Abstract

This study critically addresses the assumptions made by educators and providers in the field of Dutch second language (L2) acquisition about the online learning of Dutch L2. These include assumptions about advantages and disadvantages of online language learning, such as flexibility, learner autonomy, enhanced opportunities for remediation and differentiation versus disadvantages including the solitary learning mode, delayed feedback or high production costs. Even though stakeholders perceive a clear need for online Dutch L2 learning, and are aware of several advantages of online language learning, the current implementation level is still low. The perceived disadvantages might be a factor hindering the transition to online learning. A reorientation of the current provision of Dutch L2 courses is perceived as desirable, with self-directed, needs-oriented and customised learning as the key concepts. The outcomes shed light on perceptions that foster or hinder the development of online language courses for adult migrants, and could resonate with language professionals worldwide.

Citation

De Paepe, L., Zhu, C. & Depryck, K. (2018). Online Dutch L2 Learning in Adult Education: Educators' and Providers' Viewpoints on Needs, Advantages and Disadvantages. Open Learning, 33(1), 18-33. Retrieved August 7, 2024 from https://www.learntechlib.org/p/189166/.

This record was imported from ERIC on January 9, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• Adult Education
• cost effectiveness
• Educational Benefits
• Feedback (Response)
• Foreign Countries
• Immigrants
• Independent Study
• Indo European Languages
• Interpersonal Communication
• Language Teachers
• Needs Assessment
• online courses
• Personal Autonomy
• Qualitative Research
• Second Language Instruction
• second language learning
• Semi Structured Interviews