Megan McPhail
FL 694
Dr. Burnett
Action Research Project
Students’ view and use of WileyPlus in the lower level Spanish classroom
Introduction
I chose to research WileyPlus mainly because of my experience teaching Spanish 201 last
semester. When I began teaching last semester, I was surprised when I walked into my 201
classroom and found that my students had a very wide range of ability. While a few were at an
appropriate level for Spanish 201, many others who had had Spanish 101 and 102 at USM were
forgetting verbs like “to be” “to have” and “to see,” not remembering irregular verbs, or even how
to use the present tense or preterit tense. It wasn’t just one student; almost all my students
needed an intense review on the major concepts they learned in Spanish 101 and Spanish 102.
While teaching last semester, I also assisted a Spanish 101 class. As I progressed through the
semester, I began to hypothesize that how we are using WileyPlus was a factor in why students
were not at the communicative level they needed to be. As I learned more about WileyPlus and
how it is being used in the lower level foreign language classrooms, I began to reflect on the way
we are teaching and assessing our students in those lower level classes with WileyPlus.
There are many benefits to using WileyPlus in the classroom. WileyPlus saves teachers
time and helps instructors manage large sections of language classes, gives students the ability to
work on assignments at their own pace, and provides extra practice and resources. However, I
believe that there is a balance between blending this type of technology into the classroom and
also providing students with adequate time in class to give them the communicative
environment they need to progress in the language. With this research, I wanted to scrape the
surface of students’ view and use of WileyPlus in the lower level Spanish classroom.
Review of literature
Use of technology in the foreign language classroom is growing more rapidly than ever.
The word “technology” can cover a wide variety of mediums: Computer Assisted Language
Learning (CALL), Computer-Mediated Communication (CMC), podcasts, videos, web quests,
social networks, email and other messaging technology, and countless other resources available
via internet. Gruba and Hinkelman (2012), in their book Blending Technologies in Second
Language Classrooms, define “web-enhanced” classrooms by use of online resources minimally,
“blended” classrooms by utilizing some online activities (less than 45%), “hybrid” classrooms
where 45% to 80% of face-to-face time is replaced with online activities, and fully online
classrooms where more than 80% of learning online (p. 4).
Programs like WileyPlus allow instructors to manage large enrollments, helping with
assessment and homework, allowing students to come to class already having seen material, and
the ability practice newly learned material at their own pace in the comfort of their home. The
use of technology like WileyPlus can greatly benefit the foreign language classroom, however, it
is finding the right balance of class time and online work, and the right type of online work, that
is the key to blending this type of technology effectively. Robert Blake (2008), in Brave New
Digital Classroom: Technology and Foreign Language Education, looks at SLA, technology and
language teaching. He reminds us that social interaction and input are still needed, but do not
have to be our only tool in the foreign language classroom:
Input, especially comprehended input, is one of the basic cornerstones of current SLA
theories: Without input, SLA can’t occur; it is a necessary condition but not the only one—
it’s not a sufficient condition. Technology, then, if cleverly designed and properly
implemented into the curriculum, has a vital role to play in augmenting the opportunities
for L2 learners to receive target-language input. Again, the learners’ contact with the
target language is a critical factor for the SLA process, which normally takes five to seven
years under classroom conditions, as most FL professionals working in the trenches
already know. (p. 21-22).
Blake (2008) also reminds us that technology is not the “one stop shop” that many think it
is. While the appropriate and right type of technology in the foreign language classroom can
really benefit learners, relying too much on type of technology can have the opposite effect:
There isn’t one technology best suited for language study, but rather there is an array of
technological tools that can be harnessed, efficiently or otherwise, to the ends of learning
a second language or studying the SLA process. Moreover, these technological tools
change very rapidly” (p. 9)
Solely implementing some form of technology isn’t going to transform the foreign
language classroom. Blending technology efficiently in the foreign language classroom needs to
be the right type of technology, appropriately designed and implemented, with SLA theories and
ultimate objectives of the students in mind.
As I began to research WileyPlus specifically, I was only able to find research provided by
WileyPlus. On their website, they provide a tab labeled “research” with results of case studies
and impact studies that have shown positive results of the use of WileyPlus in the classroom.
