This study examines educators’ and providers’ perceptions of constraints
and critical success factors of the development and implementation of
online L2 learning. The focus is on Dutch L2 learning in adult education
in Flanders. Semi-structured interviews with seven educators (shaping
pedagogies/curricula) and six providers (organizing/offering language
programmes) were conducted. Consequently, a focus group consisting
of 12 teachers of Dutch (L2) and teacher trainers was run. The findings
show that the main perceived constraints of the design and
implementation of an online curriculum are negative beliefs about the
effectiveness of online language learning, costs, a lack of technical and
pedagogical support and insufficient teacher ICT-skills. The perceived
major critical success factors are course design, technological facilities,
(technical, financial and pedagogical) support, learner skills and
attitudes, and competencies of instructional designers. Although many
literature references were found concerning the importance of
assessment, teacher skills and the role of the faculties, these were hardly
mentioned during the interviews. The findings of this study call for a
better financial framework, more collaboration among different
stakeholders in the field, a focus on online teacher skills, adequate
pedagogical and technical support and for a framework for quality
assurance in online language learning.
Original languageEnglish
Pages (from-to)277-291
Number of pages15
JournalInnovation in Language Learning and Teaching
Issue number3
Publication statusPublished - 2019

    Research areas

  • second language learning (L2 learning), adult language learners, distance education, online learning, CALL, beliefs, Second language

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