Integrating Digital Technology in an Intensive, Fully Online College Course for Japanese Beginning Learners: A Standards‐Based, Performance‐Driven Approach

Abstract

Abstract The development of distance learning courses for less commonly taught languages (LCTLs) often meets with instructional challenges, especially for Asian LCTLs with their distinct non‐Roman characters and structures. This study documents the implementation of a fully online, elementary Japanese course at Stony Brook University. The curriculum was designed around the American Council on the Teaching of Foreign Languages's (ACTFL) World‐Readiness Standards for Learning Languages; performance‐driven assessments; and task‐supported, technology‐enhanced principles. Asynchronous and synchronous tools were incorporated to facilitate task delivery and reduce the virtual isolation of learners. A simulated Oral Proficiency Interview (OPI) was conducted for the online students in order to compare their oral performance with that of the face‐to‐face (F2F) cohort in the preceding semester. Quantitative results show that online students outperformed their F2F counterparts in most of the Integrated Performance Assessment's scoring criteria, with a statistically significant difference in the criterion “Communication strategies.” Survey results indicate students’ positive attitudes toward language gains and corroborate the qualitative results gleaned from student learning journals and survey responses: Students’ sense of isolation was replaced by a sense of co‐presence. We conclude that developing an online LCTL course, though challenging, is feasible and maximizes outcomes through the synergy of multimodal digital platforms, and a standards‐based, task‐driven curriculum design.