F2F versus Online: Student Perceptions of Foreign Language Learning in the Time of COVID-19
Leah Adelson, University of Cincinnati Géraldine Simonnet Keen, Georgetown University
The abrupt transition from face-to-face (F2F) to online learning during the COVID-19 pandemic impacted students’ learning experiences in many ways. This survey-based study investigated the perceptions of 117 university students enrolled in beginner, intermediate, and advanced foreign language courses (French, Italian, Portuguese, Spanish) of their learning experiences in the F2F mode relative to the online mode. Quantitative and qualitative data were collected through a questionnaire with Likert-scale and open-ended questions that related to four language skills (listening, reading, speaking, and writing), student engagement (participation, comfort asking questions, and peer interactions), and overall learning experience. The results revealed significant differences in participants’ perceptions across all dimensions and may be used to inform future foreign language curriculum development and teaching in any instructional mode.
Keywords: F2F, online learning, foreign language learning, student perceptions, COVID-19