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1.
Die Unterrichtspraxis ; 56(1):63-67, 2023.
Article in English | ProQuest Central | ID: covidwho-20242768

ABSTRACT

[...]flexibility ensures that students feel included and stay interested in learning. [...]dealing with varied genres allows students to get acquainted with different registers of the language. [...]the lack of physical classes also resulted in a lack of group activities. [...]as part of its policy of inclusion, JNU offers admission to students with visual impairment and also offers extra classes for them. [...]for overcoming the impersonal nature of online teaching, I made sure to get each student to speak in the class. The purpose was to ensure that students were active during the entire class. [...]I had to make sure that whilst recording the teaching session, I started recording only after having played the DW video.

2.
Psycholinguistics ; 33(2):217-237, 2023.
Article in English | Scopus | ID: covidwho-20231963

ABSTRACT

Purpose. Project-based learning (PBL) is a student-centered environment that emphasizes a dynamic classroom approach. It is founded on the idea that students gain a deeper understanding by actively tackling difficulties and issues from the real world. Students gain knowledge in a subject by devoting a significant amount of time to researching and solving a challenging question or interesting issue. Methods & Procedure. PBL was used in online classes during the pandemic of COVID-19. The study concentrated on projects that were created by students themselves under the guidance of teachers with the aim of determining their impact on their communication, engagement, motivation, and academic accomplishment in L2 acquisition context. The sample of the study that consisted of 100 EFL college students deployed this methodology in their weekly lectures. Results. The results show that PBL can have some positive effect on the entire spectrum of parameters under consideration as well as have a substantial impact on communication, engagement, motivation, and academic performance in online education. The findings clearly show that PBL can be a useful methodology for L2 acquisition and can provide students with various challenging activities and topics that increase their motivation and engagement, and thus, academic achievement. © The Author(s) 2023.

3.
Saudi Journal of Language Studies ; 3(2):76-86, 2023.
Article in English | ProQuest Central | ID: covidwho-2314462

ABSTRACT

PurposeBased on an experimental study on English for Specific Purposes (ESP) students, at the Business Department at the University of Bisha, the purpose of the study is to examine the effect of chatbot use on learning ESP in online classrooms during COVID-19 and find out how Dialogflow chabot can be a useful and interactive online platform to help ESP learners in learning vocabulary well.Design/methodology/approachThe research paper is based on an experimental study of two groups, an experiential group and a controlled group. Two tests were carried out. Pre-tests and post-test of vocabulary knowledge were conducted for both groups to explore the usefulness of using the Dialogflow chatbot in learning ESP vocabulary. A designed chatbot content was prepared and included all the vocabulary details related to words' synonyms and a brief explanation of words' meanings. An informal interview is another tool used in the study. The purpose of using the interview with the participants was to elicit more data from the participants about using the chatbot and about how and in what aspects chatbot using the conversational program was useful and productive.FindingsThe findings of the study explored that the use of chatbots plays a major role in enhancing and learning ESP vocabulary. That was clear as the results showed that the students who used the chatbot Dialogflow in the experimental group outperformed their counterparts in the control group.Research limitations/implicationsThe study displays an important pedagogical implication as the use of chatbots could be applied in several settings to improve language learning in general or learning ESP courses in particular. Chatbot creates an interesting environment to foster build good interactions where negotiation of meaning takes place clearly seems to be of great benefit to help learners advance in their L2 lexical development.Originality/valueExamining and exploring whether the use of chatbots plays a major role in enhancing and learning ESP vocabulary in English as Foreign Language setting.

4.
6th International Conference on Digital Technology in Education, ICDTE 2022 ; : 219-224, 2022.
Article in English | Scopus | ID: covidwho-2254556

