ABSTRACT
The study is inspired by a continuous interest in implementing technology into the language classroom, as well as feelings of anxiety and fear of the unknown associated with technology-assisted learning. The present case study focuses on students’ perceptions of their experiences in a beginners’ Ukrainian classroom that implements the technology-assisted, blended-language-learning model with a substantial online self-learning component. The chapter presents an overview of the model, its design, and pedagogical approach. The analysis is framed around concepts of student satisfaction and engagement with data drawn from student surveys and a semi-structured interview and is approached both quantitatively and qualitatively. By empirically researching student perceptions, the analysis provides valuable insights into the field of technology-assisted learning and instruction. The discussion places the results into the context of noted “fears,” concludes with lessons learned and implications for those considering technology-assisted, blended-language learning in a beginners’ level language classroom, and offers practical pedagogical advice.
