Learners’ perceptions of a web-enhanced learning environment
Insights from a longitudinal study
This article presents the results of a longitudinal study on the perceptions of a Web-enhanced learning environment by a group of beginning-level students of Italian. A Website was specially designed and implemented as a complement to the existing syllabus, in order to enhance interactivity, variety, and authenticity of materials and tasks, as well as flexibility and learner control. The aim of the study is to ascertain whether the introduction of computing technology can promote learners’ positive attitudes, as suggested in much of the current literature on Computer-Assisted Language Learning. Quantitative and qualitative data collected from a variety of sources confirm that the introduction of computing technology can contribute to learners’ positive perceptions of the opportunities offered by their learning environment. However, a few drawbacks are also identified which suggest that the introduction of Web-enhanced learning in itself cannot be expected to promote and sustain learners’ positive attitudes and motivation in the long term, and that more research is needed to explore effective ways of using Web-based materials, particularly at introductory levels of competence in the target language.
Cited by (3)
Cited by three other publications
Alipour, Poupak & Timo Ehmke
2020.
A Comparative Study of Online Vs. Blended Learning on Vocabulary Development Among Intermediate EFL Learners.
Cogent Education 7:1
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Bueno-Alastuey, M.C. & M.V. López Pérez
2014.
Evaluation of a blended learning language course: students’ perceptions of appropriateness for the development of skills and language areas.
Computer Assisted Language Learning 27:6
► pp. 509 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Macaro, Ernesto
2010.
Review of recent research (2000–2008) on applied linguistics and language teaching with specific reference to L2 Italian.
Language Teaching 43:2
► pp. 127 ff.
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