Multiple‐Language Program Assessment: Learners' Perspectives on First‐ and Second‐Year College Foreign Language Programs and Their Implications for Program Improvement

Abstract

A pilot study was designed to examine student perspectives on the first two years of the foreign language program at an east coast college. The study addresses key areas of foreign language teaching and learning in terms of goals and objectives, effectiveness of instruction and instructional approach, and student suggestions for improvement. The survey's findings indicate that the program generally meets the needs and interests of the students; however, these findings call for a clearer articulation of program goals in culture and careful review of some instructional methods. They also reveal critical differences in learning priorities and learning styles between students in commonly taught languages and those in less commonly taught languages. This article discusses plausible explanations for the survey findings and makes recommendations for program improvement.

Learner Attitudes, Perceptions, and Beliefs in Language Learning

“…Notably, Horwitz found that U.S. learners of Japanese were different in their beliefs from any other U.S. FL learners, in that they estimated a longer time needed to learn the language, had a lower evaluation of their own abilities as language learners, appreciated vocabulary and grammar instruction more, and had stronger beliefs that their knowledge of the language would help them find employment (Horwitz, ). Similarly, Rivera and Matsuzawa (), in a study that served as a part of a program evaluation, offered that students’ learning priorities and beliefs were very different, depending on whether they were learning a commonly or a less commonly taught language. These priorities were largely based on factors related to whether or not the students had some background knowledge of the language, which was more common for the students learning the commonly taught languages (see also Brown, ; Loewen et al, ).…”

Investigating Second Language Learner Self‐Efficacy and Future Expectancy of Second Language Use for High‐Stakes Program Evaluation

“…Rivera and Matsuzawa (2007) conducted a programwide, multidivisional evaluation (Arabic, Chinese, French, German, Japanese, Russian, and Spanish), which like Calvin and Rider (2004) above, was done initially for broad institutional purposes. However, they ''elaborated on those institution wide goals'' (Rivera & Matsuzawa, 2007), p. 570) and intensively investigated (in addition to four skills learning outcomes) what learners were doing with the L2 outside of class. The latter points to Rivera and Matsuzawa's determination that it was their business to promote lifelong learning (2007, p. 570).…”

Speaking ability progress of language learners in online and face‐to‐face courses

“…When considering implementing online courses, many foreign language (FL) instructors, researchers, and administrators have questioned the efficacy of such online educational systems (Blake, 2013). Previous research has shown that increasing speaking ability in the target language (TL) is the priority for both learners and instructors (Fukada & Wei, 2013; Harlow & Muyskens, 1994; Houston, 2005; Rivera & Matsuzawa, 2007; Tse, 2000). However, online instruction offers students considerably fewer contact hours with their peers and instructor(s).…”