Selecting a Language Course Format

Instructors, departments and institutions might consider shifting language course format for many reasons: in some cases and depending on a number of factors, offering language instruction partially or fully online can increase course enrollments, boost student interest in taking language classes, and offer a more flexible format for instructors.  

Whatever the reason may be and wherever you are in the planning process, the BLC offers resources and guidelines in developing new course formats. Our hope is that the following discussion, rooted in applied language studies research and particularly computer-assisted language learning (CALL), can help you decide which option is right for your context.

When contemplating a change in language course format, a first concern for many instructors, faculty and administrators is often student outcomes. Research that compares language proficiency outcomes across formats is rather light, but existing evidence suggests that high-quality blended or online formats can produce equal or better student outcomes. 

A second concern is often student perceptions and experiences. On that score, research is very clear: students report high levels of satisfaction with high-quality blended courses. 

Beyond these two points, the discussion of language course format is best laid out in terms of affordances and drawbacks. Since every language program and course is unique, we recommend thinking through the following in relation to specific institutional and departmental contexts.

In-Person Courses

Definition: Enrolled students all meet in person.

Example: Students meet M/T/W/Th/F in person, 9-10am. 

Affordances

Drawbacks

  • Clear expectations for instructors and learners on roles 

  • Clear connection between class hours and expected workload 

  • May more readily foster a sense of community

  • Scheduling becomes difficult for students

  • In-person formats can be less efficient for certain tasks (e.g. listening assignments), leading to possible misalignments between task and time 

Blended Courses

Definition: Courses that meet face-to-face but that also include an online, usually asynchronous component (note that these can include synchronous Zoom meetings or additional activities, e.g. chatting).

Example: Students meet in person M/W/F 9-10 am, with assigned asynchronous work for two additional hours per week.

Affordances

Drawbacks

  • Frees up student schedules, makes enrolling in language courses easier

  • Inclusion of asynchronous activities can allow for best use of in-person class time (e.g., making in-class time more interactive)

  • Increased modality of input: online learning can be enhanced with video and/or audio, for example 

  • Ability to connect students with non-local populations (flexibility of space)

  • Can help reduce attrition rates for first year

  • Not advisable to simply map some in-person components to the online world; requires additional time and training to transform course

  • Requires additional structures to maintain learner motivation and foster classroom community

Online Courses 

Definition: Courses that are fully online, with no in-person meeting; online classes can be synchronous or asynchronous. 

Example: Students meet MWF via Zoom or another virtual meeting platform (synchronous) or students complete and submit activities asynchronously without class meetings. 

Affordances

Drawbacks

  • Asynchronous model makes enrolling in language courses easier

  • Increased modality of input: online learning can be enhanced w/ video and audio, for example 

  • Ability to connect students w/ non-local populations (flexibility of space)

  • Introduces options for individualization of learning through personalization and customization

  • Can mitigate some learners’ anxiety

  • Not advisable to simply redo in-person components for online; requires additional time and training to transform course

  • Requires additional structures to maintain learner motivation and foster classroom community

  • For synchronous Zoom sessions: if students are on campus and have other courses that are in person, it can be hard for them to find a place to Zoom into class

  • Can’t control what other online tools students are using during class (genAI, machine translation tools, etc.)

  • Decision on the thorny question of requiring students to turn cameras on during class (and resultant effects on classroom environment)

  • For asynchronous online classes: difficulties in providing spontaneous speaking practice

  • Requires greater instructor preparation and knowledge vis-a-vis appropriate platforms and apps

Distance Courses 

Definition: Courses where the instructor and UC Berkeley students meet physically in a classroom and students from other institutions Zoom into the class.

Example: UC Berkeley students meet in person with the instructor M/W/F, 9-10; students from UC Davis and UCLA Zoom into the class.

Affordances

Drawbacks

  • Increased student diversity/perspectives

  • Potentially higher enrollments

  • Students from different academic systems (quarter vs semester) can create scheduling challenges 

  • For online students: can’t control what online tools these students are using during class (genAI, machine translation tools, etc.)

  • Introduces pedagogical challenges in terms of interactional dynamics between in-person and Zoom students

  • Requires appropriate classroom technology to facilitate visibility for Zoom students: the chalkboard, instructor, and other students