A Study on Learner Satisfaction with Beginner German Classes Using the Station Rotation Model

Objectives This study analyzed learner satisfaction with classes using the Station Rotation Model and satisfaction levels for each station among beginner German language learners at a Korean university. Methods A 15-week course was conducted with 30 students (27 freshmen, 1 junior, and 2 seniors) at J University, consisting of three stations: teacher-led instruction, VHS-Lernportal online learning, and collaborative learning. Data were collected and analyzed through pre- and post-surveys using 5-point Likert scale and open-ended questions. Results Overall satisfaction with the Station Rotation Model was high at 4.04/5 points, with particularly high satisfaction in self-directed learning (4.23 points) and class participation (4.18 points). By station, satisfaction levels were highest for VHS-Lernportal online learning (3.87 points), followed by teacher-led instruction (3.81 points) and collaborative learning (3.76 points). Conclusions The Station Rotation Model proved effective in enhancing self-directed learning and class participation among beginner German learners. However, operational improvements are needed in addressing proficiency level differences in collaborative learning, time allocation between stations, and learning space noise management. This study can serve as foundational data for exploring effective applications of blended learning in university German education.