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This study examines student and instructor perceptions of a hybrid course piloted across three lower-level Spanish classes at a large U.S. university. Through surveys and interviews collected over an academic year, the research evaluates key challenges and benefits and includes a brief review of technologies used.",{"@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/hybrid-language-teaching-and-learning-assessing-pedagogical-and-curricular-issues/600921/",{"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/hybrid-language-teaching-and-learning-assessing-pedagogical-and-curricular-issues/600921.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What defines a hybrid foreign language course in the document?","Question",{"text":112,"@type":113},"It adapts a face-to-face foreign language course to meet fewer times and adds interactive, online activities so learners work with content during virtual days.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study evaluate hybrid course challenges and benefits?",{"text":117,"@type":113},"It analyzes student and instructor responses to surveys and interviews administered over an academic year.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the document say about prior research comparing hybrid and face-to-face formats?",{"text":121,"@type":113},"Some studies report no difference in proficiency, while others find hybrid students outperforming on measures; additional findings include similar listening/speaking performance with differences in writing and reading tasks.","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},600921,1792210210,{"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":24,"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},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","3  \nHybrid Language Teaching and Learning: Assessing Pedagogical and Curricular Issues  \nJoshua J. Thoms  \nLouisiana State University  \nAbstract  \nIn recent years, several economic factors have led to an increase in the number of hybrid courses offered in foreign language departments at the postsecondary level in the U. S. Hybrid courses incorporate several technological applications not typically used in a traditional face-to-face course. Hybrid courses combine contact time in a traditional classroom with virtual days, in which students are responsible for working with content on their own or in small groups outside of the classroom. This study reports on student and instructor perceptions of and reactions to a hybrid course piloted in three lower-level Spanish language courses at a large university in the southern region of the U.S. It examines the challenges and benefits of offering hybrid Spanish language courses by discussing student and instructor responses to surveys and interviews administered over an academic year. The study also includes a brief review of some of the technologies used in the hybrid Spanish language courses.  \nBackground  \nHybrid language teaching and learning, also referred to as blended learning, is becoming a popular model for the delivery of foreign language (FL) courses at the post-secondary level in the U.S. (Thoms, 2009). A hybrid approach involves adapting traditional face-to-face FL courses so that they meet fewer times and incorporating a number of interactive, online activities so that students continue to work with the content outside of the physical classroom during virtual workdays. Several factors have contributed to the proliferation of hybrid models of instruction in FL programs in the U.S. One of these factors is a more thorough understanding of how computer-assisted language learning, when informed by second language acquisition theories, can facilitate learners’ abilities to acquire the FL. Some researchers (Payne & Ross, 2005; Payne & Whitney, 2002; Smith, 2003) explore the various ways in which learners obtain and process input via technology. Studies in this area indicate that technology has the ability to provide learners with authentic input while simultaneously providing them opportunities to practice with and produce language. Other researchers (Blake & Zyzik, 2003;  \n22 Dimension 2011: Got Languages? Powerful Skills for the 21st Century  \nDarhower, 2008; Smith, 2009) focus their attention on how specific technologies, such as online synchronous chats, can allow learners to notice and correct linguistic errors more efficiently than traditional, face-to-face contexts. Another area of research looks at the ways in which technology easily allows learners to interact with native speakers to better understand facets of the FL culture and to develop intercultural competence (Darhower, 2006; Dubreil, 2006; Furstenberg, Levet, English, & Maillet, 2001; Lomicka, 2006; von der Emde, Schneider, & Kötter, 2001) .  \nAt the post-secondary level, many educators are required or soon will be required to offer more hybrid and online FL courses in order to meet student demand. The U.S. Department of Education projects a 13% increase in the total number of students pursuing a college degree between 2007 and 2018 (National Center for Education Statistics, 2007). Blake (2008) states that “It is doubtful that all of these students, or at least anyone who wants access to higher education, will find seats in a classroom setting as presently configured”(p. 5) . Additionally, many FL textbook publishers appear to acknowledge these ongoing enrollment challenges as more texts now include additional interactive online components that allow instructors more flexibility to plan courses that can be taught in and outside of the classroom.  \nAnother factor that plays a role in the growing number of hybrid course offerings is the economy. Given the recent economic downturn in the U.S., many institutions’ budge","cbCaiudKKPsIUKf6","https://ap.wps.com/l/cbCaiudKKPsIUKf6","pdf",45129,14,"English","# Abstract\n# Background\n# Researching the Effects of Hybrid Courses","[{\"question\":\"What defines a hybrid foreign language course in the document?\",\"answer\":\"It adapts a face-to-face foreign language course to meet fewer times and adds interactive, online activities so learners work with content during virtual days.\"},{\"question\":\"How does the study evaluate hybrid course challenges and benefits?\",\"answer\":\"It analyzes student and instructor responses to surveys and interviews administered over an academic year.\"},{\"question\":\"What does the document say about prior research comparing hybrid and face-to-face formats?\",\"answer\":\"Some studies report no difference in proficiency, while others find hybrid students outperforming on measures; additional findings include similar listening/speaking performance with differences in writing and reading tasks.\"}]","Hybrid Language Teaching and Learning - Assessing Pedagogical and Curricular Issues | PDF",1792091640,35]