University students in a blended learning German course showed significantly greater motivation gains than students in a traditional face-to-face course¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The group-by-measurement interaction for motivation toward German classes was significant, favoring the blended learning group. → Isiguzel 2014

Evidence¶

Isiguzel 2014¶

Isiguzel, B. (2014). The blended learning environment on the foreign language learning process: A balance for motivation and achievement. Turkish Online Journal of Distance Education-TOJDE, 15(3), Article 10. https://eric.ed.gov/?id=EJ1043673

q2 · i? · causal · r1

Motivation was measured with the 20-item German Language Learning Motivation Scale (Cronbach alpha 0.71 in this study) as pretest and posttest in the same 62-student quasi-experiment. Motivation rose from 57.80 to 74.77 (experimental) versus 59.33 to 62.70 (control).

"the learning environments have a significant effect on the repeated measurement factors of motivation towards German language classes on both groups. [F (1-60)= 20.384, p< .005]"

Discussion¶

Related Claims¶

• University students in a blended learning German course showed significantly greater achievement gains than students in a traditional face-to-face course over 10 weeks — related
• Prospective teachers taught with an activity-based blended learning strategy reported significantly higher motivation than those taught with conventional blended learning — related