Student perceptions of asynchronous learning in college language classes: Results of a university‐wide transformation of instructional practices

Abstract This study explores student perceptions of asynchronous language learning in the context of a private college's shift from exclusively face‐to‐face (F2F) instruction to blended learning. The new model, internally known as “4 + 1,” combines four F2F sessions with one asynchronous session per week. The data analyzed herein were gathered through an anonymous survey completed by 767 students enrolled in at least one of 12 language programs: Arabic, American Sign Language, German, Hebrew, Italian, Chinese, Modern Greek, Portuguese, Spanish, Swahili, Vietnamese, and Yoruba. The findings reveal that most students enthusiastically favor incorporating asynchronous components in their F2F classes, citing benefits such as increased flexibility, autonomy, reduced stress, and enhanced opportunities for deeper content learning. Despite these strengths, some challenges were identified as well, including inconsistent workloads and coordination difficulties during group projects. Participants' overall positive assessment of the new model underscores its potential to improve learners' language abilities, motivation, and engagement. As educational institutions continue to explore blended environments, this study provides valuable insights into best practices for fostering flexible and effective language instruction.