ANALYZING STUDENT PERCEPTIONS OF A BLENDED SPANISH GRAMMAR COURSE.

Background. There is currently a need to assess the effectiveness of and student comfort with content-based, online Spanish instruction at the university level. Purpose. The purpose of this study was to analyze students' perceptions of the effectiveness of a blended (face-to-face and online) university course in comparative Spanish grammar and the extent to which, if any, it had an impact on their perceived levels of instructional and linguistic comfort with online learning. Methods and Results. Nineteen students (N=19) completed the pre and post-course surveys which assessed their overall comfort levels associated with reading, writing and speaking Spanish within the context of the blended course design. In addition, students were asked to give their impressions and feelings of satisfaction and accomplishment at the conclusion of the course. Results indicate significant improvements in students' comfort levels related to (a) the course and the online design, (b) speaking Spanish and (c) using Blackboard to study Spanish. Students also concluded that their Spanish grammar improved and that they learned the course material, felt challenged, and enjoyed a sense of community. Conclusions. Given the prevalence of online classes and degree programs, this study supports the notion that online content in Spanish can be effectively designed in a manner that allows students to learn the material, which supports their overall language development. [ABSTRACT FROM AUTHOR]