student comments and a follow-up study reviewing course syllabi, we address two key questions: (1) What SLA practices are seen in the online and hybrid courses reviewed? and (2) What best practices do students indicate made online and/or hybrid courses successful? This chapter details results from the data and implications for language course design so that practitioners may incorporate all potential aspects from theory and assist their students to acquire language and become globally aware language learners.