Annotated Bibliography

Online Foreign Language Instruction

Oliver, K., Kellogg, S., & Patel, R. (2012). An investigation into reported differences between

online foreign language instruction and other subject areas in a virtual school. CALICO

Journal, 29(2), 269-296. Retrieved from

https://www-jstor-org.library2.csumb.edu:2248/stable/calicojournal.29.2.269?seq=1#met

Adata_info_tab_contents

CALICO Journal provides information on computer-assisted design and for language-

inclined language professionals. Oliver, Kellogg, and Patel employed the quantitative

analysis and evaluation to illustrate the challenges in online foreign language instruction

compared to other eLearning subjects. The conclusion was derived from surveying both

students and teachers at North Carolina Virtual Public School. In terms of student

achievement at the end of the semester, foreign language learners reported a lower

satisfaction rate in the learning experience than students of any other subjects. From

teacher’s perspective, teaching foreign languages online was more difficult and less

effective than face-to-face instruction.

It is commonly agreed that foreign language learning requires more demonstration and

communication. Conducting foreign language instruction online with limited

synchronous sessions reduces the opportunities for language learners to listen and speak

the foreign language. While most online courses are conducted at higher education

settings, this investigation was conducted at secondary level. Using a follow-up survey,

the authors made suggestions utilizing the feedback from the students and the foreign

language instructors. Two findings are worth mentioning and should be taken into
 consideration in online instructional design of foreign languages: teaching/modeling and

socializing/communication. My capstone paper will further examine how to improve

online social-linguistic training with modeling.

Stickler, & Shi. (2013). Supporting Chinese Speaking Skills Online. System,41(1), 50-69.

Retrieved from

https://www-sciencedirect-com.library2.csumb.edu:2248/science/article/pii/S0346251X1

2001327

Dr. Shi holds a Ph.D. in Technology Enhanced Language Learning and M.Ed. in

Educational Technology & TESOL. Through qualitative and quantitative methods, she

identified what is lacking in the online language instruction and suggested ways to

improve the outcome of synchronous online language instruction and design. Research

findings have shown that both pedagogical and methodological skills are needed to

design an effective online language instruction. It is an irreversible trend that more and

more foreign language instructions will be conducted online. Both the instructors and

students must be responsible and prepared for either designing or participating in the

virtual language classroom. My capstone project design will be based on sound

pedagogical and methodological skills.

Cariker, M. (2018, October 11). Immersive Learning: How AR/VR is the Next of Generation of

Learning. Retrieved from https://edtechtimes.com/2018/09/27/how-immersive-learning-

technology-is-bringing-education-and-training-into-the-future/

EdTech Times is a consulting company that facilitate technology application in training and

education. In edtechtimes.com, Cariker who writes about technology and innovation

discussed how immersive learning technology such as AR and VR is being applied more
 widely in education and training. Various types of extended reality are being used in

hospitals, companies, and schools. All users have given positive feedback on their

experience using this technology. Online foreign language instruction can include the

immersive learning elements, which will trigger students’ curiosity and promote their

motivation. This article provides inspiration to include advanced technologies in my

capstone project.

Kruse, Julia. (2007). Successful Study Abroad: Tips for Student Preparation, Immersion, and

Postprocessing. Die Unterrichtspraxis., 40(2), 147-152. Retrieved from

https://www-jstor-org.library2.csumb.edu:2248/stable/20479956?seq=1#metadata_info_t

ab_contents

Kruse published an article titled Successful Study Abroad in JSTR, which is an non-profit

organization that collaborates with academicians to provide academic journals and books

in multiple disciplines. The articles not only discusses effective immersion curriculum,

but also addresses the importance of preparation and postprocessing. Even though the

immersion office often provides pre-departure orientation that touches upon cultural

aspects of the host country, the language instructors bear the responsibility to

systematically introduce the foreign culture long before the overseas immersion. In this

way, students will be better prepared for a more productive immersion experience in the

host country where they not only learn the language, but also discover and embrace the

different culture. In conclusion, a well-designed pre-immersion training lays a solid

foundation to build students’ socio-cultural competency during overseas immersion. This

paper provides guideline to design my capstone project.

Dunlap, Andy. (2017). Effectively preparing students for international field placements through a
pre-departure class. Social Work Education.,36(8), 893-904. Retrieved from

https://www.tandfonline.com/doi/full/10.1080/02615479.2017.1360858

International social work internships require basic knowledge about the foreign country’s

culture and customs. Dunlap stated the importance of cross-cultural competence for

international social work and described the pre-departure course that raises students’

cultural awareness and cross-cultural competence. As an integral part of the course, tips on

living abroad and understanding the values of the destination country are also introduced

to students who will work in field international social work. This paper provides rationale

for the content design of my capstone project.