Digitally-Assisted Blended Teaching and Learning of Ukrainian: What Do Instructors Think?

Abstract

The blended-learning model, a combination of traditional face-to-face and student self-study online learning, continues to attract the attention of scholars and practitioners of language teaching. Our study is a contribution to the growing body of literature on the implementation and use of this model in a foreign language classroom. We focus on beginners’ Ukrainian classrooms in which the blended-learning resources from PodorozhiUA.com have been implemented by a number of instructors of different programs. The study explores instructors’ perspectives oftheir experiences with the model, and their views on the effects of the model on students’ learning, instructors’ teaching practices, and relationships in the learning community. The study takes a qualitative approach with data collected via focus group discussions. By empirically researching instructors’ views, the analysis provides valuable insights intothe field of digitally-assisted language learning and instruction.

Keywords

• blended learning, blended language learning, Ukrainian language, instructors’ perspectives