The first study I read, An Evaluation of the Effectiveness of WileyPlus in High Education, was an
efficacy study done in October of 2010 by The University of Tennessee’s Institute for Assessment
and Evaluation and J. Wiley & Sons, Inc. The first thing I noticed about the study design that the
only subject areas tested were Accounting, Anatomy & Physiology, Biology, Chemistry,
Geography, Mathematics, and Physics. Spanish was not included in this efficacy study. The study
had a control group that did not utilize WileyPlus, and a test group where the instructor utilized
WileyPlus. The students took a pre-test before the study and a post-study, and the results were
analyzed. The results showed that the class that used WileyPlus had an average measure
outcome 7% higher than the control group (Wiley & Sons, 2010a, p. 6).
The second study I looked at on the WileyPlus website was How Blending Learning
Contributes to More Effective Course Management and Enhanced Student Outcomes. This study
describes how teachers are having to manage larger course sizes with more students. Wyllie
(2009) also cites research that shows that blended classrooms have been shown to be more
successful than strictly online methodologies or face-to-face instruction (p. 3). Wyllie (2009) also
emphasizes that technology is “but one channel for education; it’s the effective use of this
channel that positively impacts student engagement and outcomes” (p. 3). Wyllie (2009)
discovers that WileyPlus helps student be more prepared for class, complete homework and
assignments, and have a better understanding of the material that is being taught in class (p. 7).
The last study from the WileyPlus website I read was a Case Study of beginning Spanish at
Old Dominion University. This was the only Spanish specific research I could find concerning the
use of WileyPlus. Although the case study was only two pages long, the evaluation of WileyPlus
by the students showed that “given the choice between a course that utilizes WileyPlus and one
that doesn’t, a quarter of the students interviewed would opt for a course with WileyPlus” (Wiley
& Sons, 2010b, p. 2). Over half of the students found WileyPlus easy to use and useful for study
and review, “due to the additional practice opportunities and immediate feedback (Wiley & Sons,
2010b, p. 2).
Methods
My method for measuring students’ view and use of WileyPlus in the lower level Spanish
classroom was the use of a questionnaire. I developed a questionnaire (see Appendix A) of 18
questions about students’ views and use of WileyPlus and distributed these to the two Spanish
classes I am assisting this semester, a section of Spanish 101 and a section of Spanish 102. The
first question I asked on the questionnaire was to record which section of Spanish the student
was enrolled in, Spanish 101 or Spanish 102. The next question was a yes or no question, which
asked if the student uses the Foreign Languages and Literatures tutoring lab for help with
Spanish assignments. The following ten questions used the likert scale asking students if they
strongly agreed to strongly disagreed with a statement about WileyPlus (1= strongly agree, 2=
agree, 3=neutral, 4=disagree, 5=strongly disagree). I then had a checkmark question where
students selected the resources on WileyPlus that they have used before to assist with WileyPlus
Spanish assignments. The next five questions also used the likert scale asking students how often
they did something concerning their completion of WileyPlus assignments (1= almost always,
2=often, 3=sometimes, 4=seldom, 5=never).
There are 54 students enrolled the Spanish 102 course and 59 students enrolled in the
Spanish 101 course. On the day I passed out the questionnaire, 49 students completed the
questionnaire from my Spanish 101 class and 35 students from my Spanish 102 class, which
totaled 84 responses. For my Spanish 102 class, I gave students 10 minutes at the end of class to
complete the questionnaire. For my Spanish 101 class, I gave students 10 minutes at the
beginning of class to complete the questionnaire. Once I had all the responses, I averaged the
responses for each question for each section of Spanish 101 and Spanish 102, and then averaged
the responses for the total number of responses combined in Spanish 101 and Spanish 102.
Results
The results yielded some interesting trends in the numbers. Overall, the averages did not
show any extreme dissatisfaction with WileyPlus; however, some of the averages did present
some interesting points, which I will discuss later in the discussion and interpretation portion of
the study. The first question on the questionnaire is listed below in Table 1:
Do you use the Department. of Foreign Languages and Literatures Tutoring Lab in LAB 110 for help
with your Spanish assignments?:
Answer
101 students
Table 1
102 students
Yes
No
14.58%
85.42%
14.29%
85.71%
Total percentage
of students
14.46%
85.54%
Although this question does not concern WileyPlus specifically, it does pertain to a resource that
the department provides to help students with aspects of foreign language learning, such as
WileyPlus.
