Reimagining the World Language Classroom through Open Educational Resources (OER)
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| Title: | Reimagining the World Language Classroom through Open Educational Resources (OER) |
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| Authors: | Laurie Massery, Ka Wing Cheung, Anna Wachsmuth |
| Source: | NECTFL Review. 2023 (91):11-37. |
| Availability: | Northeast Conference on the Teaching of Foreign Languages. 2400 Main Street, Buffalo, NY 14214. e-mail: info@nectfl.org; Web site: https://www.nectfl.org |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Open Educational Resources, Second Language Learning, Second Language Instruction, Conversational Language Courses, Age Groups, Social Media, Cognitive Style, Money Management, Environment, Computer Mediated Communication, Student Attitudes, Instructional Materials, Learning Processes, Social Values, Student Interests, College Students |
| Geographic Terms: | Virginia |
| ISSN: | 2164-5965 |
| Abstract: | This study provides a research-based approach to reimagining the world language classroom through open educational resources (OER), primarily in higher education. Using quantitative and qualitative analyses, we provide insight into students' perceptions of OER in world language education classrooms, with a specific focus on conversation courses. The results of the current investigation suggest that OER, and digital platforms in general, align with the values, behaviors, and learning styles observed in Generation Z students: environmental awareness (Falc, 2013), financial consciousness, and organic interconnectedness via social media. Most participants recruited for the study (n = 84) had used some type of online platform or digital resource while in college and said they were (or would be) comfortable using such resources in the world language classroom. To that end, most participants considered such materials to be more practical, engaging, entertaining, and relevant to everyday life than traditional textbooks. In fact, the survey items addressing the use of digital materials in world language courses were among the most highly ranked items in the survey. Consequently, the pedagogical implications of this study suggest that instructors consider using open educational resources that meet the interests, principles, and learning styles of Generation Z students, especially as they relate to world language learning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1407931 |
| Database: | ERIC |
| Abstract: | This study provides a research-based approach to reimagining the world language classroom through open educational resources (OER), primarily in higher education. Using quantitative and qualitative analyses, we provide insight into students' perceptions of OER in world language education classrooms, with a specific focus on conversation courses. The results of the current investigation suggest that OER, and digital platforms in general, align with the values, behaviors, and learning styles observed in Generation Z students: environmental awareness (Falc, 2013), financial consciousness, and organic interconnectedness via social media. Most participants recruited for the study (n = 84) had used some type of online platform or digital resource while in college and said they were (or would be) comfortable using such resources in the world language classroom. To that end, most participants considered such materials to be more practical, engaging, entertaining, and relevant to everyday life than traditional textbooks. In fact, the survey items addressing the use of digital materials in world language courses were among the most highly ranked items in the survey. Consequently, the pedagogical implications of this study suggest that instructors consider using open educational resources that meet the interests, principles, and learning styles of Generation Z students, especially as they relate to world language learning. |
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| ISSN: | 2164-5965 |
