This study investigated the role of students' motivation and attitudes in second language (L2) study within an online language course context (LOL). Students' attitudes and motivation were examined within a socioeducational framework (Gardner & MacIntyre, 1993) while learning contexts were examined based on Dörneyi's (1994) components of foreign language learning motivation. Students' learning behaviors and learning outcomes were used as predictor and criterion variables in a series of quantitative and qualitative analyses. The results showed that students tended to have relatively high anxiety about the LOL course at the beginning of the semester, perhaps due to their lack of familiarity with the specific LOL learning environment. However, students' motivation and attitudes toward L2 study were relatively positive and stable during the course. The findings provided some evidence that motivated students studied regularly and productively to take every opportunity to perfect their language skills. It was also found that each teacher idiosyncratically implemented the LOL course, thereby creating a unique class culture and affecting students' motivation and attitudes toward studying the L2 in the LOL context. The findings reinforced the importance of students' motivation and attitudes in L2 study and, equally important, the continuing critical role of the teacher in technology-enhanced teaching.

This paper summarizes the assessment results of the Language Online project at Carnegie Mellon University. The study investigated the effectiveness of online language courses for students' learning outcomes in four hybrid online language courses (elementary and intermediate levels) and their counterpart conventional (offline) courses from Spring 2000 through Spring 2002. Eleven teachers and 354 students were involved in this study, which included five semesters and 34 sections (13 online and 21 offline). Multiple measurements were used to compare learning between online and offline students in oral production, written production, reading comprehension, listening comprehension, grammar knowledge, and vocabulary. Student and teacher feedback, reflecting attitudes and experiences with the online courses, were used to better understand the comparative results. The results from this study indicate that the hybrid online language courses have been reasonably successful: the students in most online courses made progress in their L2 performance similar to that of the students in the equivalent offline courses. Statistical analyses identified two online courses in which the offline students outperformed the online students on several of the learning measures. The qualitative data suggest that students need instructor guidance and that both students and instructors need ongoing technical support for the successful implementation of online language courses.

This article examines the student and instructor satisfaction with the Language Online courses at Carnegie Mellon University from 2000-2002. These courses were designed with a hybrid format, including reduced face-to-face contact and online delivery of course materials. Quantitative and qualitative data were collected from students and instructors using surveys, interviews, and focus groups. Quantitative data from students indicates a trend of increasing satisfaction with the online courses compared with offline (traditional) courses. Qualitative data were analyzed using QSR NVivo software. Student themes centered on reactions to the reduced schedule of classes and the technology used in course delivery. For instructors, recurring themes included the need for training, control of course materials, and connections with students. The results provide valuable insight for a course format increasingly utilized in university-level language learning.

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