Table 2 shows the series of questions that used the likert scale, with 1= strongly agree, 2=
agree, 3=neutral, 4=disagree, 5=strongly disagree, to ask students whether they agreed or
disagreed with certain aspects of WileyPlus.
Table 2
SPA 101
avg.
1. The WileyPlus electronic workbook is easy to 2.04
navigate.
2. WileyPlus quizzes appropriately assess my
2.20
knowledge of the subject matter.
3. WileyPlus tests appropriately assess my
1.97
knowledge of the subject matter.
4. WileyPlus video quizzes are helpful towards
2.47
my language learning.
5. WileyPlus helps me to understand the
2.20
material taught in class.
6. I am satisfied with meeting twice a week in
1.75
class and doing WileyPlus outside of class.
7. More class time would help me understand
3.33
the material better.
8. More class time would help me progress in
3.02
my Spanish language learning process.
9. I utilize the time of not meeting on Fridays in 2.50
class to complete WileyPlus work.
10. Due dates of the WileyPlus assignments
2.33
appropriately correspond to the material
covered in class.
Question
SPA 102
avg.
1.80
Total
Average
1.94
2.00
2.12
1.97
1.98
2.06
2.30
1.89
2.07
1.59
1.66
2.91
3.16
2.69
2.88
2.34
2.43
2.14
2.25
Students seem to mostly agree with the statements. Most of the statements averaged around 2
(agree), however when students were asked if more class time would help them to understand
the material better, the response averaged at 3.16, close to the neutral mark. The question about
more class time helping students progress in their Spanish language learning was also close to
the agree/neutral mark with an average of a 2.88.
The next question asked students to checkmark which tools on the Read/study/practice
page of WileyPlus they have used before to complete WileyPlus assignments. The results are
presented in the following table, Table 3:
Checkmark the resources in the Read/Study/Practice section you have used on WileyPlus:
Tool
SPA 101 students
Table 3
SPA 102 students
Animated
grammar tutorial
Audio flashcards
English grammar
checkpoint
66.7%
51.42%
39.6%
25%
45.71%
31.43%
Total percentage
of students
60.24%
42.17%
27.71%
With an average of about 60% of students, the animated grammar tutorial seems to be the most
popular resource on WileyPlus. This tool is followed by the audio flashcards with about 42% of
students responding they have used it before and about 28% of students responding they have
used the English grammar checkpoint before.
The next set of questions used the likert scale of 1= almost always, 2=often, 3=sometimes,
4=seldom, 5=never to measure how often students do certain things pertaining to WileyPlus. The
results are shown in the following table, Table 4:
Question
12. How often do you use the Animated
Table 4
SPA 101
3.33
SPA 102
3.71
Total
Average
3.49
Grammar Tutorial to assist with the WileyPlus
electronic workbook?
13. How often do you use the Audio Flashcards
to assist with the WileyPlus electronic
workbook?
14. How often do you use the English Grammar
Checkpoint to assist with the WileyPlus
electronic workbook?
15. How often do you use your Dicho y Hecho
textbook while completing WileyPlus work?
16. How often do you use an online translator
while complete WileyPlus work?
3.96
3.71
3.86
4.02
3.71
3.89
2.9
1.77
2.42
3.33
2.46
2.96
With averages between 3 and 4, the results showed students sometimes to seldom use the
animated grammar tutorials, audio flashcards, and English grammar checkpoint available on
WileyPlus to assist with WileyPlus assignments. With an average of 2.42, students often to
sometimes use their book when completing WileyPlus assignments, and with an average of 2.96,
students sometimes use an online translator when completing online WileyPlus work.
At the end of the questionnaire, I provided an empty box where students could leave
open-ended comments about WileyPlus. The comments are shown in Table 5:
Please comment in the space provided with any additional comments, concerns, suggestions, or
perceived benefits of using WileyPlus in Spanish 101/102:
Table 5
101
“The videos are helpful because they push you to understand Spanish in a realistic context but they
can be overly difficult for a graded assignment.”
