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Final-exam comparisons show stronger performance in redesigned SPAN1010, with no significant difference for SPAN1020, and mixed student feedback.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/new-tools-new-designs-a-study-of-redesigned-hybrid-spanish-program/595657/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/new-tools-new-designs-a-study-of-redesigned-hybrid-spanish-program/595657.png","ImageObject",300,407,{"name":42,"@type":43},"Well Done","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What does the study investigate about the redesigned Spanish courses?","Question",{"text":62,"@type":63},"The study investigates how rehybridization and course redesign affect student learning outcomes and self-reported foreign language anxiety, as well as student perceptions of the redesigned courses.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How were learning gains and anxiety measured?",{"text":67,"@type":63},"Researchers used pretests and posttests measuring listening comprehension, linguistic knowledge, and foreign language anxiety, supplemented by qualitative data on student perceptions.",{"name":69,"@type":60,"acceptedAnswer":70},"What did the comparison of final exam grades show?",{"text":71,"@type":63},"Students in the redesigned SPAN1010 hybrid course performed significantly better than students in the former SPAN1010 hybrid course; for SPAN1020, final exam grades did not differ significantly between the two hybrid formats.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},595657,1792165903,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","calico journal (online) issn 2056–9017  \nArticle  \nNew tools, new designs: A study of aredesigned hybrid Spanish program  \nEmily E. Scida and Jill N. Jones  \nAbstract  \nThis study reports on the rehybridization of three beginning-level Spanish coursesand the effect of the new redesigned courses on student learning and on self-reported levels of anxiety. The data collected included pretests and posttests of listening comprehension, linguistic knowledge, and foreign language anxiety, as well as qualitative data on student perceptions of the new courses. Results showed that students significantly improved in both listening comprehension and linguistic knowledge and that self-reported levels of anxiety decreased over the semester. In addition, comparison data was collected in the form of final exam grades from the former hybrid SPAN1010 and SPAN1020 courses and from the corresponding redesigned hybrid courses. Results showed that students in the new redesigned SPAN1010 hybrid course performed significantly better than students enrolled in the former SPAN1010 hybrid course. However, for the SPAN1020 course, there were no significant differences in students’final exam grades between the two hybrid formats. Student perceptions of the redesigned hybrid courses were mixed, with positive comments about the effect of the online work on student progress, but frustration at encountering initial technical problems and at the number of hours required to complete online work.  \nKeywords: blended learning; flipped classes; foreign language anxiety; hybrid courses  \nAffiliation  \nDepartment of Spanish, Italian, & Portuguese, University of Virginia, Charlottesville, VA, USA.  \n[email: ees2n@virginia.edu](email: ees2n@virginia.edu) (corresponding author)  \ncalico journal vol 33.2 2016 174–200 doi : 10.1558/cj.v33i2.26053  \n©2016, equinox publishing   \nEmily E. Scida and Jill N. Jones 175  \nIntroduction  \nThe landscape of online learning has experienced substantial changes, with advances in technological tools, new approaches to learning and teaching, and innovations in course design and technology integration. These changes have been prompted by the desire to improve student learning (Young, 2008), revise or broaden proposed learning outcomes (Chapelle, 2010), reduce cost to institutions (Clark, 2003; Scida & Saury, 2006; Young, 2008), increase access to learners (Bañados, 2006; Clark, 2003), and provide flexible and convenient options for both students and teachers (Adair-Hauck, Willingham-McLain, & Youngs, 1999; Chenoweth, Ushida, & Murday, 2006; Cubillos, 2007) .  \nHybrid courses provide the benefits of both online learning and face-to-face instruction (Cubillos, 2007). While the in-class component of hybrid courses offers opportunities for student–teacher interaction, peer interaction, and positive reinforcement and feedback, the online learning component allows for exposure to authentic texts and materials to support skill development and cultural learning, tutorial computer-assisted language learning (CALL) to promote accuracy practice, and delivery of content online to support a flipped classroom. The online learning components can also allow students to focus on basic skill-building and accuracy practice outside of class, and as a result teachers can employ more student-centered approaches (e.g., active and applied learning techniques) during class (Bonk, Wisher, & Lee, 2003). Other potential benefits of online learning environments include increased student motivation, control, and autonomy (Arispe & Blake, 2012; Bonk et al., 2003; Chenoweth et al., 2006), student collaboration, exposure to authentic oral, written, and visual input (Adair-Hauck et al., 1999; Bañados, 2006; Bonk et al., 2003), access to native speakers, authentic communication and interaction through computer-mediated communication (CMC) like chat (Blake, Wilson, Cetto, & Pardo-Ballester, 2008; Poza, 2011; Warschauer & Meskill, 2000), self-directed and self-paced learning","cbCaiqGrHptIfeUo","https://ap.wps.com/l/cbCaiqGrHptIfeUo","pdf",2436029,27,"English","# Introduction\n## Hybrid courses and online learning benefits\n## Purpose and scope of the redesign study","[{\"question\":\"What does the study investigate about the redesigned Spanish courses?\",\"answer\":\"The study investigates how rehybridization and course redesign affect student learning outcomes and self-reported foreign language anxiety, as well as student perceptions of the redesigned courses.\"},{\"question\":\"How were learning gains and anxiety measured?\",\"answer\":\"Researchers used pretests and posttests measuring listening comprehension, linguistic knowledge, and foreign language anxiety, supplemented by qualitative data on student perceptions.\"},{\"question\":\"What did the comparison of final exam grades show?\",\"answer\":\"Students in the redesigned SPAN1010 hybrid course performed significantly better than students in the former SPAN1010 hybrid course; for SPAN1020, final exam grades did not differ significantly between the two hybrid formats.\"}]","New tools, new designs - A study of redesigned hybrid Spanish program | PDF",1792081568,68]