Innovation in Language Learning

Recent policies and trends have led to a technological approach with regard to teaching practice and content delivery in many higher education institutions. This paper reports on a pilot study with 45 international BA and MA students studying German at A1.1 level at their host institution in Germany. The weekly face-to-face lessons took place over a period of 4 months. The e-learning components consisted of self-correcting online exercises, online oral and written assignments as well as regular written chats and forum entries. The classroom teachers were also the students’ online tutors. The participants were divided into two groups and each group worked with a different commercial language learning platform. The aim of this paper is to examine the perceptions, satisfaction and experiences of the students and teachers in relation to the use of the blended-learning concept offered. Individual motivation was also taken into account. Pre- and post-questionnaires as well as semi-structured interviews were employed. The results contribute to the understanding of the issues and beneficial aspects of blended-learning concepts in foreign language teaching and learning in the higher education sector. 

Keywords: blended learning, German as a Foreign Language, autonomous learning, evaluation, ubiquitous learning;