“I feel that the class should be slowed down some. It’s moving at a rapid pace which is not good to
people who are hearing Spanish for the first time.”
“Some weeks I wish we would meet on Fridays and review what we’ve gone over during the week. I
also like when the professor adds extra practice work to Wiley because doing the assignments helps
me learn better.”
“I hate online assignments. I wish we could have just bough the book and have normal homework
and quizzes.”
“People in the videos talk too fast.”
“The teacher should let us know when we have quizzes and tests coming up and also not post stuff
on there at the last minute.”
“Announcing in class when assignments are due on WileyPlus and Some sort of order on WileyPlus
so that students can easily keep up with assignments and due dates”
“I’ve missed several assignments and received half credit because of not knowing the assignments
were online. If we knew ahead of time when things were due such as assignments, quizzes and
tests, it would be much better.”
“WileyPlus has very limited material as far as self/practice tests.”
102
“Wiley is a great resource but it would be very beneficial if it sent email notifications of
uploaded/added assignments and due dates.”
“Wiley is great. Maybe it can get some type of way to notify us when new assignments are posted”
“Wiley Plus really does help.”
“I feel as if WileyPlus accurately assists me while I’m trying to further understand the material
covered in class.”
“Alerts or email reminders when assignments are due.”
“Would like more study options, like flashcards and practice quizzes that further explain
application. They need an easy to use app to study with!”
“When Spanish speaking concepts are explained in English and in Spanish it is very helpful.”
“Video quizzes are locked after the due date. In my opinion, these help the most especially since
discovering captions. Being able to go back through them would be helpful.”
“I think animated grammar tutorials should e for a grade. They are incredibly helpful!”
“The due dates have changed on my account, and I have missed some assignments due to that
reason. My WileyPlus account as well as other peoples’ have done this. Please fix this problem.”
“We need to be taught and tested in a more interactive way or we will never truly grasp all of the
material. Wiley is for the ease of teachers.”
Discussion and Interpretation
Although the responses to the questionnaire did not show any huge trends in students’
view or use of WileyPlus, I think that some of the numbers are worth analyzing. When looking at
the data, the first thing I noticed was how about 14.5% of the students who responded to the
questionnaire do not utilize the Foreign Languages and Literatures tutoring lab for help with
Spanish assignments. Although I hypothesized that students do not come into tutoring often,
from my own experience as a tutor last semester and this semester, this low number surprised
me. Causes of this could be numerous: students in lower level not having the time to go into
tutoring, the tutoring schedule not aligning well with their personal schedule, not knowing about
tutoring, or not knowing the schedule.
The next set of data I noticed was how students mostly agreed with the statement that the
WileyPlus electronic workbook is easy to use, that the quizzes and tests appropriately asses their
knowledge of the subject matter, that video questions are helpful towards language learning, and
that WileyPlus helps them to understand the material taught in class. I think that this shows how
WileyPlus, as supplemental resource to the foreign language classroom, can be beneficial for
students towards their language learning by providing assessment, review and practice through
the materials provided by WileyPlus.
The next number that caught my attention was how the question that received the closest
average to a response of 1 (strongly agree) with an average 1.66 was the question that asked if
students are satisfied with meeting in class twice a week and completing online WileyPlus work
outside of class. Looking at this number isolated, one can begin to hypothesize that meeting
twice a week and having the WileyPlus work works well for students. However, the following
question that asked if more class time would help students understand the material better,
received an average of 3.16, right around the neutral mark. Although students don’t strongly
agree or agree with having more class time, they also don’t strongly disagree or disagree with the
concept that more class time may help them to understand the material better. I find this trend
interesting and hypothesize that students’ motivation could affect their view of if more class time
would benefit them in their understanding of the material. Since students already know that
Spanish 101 and 102 only requires that students to come to class twice a week versus three
times a week like a normally scheduled Monday, Wednesday, Friday class, they may not have
wanted to admit to more class time benefiting them due to the fact that they didn’t want their
convenient schedule of not having to come to class on Friday to potentially change in the future.
