The speaking proficiency outcomes of face‐to‐face and online intensive summer LCTL programs

Abstract

AbstractThis article is the first large‐scale study to document the speaking proficiency outcomes of intensive programs in less commonly taught languages in US higher education. Speaking proficiency was measured by pre‐ and postprogram ACTFL Oral Proficiency Interviews (N = 484) in 14 languages: Arabic, Bengali, Brazilian Portuguese, Hindi, Indonesian, Kazakh, Persian, Tamil, Thai, Tibetan, Turkish, Urdu, Uyghur, and Uzbek. The intensive programs are usually taught face‐to‐face but were offered fully online during the COVID‐19 pandemic. No significant difference in speaking proficiency outcomes, as measured by the ACTFL OPI, was found between the face‐to‐face and online formats. Students at all levels of instruction made significant gains in speaking proficiency, with greater gains made by students in Level 1 than at Levels 2‐3, and with wide variation within instructional levels. The average speaking proficiency outcomes were Advanced Low (Level 3), Intermediate High (Level 2), and between Intermediate Low and Intermediate Mid (Level 1).