| This study describes the design, implementation, and effectiveness of hybrid course modules in fourth-year German-as-a-foreign-language classrooms at a large research university. Hybrid instruction refers to a carefully planned blend of both traditional classroom instruction and online learning activities and represents an innovative curricular facet that takes into account recent trends in foreign language education such as student-centered, engaged, and active learning, enhanced proficiency, and computer-assisted language learning. This delivery model is rapidly gaining popularity in US institutions of higher education and offers an effective way to integrate the teaching of academic content and linguistic skills at all levels. Following a qualitative case study design, this dissertation investigated opportunities that enhanced students' active engagement with the language, content, and each other as well as their perceptions of the effects of technology in the language learning context.;Short-term hybrid modules were piloted in a fourth-year course on 18 th and 19th century German literature in order to test format, content, and outcomes. Based on the results, a hybrid course on the German fairy tale tradition was developed and implemented. Data were collected from nineteen students over the course of a semester, where 34% of face-to-face sessions were replaced with online assignments. Data sources included student questionnaires, instructor reflective essays, student access and completion logs of online assignments, student interviews, and classroom artifacts.;Results indicated that, generally, students preferred a hybrid format and felt it enhanced not only their content knowledge but also developed their language skills and levels of fluency. In addition, the hybrid delivery format encouraged student engagement, collaboration, and responsibility both online and in class and provided an interactive yet flexible learning context. Various challenges related to work load, instructor involvement, and functionality issues are also discussed.;Overall, the student-centered format supported the integration of academic content and linguistic skills in the observed multilevel courses and may provide language educators with specific examples to help bridge the gap between lower- and upper-level foreign language courses through online activities. |