This is only a personal hypothesis. The reasons could be numerous.
Looking at this same question and how the Spanish 101 class and Spanish 102 class
differed in their class averages also presents some interesting results. When asked about more
class time helping students to understand the material better, the Spanish 101 average was a
3.33 while the Spanish 102 average was a 2.91. I found the same trend with the following
question of if more class time would help them progress in the Spanish language learning
process, which had an overall average even closer to agree, but still near the neutral mark, with a
2.88. Looking at the averages of each class, the Spanish 101 class had an average of 3.02 while
the Spanish 102 class had an average of 2.69.
The trend of the Spanish 102 students having averages closer to “agree” than the Spanish
101 raises the question of why do the 102 students feel more strongly about more class time.
This could be caused by many factors. Some of the causes could be that the 102 students, since
they are farther into their language learning process, realize that more face time in class could
benefit them. A factor could be that concepts in 102 are more advanced and 102 students feel
that more class time would help them grasp these concepts better.
The next set of percentages I found interesting was the use of the tools and resources on
Wiley. While students used the animated grammar tutorials more often, this average of a 3.49 fell
between the sometimes to seldom mark on the likert scale. Furthermore, on average only
60.24% of the students have used the grammar tutorial before for help with WileyPlus
assignments. The other resources, audio flash cards and the English grammar checkpoint, fell
behind with averages between the sometimes to seldom mark, closer to the seldom mark. I
hypothesize that students may not know what resources WileyPlus offers them or that there are
tools on WileyPlus designed to help them better understand material taught in class.
Another set of intriguing data I noticed was the averages of how often students use their
textbook and online translator when completing WileyPlus assignments. The average for using
the book while completing WileyPlus work was a 2.42, which was right between often and
sometimes mark, and the average for using an online translator was a 2.96 which was close to
the sometimes mark. What was most intriguing, however, was the difference in the Spanish 101
and Spanish 102 average. For the question of how often they use the textbook, the Spanish 101
class had an average of 2.9, close to the sometimes mark, while the Spanish 102 class had an
average of 1.77 which falls between almost always and often. This was a great difference. For the
question that asked how often they use an online translator, the Spanish 101 class had an
average of 3.33, which falls a right past the sometimes mark, while the Spanish 102 class had an
average of 2.46 which falls in between the often and sometimes mark.
The reasons for the difference in these averages could also be numerous. Spanish 101
students may feel guiltier toward admitting using a book or online translator while it may be
nothing new to Spanish 102 students. On the other hand, Spanish 102 students may use these
things more often due to the complexity and level of the material they are learning. There could
be many causes and there is no way to know for sure, however looking at the overall average,
students do in fact “sometimes” use the book and online translator when completing online
WileyPlus assignments.
The open-ended comments were very intriguing as well. A total of twenty students wrote
a comment in the blank box provided. Nine students out of the Spanish 101 class left comments
and 11 students out of the Spanish 102 class left comments. Out of the 20 comments, only two
were positive comments about WileyPlus. The most frequent comment, with six mentions, was
about the organization of assignments on WileyPlus. Many students commented suggesting that
WileyPlus send some type of reminder or notification about assignments that are due, that the
instructors should remind students when assignments are due, or a easier way to view what is
due and what is not, along with which assignments are completed and which are not, on
WileyPlus. One student in the Spanish 101 commented that he/she wished we would met on
Fridays sometimes to go over material. Another student in the Spanish 102, who commented on
his/her overall view on WileyPlus, wrote the following: “We need to be taught and tested in a
more interactive way or we will never truly grasp all of the material. Wiley is for the ease of
teachers.” (see table 5).
Suggestions
After reviewing the results, I have three suggestions for immediate improvement of our
lower level Spanish classes. My first suggestion, judging from the responses to questions #7 and
#8 on the questionnaire, is to meet on Fridays. In my opinion, if students are neutral about
meeting on Fridays, then why not meet? Personally, I do not see how only 1 hour and 40 minutes
in class a week can give students the adequate interaction with the language that they need to
succeed and move on to more advanced language classes. However, I also know that this may
have more to do with things beyond the control of the department. But, if students aren’t
opposed to meeting and are used to meeting on Monday, Wednesday, Friday in other classes,
then I don’t see the harm. WileyPlus seems to work well as supplemental material for
assessment, review, and practice but should not take time away from face-to-face interaction in
the classroom environment.
