| This study investigates the influence of individual differences on how students adapt to learning in an elementary level university online (hybrid) language course. A major purpose of this study was to establish students' actual behaviors while learning through direct observation, self-report and outcome measures.; Individual differences investigated included learning styles, strategies, motivation, anxiety, and learner beliefs. Data were also collected on language and technology background. Four students, with contrasting individual difference scores, participated in a series of observations throughout the semester. They were observed while studying the course materials, during class meetings, and during required face-to-face meetings with the instructor; students were also interviewed at regular intervals during the semester. In addition, students completed an initial test during week 5 of the semester which assessed listening comprehension, grammar, vocabulary, reading comprehension, and written production; they also completed a series of three Can-do questionnaires measuring speaking, reading, and listening skills. Outcome measures included results from the final exam, instructor rated oral skills, course grades, and student satisfaction.; The data revealed four very different profiles of adaptation. Two students adapted very successfully to language learning; two were less successful. One successful student made extensive use of strategies, overcoming high anxiety and a dependent learning style, which could have caused problems in the online environment. The other successful student felt strongly that she was capable of learning, and that her success was her own responsibility. She chose to spend her time only on those aspects that would lead to a good grade in the course, and did not expend much energy beyond those efforts. One unsuccessful student found himself uninspired, despite strong intrinsic motivation to learn; he believed the course format was not appropriate for his goals of oral production and comprehension, and chose to only complete those activities that were of interest to him. The final student did not adapt well by any measure, despite having taken the previous course in the same format. Her anxiety and lack of motivation, combined with undirected strategy use, left her confused and unable to process the course material. The very different adaptation patterns of the participants suggest that students are influenced by the many characteristics they bring to the specific learning environment. The differing results underline the importance of direct observation of student behavior and the consideration of characteristics such as learner beliefs (not traditionally considered in language learning) in non-traditional language learning formats. |
