Abstract
This paper summarizes the research work conducted for a survey of a group of Japanese University students’ attitudes towards a hybrid language learning course. It determines how two different ways of teaching, traditional in-class structured and online unstructured lessons, significantly affected their perceptions about their learning English in a foreign language (EFL) course. As an introduction to the reader, a brief background of implementation of hybrid learning into the classroom is provided, followed by the description of hybrid approaches in Japanese educational settings. Then the objectives and the results of the present study are explained. The findings suggest that some instructional factors, such as flexibility, goal focused approach as well as closely connected relationships between in-class and online instructions, are indispensable for students to acquire a set of skills and strategies for successful language learners in hybrid learning environments.
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Hirata, Y., Hirata, Y. (2008). Japanese Students’ Attitudes towards Hybrid Learning. In: Fong, J., Kwan, R., Wang, F.L. (eds) Hybrid Learning and Education. ICHL 2008. Lecture Notes in Computer Science, vol 5169. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-85170-7_39
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DOI: https://doi.org/10.1007/978-3-540-85170-7_39
Publisher Name: Springer, Berlin, Heidelberg
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