Future of Online Language Education in Dutch and Czech Universities.

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The present study aimed to investigate how university language lecturers and students experienced the transition to synchronous online language learning caused by Covid-19 and what their perceptions are for future implementation of online language learning. Four Czech universities and four Dutch universities were investigated in this study. Eight lecturers participated in a semi-structured interview. Moreover, 46 further lecturers and 228 students from the same universities filled out a questionnaire about their experience with teaching and learning languages online. Data from the lecturers and students separately were statistically tested to show significant differences between the two countries. The results revealed that lecturers and students are in favour of education becoming more flexible and there are possibilities for implementing blended learning in future university education. Technology and a stable internet connection are important for both lecturers and students in the online language learning context. Lecturers and Czech students reported having a stable internet connection and sufficient devices, but the Dutch students reported having issues with the internet which discourage them from following online language lessons. Neither students nor lecturers reported only negative experiences with the transition to online synchronous language learning, but both groups prefer for education to take place in physical classroom at least partly because of factors which are important in language learning, such as interaction, motivation, focus and stress.
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