Student Perceptions of Progress and Engagement in Language Learning: The Blended-Learning Model (the Case of Ukrainian)

Abstract

The study examines the perceptions of second-language (L2) learners in a blended-learning model, incorporated in a beginner’s Ukrainian classroom at the post-secondary level. The analysis is based on student perceptions of their learning experiences using the model. Specifically, the analysis focuses on how students perceive their language learning experience in both face-to-face and online learning spaces, how they view the effectiveness of the blended-learning model in the development of various skills and language proficiency, and which elements and activities they consider to be successful and contributive to learning. The focus is on how students view their progress and engagement in the process of L2 learning. The study also considers how the blended-learning model relates to learning outcomes, that is an increase in, or lack of, language proficiency gains. The results provide input into the implementation of blended-learning, and research associated with this new teaching and learning model in an L2 classroom.