[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595747-105":59,"doc-detail-595747-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","developing-oral-proficiency-in-spanish-across-class-modalities","Developing Oral Proficiency in Spanish across Class Modalities","","Growing demand for online foreign-language courses has increased the need to build high-quality offerings in multiple formats while ensuring overall program effectiveness. Students may complete Spanish second-language acquisition through mixed modes, including all online, all face-to-face, blended online/F2F, or via transfer and placement. This study evaluated oral proficiency in seated versus online options at a Midwest regional campus using the Pearson Versant Test and ACTFL benchmarks over one and two years.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/developing-oral-proficiency-in-spanish-across-class-modalities/595747/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-oral-proficiency-in-spanish-across-class-modalities/595747.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address regarding online foreign-language courses?","Question",{"text":112,"@type":113},"The study addresses the challenge of developing multiple-format online courses and assessing overall program effectiveness when learners may take sequenced courses in different modes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was oral proficiency measured in the study?",{"text":117,"@type":113},"Oral proficiency was tested using the Pearson Versant Test for Spanish, and scores were compared with ACTFL established benchmarks after one and two years.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the study’s main benchmark outcomes?",{"text":121,"@type":113},"After one year, 42% met or exceeded the Intermediate-Low overall oral proficiency benchmark, and after two years, 27.5% met or exceeded the Intermediate-Mid overall benchmark.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595747,1792105778,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","calico journal (online) issn 2056–9017  \nArticle  \nDeveloping Oral Proficiency in Spanish across Class Modalities  \nDianne Burke Moneypenny1 and Rosalie S. Aldrich2  \nAbstract  \nThere is a growing demand for online course options, including classes offered and required in foreign languages. However, offering courses in multiple formats presents the challenges of developing high quality online courses and assessing the overall program effectiveness as students may elect to take the sequenced language acquisition courses in different formats. Thus, students complete the courses through various combinations of modes (i.e., all online, all face-to-face, some online/some F2F, transferring from another university or after successfully completing a placement exam). The purpose of this study was to examine a second language program offering both seated and online Spanish language acquisition classes at a small regional campus in the Midwest. Oral proficiency was tested using the Pearson Versant Test for Spanish and students’ (n=108) scores were then compared to the ACTFL established benchmarks after one and two years of language study. In this study 42% met or exceeded the first year overall oral proficiency benchmark of Intermediate-Low and 27.5% met or exceeded the second year overall benchmark of Intermediate-Mid. These results suggest online Spanish course options can be an effective mode for students to meet oral proficiency benchmarks when programs require asynchronous and synchronous oral production, and provide speaking practice opportunities. However, additional research in this area is needed to better understand why some students are not meeting the benchmark.  \nKeywords: oral proficiency, Spanish, online learning, benchmarks  \nAffiliation  \n1Indiana University East. [email: dburke01@iue.edu](email: dburke01@iue.edu)  \n[2](2Indiana University East.)[Indiana University East.](2Indiana University East.)[ ](2Indiana University East.)email: [rsaldric@iue.edu](rsaldric@iue.edu)  \ncalico journal vol 35.3 2018 257–273 ©2018, equinox publishing  \n[https://doi.org/10.1558/cj.34094](https://doi.org/10.1558/cj.34094)  \n258 Oral Proficiency in Spanish across Class Modalities  \nIntroduction  \nEnrollment in online post-secondary programs increased annually for 13 consecutive years in the United States (Allen, Seaman, Poulin, & Straut, 2016) . Despite the growing demand and the fact that many studies have compared the educational outcomes of online instruction to face-to-face modalities and found them to be either equivalent or superior (Angiello, 2010; Angelino & Natvig, 2009; Robinson & Hullinger, 2008), many faculty members are still reluctant to offer classes in the online platform. Allen et al.,(2016) report that only 29.1% of faculty regard online learning as a viable means of instruction. Furthermore, while employers reacted positively to the flexibility (Astani & Ready, 2010), they expressed some uncertainty about hiring graduates from online universities (Tabatabaei & Gardiner, 2012; Vukelic & Pogarcic, 2011) . However, these studies did not distinguish between traditional universities that may also offer online coursework/degree programs and for-profit institutions (Fogle & Elliott, 2013) .  \nForeign language, regarded as a more difficult discipline to adapt, is less frequently taught online (Allen et al., 2016) . All online course offerings are increasing in the United States, but language education is predicted to grow 9% by 2021 (Technavio, 2016) . Therefore identifying and assessing effective strategies for teaching foreign language online is critical.  \nThe current study suggests curriculum design and development ofan online (OL) task force made of faculty, staff, course assistants, administrative support, and a third party to assess pedagogical effectiveness, provide a viable way to incorporate effective OL second language acquisition courses into a Foreign Language program. Institutions attempting to offer OL language cla","cbCair7zHYvYD2za","https://ap.wps.com/l/cbCair7zHYvYD2za","pdf",245742,17,"English","# Abstract\n# Introduction\n# Oral Proficiency through Online Instruction","[{\"question\":\"What problem does the study address regarding online foreign-language courses?\",\"answer\":\"The study addresses the challenge of developing multiple-format online courses and assessing overall program effectiveness when learners may take sequenced courses in different modes.\"},{\"question\":\"How was oral proficiency measured in the study?\",\"answer\":\"Oral proficiency was tested using the Pearson Versant Test for Spanish, and scores were compared with ACTFL established benchmarks after one and two years.\"},{\"question\":\"What were the study’s main benchmark outcomes?\",\"answer\":\"After one year, 42% met or exceeded the Intermediate-Low overall oral proficiency benchmark, and after two years, 27.5% met or exceeded the Intermediate-Mid overall benchmark.\"}]","Developing Oral Proficiency in Spanish across Class Modalities | PDF",1792081786,43]