Abstract
AbstractThis study's goal was to determine if appropriately designed, completely virtual formats of language courses are able to engender in students speaking ability progress comparable to that fostered within traditional face‐to‐face (F2F) classrooms. The study further sought to clarify language learners' perceptions of online Japanese courses. The speaking ability of all participants was assessed at the beginning and end of their Japanese language course. A mixed‐design analysis of variance was conducted to analyze the effect of course type on speaking ability. Results showed that participant speaking ability improved significantly over time regardless of course type (online or F2F). This study also revealed that the majority of participants were able to use online tools with ease and found the online format to be an effective method of learning Japanese. Two principal reasons for studying Japanese online are reported. Implications and suggestions are discussed.
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