My next suggestion, judging from averages concerning the use of extra tools on WileyPlus,
would be to provide students with some type of “WileyPlus workshop” at the beginning of the
year. Although we would like to believe that students go home and research everything
WileyPlus has to offer on their own, I think the majority of students don’t. Spending a day going
through WileyPlus, how to manage, navigate, and find extra, helpful resources could really
benefit students. Doing it during class would ensure that students would “investigate” WileyPlus
at least once before diving in full force with assignments.
My third and last suggestion for immediate improvement, judging for the numerous openended comments, would be for instructors to announce in class when assignments are due.
Again, although these are adult college students who are supposed to log on to keep up with
when assignments are due, if WileyPlus is the main (or only, for that matter) assessment and
homework tool we are using in the lower level classrooms, then I don’t think there is any harm in
instructors reminding students of when work is due for their class.
Limitations and Implications
There were many limitations and implications to this research. First and foremost, I only
gave out the questionnaires to two sections of Spanish, one section of 101 and one section of 102
both taught by the same instructor. More responses from more sections taught by different
instructors would yield a more accurate response. The second limitation is that a lot of my
students didn’t show up the day I gave out the questionnaire. I credit this to the fact they knew
they were going to have a substitute. Giving out the questionnaires on a “regular” day would
have been more beneficial as well.
Another factor that I think influenced the research was the style and quality of my
questionnaire. I believe my questionnaire too obviously revealed they type of research I hoped to
find, and a better-developed, more neutral questionnaire may have also yielded more accurate
responses. Another factor I think influenced the research was students’ motivation. I don’t think I
clearly explained well enough that this questionnaire was anonymous and for my own personal
research. Students may have thought that answering these questions would affect their schedule
in upcoming semesters or could be traced back to them.
Further research
The main area of further research that I think would be extremely beneficial to seeing the
effect of WileyPlus on our students’ language skills would be researching the
Monday/Wednesday classes vs. the Tuesday/Thursday classes. Tuesday/Thursday classes
receive 2 hours and 30 minutes of face-to-face class instruction while the Monday/Wednesday
classes only receive 1 hour and 40 minutes. Researching to see if more time in class helps
students in progressing in their language learning would be interesting. I also think assessing
students at the beginning of 101 and the end of 102 to see if the WileyPlus electronic workbook
is helping our students reach the communicative level we desire and that they need to be at to
take the 201 and 202 classes at USM. Another interesting aspect that I began to think about is
class size. Would having smaller classes with the WileyPlus help students gain more
communicative competence? Anther area of research I would encourage would be to look at the
French 101 and 102 vs. the Spanish 101 and 102. The classes are smaller and do not have an
online supplement. It would be interesting to compare these two classroom environments to see
which students progress further communicatively in their language skills.
Reflection
I really enjoyed doing this action research project and wish I would have had more time
and energy to take it above and beyond. My workload this semester prevented me from
accurately researching WileyPlus to its fullest potential. I think with more time and a betterprepared plan and execution, I would have received some really strong trends in my responses.
However, I am thankful for the learning experience of researching something I feel strongly
about and feel that needs improvement and more focus, not only at USM, but in the foreign
language classroom in general. I think that more effort needs to be put into improving the
concept of blending technology in the second language classroom. By no means am I against
technology; I am all for it. Programs like WileyPlus can help us manage high enrollments and
benefit students greatly. However, I do not think that technology should make up for face-to-face
time in the foreign language classroom. Language is something that is social and what connects
all of us as human beings. I think that by appropriately integrating technology, programs like
WileyPlus can assist us as instructors in many ways. But incorporating the right technology the
right way is no easy task. Using technology to maximize student learning takes a thoughtful,
thorough, well-written curriculum, keeping the ultimate objectives of our language students in
mind.
