Psychodidactic approach in the development of language competences in university students within blended learning

The paper discusses the deployment of cognitive and affective components for teaching languages in a blended learning university setting. A modified expectancy model of motivation was designed and applied. The usability testing of a language education website was used as a framework with affective a...

Full description

Saved in:
Bibliographic Details
Published inOpen learning Vol. 33; no. 2; pp. 142 - 154
Main Author Cerna, Miloslava
Format Journal Article
LanguageEnglish
Published Harlow Routledge 04.05.2018
Taylor & Francis Ltd
Subjects
Blended Learning
Cognition
cognitive
College Students
DIALANG
Educational Technology
English
English (Second Language)
expectancy model
Expectation
Foreign Countries
Higher education
Hypothesis Testing
Language Acquisition
Language instruction
Language Skills
Language Tests
Language thought relationship
Linguistic competence
Motivation
Needs Assessment
Online instruction
placement test
Psychodidactics
Second Language Instruction
Student Attitudes
Student Motivation
Student Needs
Teaching Methods
Technology Uses in Education
Usability
user satisfaction
Web Based Instruction
Web Sites
Websites
Czech Republic
Online AccessGet full text

Cover

More Information
Summary:The paper discusses the deployment of cognitive and affective components for teaching languages in a blended learning university setting. A modified expectancy model of motivation was designed and applied. The usability testing of a language education website was used as a framework with affective and cognitive features. The selection of the education website was based on findings gained from the language needs analysis. The level of students' language competence representing the cognitive component was diagnosed based on their results in the placement tests in the DIALANG language website. Many students showed progress in language knowledge by the end of the semester. Results were higher than students had expected and enough to encourage further research. The affective part is discussed in the modified expectancy model of motivation that was designed and applied. The psychodidactic approach used in the research met students' motivational and emotional needs without sacrificing their improved competence in language development.
ISSN:0268-0513
1469-9958
DOI:10.1080/02680513.2018.1454834