Learning logs in hybrid language learning: Students' views and preferences

Abstract

This paper explores how language learning logs can be used to encourage students' reflective attitudes towards language learning. Thirty students taking a TOEIC® (The Test of English for International Communication) course in a Japanese university participated in the study. The students were asked to find suitable English exercises on the web and to write learning logs throughout two semesters. The aims of this approach include developing the abilities to reflect on their learning process and identifying the skills in which they should improve. The focus is placed on understanding how Japanese university students view writing logs and determine how such logs should be incorporated into the hybrid language learning environment. Data was collected from the logs and the questionnaire the students' filled out at the end of both semesters. The findings suggest that writing logs provides some students with great opportunities to raise their awareness of what they have learned and understand the areas they need to study in further depth. The results of this study provide instructors with many insights as to how to facilitate hybrid learning for students using reflective journals. The findings also suggest some important implications regarding how to make the most of hybrid learning for future language education. © 2012 Springer-Verlag.