Appendix A (page 1 of 3)
WileyPlus
Circle which section of Spanish you are enrolled in:
101
102
Do you use the Department of Foreign Languages & Literatures Tutoring Lab located in LAB 110
for help with your Spanish assignments?
Please circle:
Yes
No
Please circle the appropriate response that most accurately represents your opinion:
1. The WileyPlus electronic workbook is easy to navigate.
Strongly agree
1
Agree
2
Neutral
3
Disagree
4
Strongly disagree
5
2. WileyPlus quizzes appropriately assess my knowledge of the subject matter.
Strongly agree
1
Agree
Neutral
Disagree
2
3
4
Strongly disagree
5
3. WileyPlus tests appropriately assess my knowledge of the subject matter.
Strongly agree
1
Agree
Neutral
Disagree
2
3
4
Strongly disagree
5
4. WileyPlus video quizzes are helpful towards my language learning.
Strongly agree
1
Agree
2
Neutral
3
Disagree
4
Strongly disagree
5
5. WileyPlus helps me to understand the material taught in class.
Strongly agree
1
Agree
2
Neutral
3
Disagree
4
Strongly disagree
5
Apendix A (page 2 of 3)
6. I am satisfied with meeting twice a week in class and doing WileyPlus outside of class.
Strongly agree
1
Agree
2
Neutral
3
Disagree
4
Strongly disagree
5
7. More class time would help me understand the material better.
Strongly agree
1
Agree
2
Neutral
3
Disagree
4
Strongly disagree
5
8. More class time would help me progress in my Spanish language learning process.
Strongly agree
1
Agree
2
Neutral
3
Disagree
4
Strongly disagree
5
9. I utilize the time of not meeting on Fridays in class to complete WileyPlus work.
Strongly agree
1
Agree
2
Neutral
3
Disagree
4
Strongly disagree
5
10. Due dates of the WileyPlus assignments appropriately correspond to the material covered
in class.
Strongly agree
1
Agree
2
Neutral
3
Disagree
4
Strongly disagree
5
11. Checkmark the resources in the Read/Study/Practice section you have used on
WileyPlus:
O Animated grammar tutorial
O Audio Flashcards
O English Grammar Checkpoint
Please circle the frequency in which do the following things:
12. How often do you use the Animated Grammar Tutorial to assist with the WileyPlus
electronic workbook?
Almost always
1
Often
2
Sometimes
3
Seldom
4
Never
5
Appendix A (Page 3 of 3)
13. How often do you use the Audio Flashcards to assist with the WileyPlus electronic
workbook?
Almost always
1
Often
2
Sometimes
3
Seldom
4
Never
5
14. How often do you use the English Grammar Checkpoint to assist with the WileyPlus
electronic workbook?
Almost always
1
Often
Sometimes
Seldom
Never
2
3
4
5
15. How often do you use your Dicho y Hecho textbook while completing WileyPlus work?
Almost always
1
Often
2
Sometimes
3
Seldom
4
Never
5
16. How often do you use an online translator while completing WileyPlus work?
Almost always
1
Often
Sometimes
Seldom
Never
2
3
4
5
Please comment in the space provided with any additional comments, concerns, suggestions, or
perceived benefits of using WileyPlus in Spanish 101/102:
References
Blake, R. J. (2008). Brave new digital classroom: technology and foreign language learning.
Washington, D.C.: Georgetown University Press.
Gruba, P., & Hinkelman, D. (2012). Blending technologies in second language classrooms. New
York: Palgrave Macmillan.
Wiley & Sons, Inc., J. & Uni. of Tennessee Institute for Assessment and Evaluation. (2010a). An
Evaluation of the Effectiveness of WileyPlus in Higher Education. Retrieved from
https://www.wileyplus.com/WileyCDA/about/impact-studies.html.
Wiley & Sons, Inc. J. & Uni. of Tennessee Institute for Assessment an Evaluation. (2010b).
WileyPLUS Case Study, Institution: Old Dominion University. Retrieved from
https://www.wileyplus.com/WileyCDA/about/case-studies.html.
Wyllie, P. (2009). How Blended Learning Contributes to More Effective Course Management and
Enhanced Student Outcomes. Retrieved from
https://www.wileyplus.com/WileyCDA/about/whitepaper.html.