<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>During the last two decades, due to technological possibilities and the spread of the Internet, new forms of learning have originated as an alternative to traditional face-to-face learning – e-learning, online learning, hybrid learning, blended learning, ubiquitous learning, etc. They have become even more popular due to the COVID-19 pandemic as the only solution to implement learning at universities and adult education institutions. This paper will focus on a blended-learning language course designed for adult learners. The aim of the current research is to evaluate the course created and the development of adult learners’ English language competence during the course implementation in six EU countries – Croatia, Latvia, Slovenia, Romania, Poland, and the Czech Republic. 227 adult learners and ten English-language teachers were involved in the course piloting. Research methods applied: learners’ survey after the course completion, unstructured observation of learners done by teachers during the course, and structured interviews with the teachers after the course implementation. In this paper, the observation results and the findings from teachers’ interviews will be analysed. The findings highlight both positive aspects and challenges of the course created. Learners have gained cultural knowledge, increased their vocabulary, and developed reading skills, while at the same time improvements in developing learners’ listening and writing skills are also required.<sup>1</sup></p>
</abstract>

During the last two decades, due to technological possibilities and the spread of the Internet, new forms of learning have originated as an alternative to traditional face-to-face learning – e-learning, online learning, hybrid learning, blended learning, ubiquitous learning, etc. They have become even more popular due to the COVID-19 pandemic as the only solution to implement learning at universities and adult education institutions. This paper will focus on a blended-learning language course designed for adult learners. The aim of the current research is to evaluate the course created and the development of adult learners’ English language competence during the course implementation in six EU countries – Croatia, Latvia, Slovenia, Romania, Poland, and the Czech Republic. 227 adult learners and ten English-language teachers were involved in the course piloting. Research methods applied: learners’ survey after the course completion, unstructured observation of learners done by teachers during the course, and structured interviews with the teachers after the course implementation. In this paper, the observation results and the findings from teachers’ interviews will be analysed. The findings highlight both positive aspects and challenges of the course created. Learners have gained cultural knowledge, increased their vocabulary, and developed reading skills, while at the same time improvements in developing learners’ listening and writing skills are also required.1

Developing Adult Learners’ Language Competence in Culture-Based Blended-Learning Course

Acta Universitatis Sapientiae, Philologica

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

During the last two decades, due to technological possibilities and the spread of the Internet, new forms of learning have originated as an alternative to...

Developing Adult Learners’ Language Competence in Culture-Based Blended-Learning Course

Publié en ligne: 30 déc. 2021

Pages: 71 - 92

DOI: https://doi.org/10.2478/ausp-2021-0014

Mots clés
blended learning, language competence, interaction

© 2021 Ineta Luka, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Developing Adult Learners’ Language Competence in Culture-Based Blended-Learning Course

Publié en ligne: 30 déc. 2021

Pages: 71 - 92

DOI: https://doi.org/10.2478/ausp-2021-0014

Mots clésblended learning, language competence, interaction

© 2021 Ineta Luka, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
blended learning, language competence, interaction