Development and Assessment of the Effectiveness of an Undergraduate General Education Foreign Language Requirement

Thompson, RJ

Walther, I

Tufts, C

Lee, KC

Paredes, L

Fellin, L

Andrews, E

Serra, M

Hill, JL

Tate, EB

Schlosberg, L

2020-04-18T14:21:07Z

2020-04-18T14:21:07Z

2014-01-01

2020-04-18T14:21:07Z

© 2014 by American Council on the Teaching of Foreign Languages. This article describes a faculty-led, multiyear process of formulating learning objectives and assessing the effectiveness of a foreign language requirement for all College of Arts and Sciences undergraduates at a research university. Three interrelated research questions were addressed: (1) What were the levels and patterns of language courses completed under the language requirement compared to those under the previous curriculum? (2) To what extent was the oral proficiency learning objective being attained? and (3) How did oral proficiency vary by course level and the patterns of courses completed to satisfy the language requirement? The oral proficiency of 614 students was assessed with the Simulated Oral Proficiency Interview and categorized in terms of ACTFL ratings. Study findings indicated that 76% of students met or exceeded the objective of the Intermediate Mid level of oral proficiency and that oral proficiency differed by course level and the pattern of courses completed to satisfy the language requirement. In particular, the impact of completing an advanced-level course was clear, which in turn had implications for curricular policies and academic advising. It is argued that faculty-led evaluation of program effectiveness, in which assessment approaches are both summative and formative and findings are routinely used to improve educational practices as well as document student learning, is the necessary context for developing an evidence-based approach to undergraduate language education.

0015-718X

1944-9720

https://hdl.handle.net/10161/20442

en

Wiley

Foreign Language Annals

10.1111/flan.12112

Social Sciences

Education & Educational Research

Linguistics

assessment

foreign language program evaluation

foreign language requirement

postsecondary

higher education

proficiency

PROFICIENCY

STANDARDS

Development and Assessment of the Effectiveness of an Undergraduate General Education Foreign Language Requirement

Journal article

Thompson, RJ|0000-0002-4173-6474

653

668

4

Trinity College of Arts & Sciences

Cultural Anthropology

Slavic and Eurasian Studies

Linguistics

Duke Science & Society

Duke Institute for Brain Sciences

Duke

Initiatives

Institutes and Provost's Academic Units

University Institutes and Centers

Romance Studies

Psychology and Neuroscience

Germanic Languages

Published

47