ERIC Number: EJ1423131
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1094-3501
The Impact of the Pandemic on Student Spanish Language Proficiency
Jesse Gleason; Resha Cardone; Andrew Bartlett
Language Learning & Technology, v28 n1 2024
In the aftermath of the COVID-19 pandemic, we continue to take stock of student learning. Although the "crisis-context" (Gacs et al., 2020) move to fully online instruction may be over, a complete understanding of how student outcomes have been impacted remains. The present study focuses on how students' Spanish language proficiency, as measured by the STAMP test, was affected by moving all on-ground language courses online in March 2020 at a small public university in the northeastern US. Comparing overall student Spanish language proficiency as well as reading, writing, speaking, and listening skills across 30 sections of a third-semester Spanish course before and during the pandemic, we examined student learning outcomes based upon the modality of instruction. Results revealed a significant increase in students' overall Spanish language proficiency and significant increases in sub-level proficiencies in three out of the four skills in the online modality. Thus, in spite of the many changes that took place as a result of the COVID-19 pandemic, students' Spanish language proficiencies were either positively impacted or unimpacted. We discuss the implications of these results and pose questions for on-ground and online language courses moving forward.
Descriptors: COVID-19, Pandemics, Language Tests, Spanish, Language Proficiency, Public Colleges, Small Colleges, Learning Modalities, Electronic Learning, Language Acquisition, Scores, Language Skills
National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A