ABSTRACT

The purpose of this research is to develop a model that clarifies the role of personality traits, motivation, and lifelong learning in the context of distance learning. Specifically, the current study hypothesis that personality traits of extroversion, agreeableness, consciousness, neuroticism, and openness correlate significantly with individuals' attitudinal-behavioral disposition of motivation, which would also impact lifelong learning. Due to the dynamic process of learning foreign languages and the belief that fluency in other languages offers economic benefits and practical applications, foreign language learning provides a suitable context for the present study. Therefore, we hypothesize that individuals who learn foreign languages are also the most likely to engage in lifelong learning. In addition, the data is collected by the fully online learning system as a result of the Covid 19 disease's spread. This makes the study even more meaningful to the study of online learning and distance education. In the present study, seven latent variables are developed and tested, totaling 45 measurement items. The survey is conducted to 200 undergraduates from east Malaysia, and only students currently enrolled in foreign language courses will be chosen as respondents. The PLS-SEM will be used to analyzing the data, and we employ two-stage approach for data analysis: (i) measurement model and (ii) analysis of the structural model. The work will provide critical information and practical contributions in line with the Malaysia National Higher Education Strategic Plan—promoting the culture of lifelong learning in on-line context. © 2022 Association for Computing Machinery.

5.
i-Manager's Journal on English Language Teaching ; 12(3):61-75, 2022.
Article in English | ProQuest Central | ID: covidwho-2248552

ABSTRACT

This study aims to improve English Language Teaching (ELT) student teachers' teaching practice process with comprehensive and diverse feedback from four different mentors (two national and two international) and to help them better prepare lesson plans and micro-teaching considering intercultural perspectives. Non-parametric tests were used to analyze quantitative data gathered from the scores of five lesson plans and micro-teachings. Qualitative data were obtained from the written feedback to lesson plans, oral feedback to micro teachings and interviews, and analyzed by content analysis. Results showed that mentees' lesson plan and micro teaching scores increased significantly over the semester and this was especially notable in mentees' first three lesson plans and micro teaching. All participants favoured the study activities and suggested that e-co mentoring should be implemented together with face-to-face mentoring in some periods.

6.
Saudi Journal of Language Studies ; 3(1):32-46, 2023.
Article in English | ProQuest Central | ID: covidwho-2272331

ABSTRACT

PurposeThis study aims to focus on how online presentations have a positive effect on the anxiety of the students, especially students who are introverted by nature and always suffer from anxiety and stress while performing face-to-face presentations in the classrooms, which negatively affect students' performance and, thereby grade.Design/methodology/approachThis study adopted a quantitative research design to obtain a broader perspective. An online questionnaire, developed using Google Forms, was accessed by 239 female undergraduate students from Level 1 to 8 of the English Department at the College of Languages and Translation in King Khalid University, Saudi Arabia. The questionnaire consisted of 15 closed Likert-type questions. The Arabic translation of the questions was included in the questionnaire to make the participants more comfortable answering the questions as all the participants' L1 is Arabic.FindingsWith the outbreak of the pandemic in March 2020, COVID-19 became a global health issue and significantly impacted education worldwide. With this, a digital transformation took place, resulting in a total e-learning distance education system. This type of technology enhanced distance learning approach had to be adopted as social and physical contacts were limited globally to mitigate the transmissions of the virus. Accordingly, all lectures, learning activities, tests and other forms of evaluation were conducted via distance e-learning. When oral presentations were conducted online, a new reality emerged in this changed situation. This study sought to prove that online oral presentations positively reduce introvert EFL learners' anxiety and stress.Research limitations/implicationsThe study was conducted using a small number of samples;thus, to gain substantial insight, future research could be conducted with a greater number of samples from diverse demographic backgrounds. Teachers' perceptions of online oral presentations could also be considered in future studies since education consolidates between learners and teachers. In addition, as this research explored English language major students only, further comparative studies can be conducted including students from other disciplines, which may lead to new insights and issues related to online presentations. This study used a questionnaire as a data collection instrument. It is recommended to use qualitative tools such as interviews, focus group meetings, journals and student diaries in future studies so that more information about in-person presentation anxiety can be discovered.Originality/valueParticipants' opinions, procured through the questionnaire of this study, can bring new insights for educators and policymakers to incorporate online presentations as one of the mainstream assessment methods for tertiary-level courses.

7.
Dissertation Abstracts International Section A: Humanities and Social Sciences ; 84(1-A):No Pagination Specified, 2023.
Article in English | APA PsycInfo | ID: covidwho-2271062

ABSTRACT

In recent years, the United States has seen an increased interest in Dual Language Education (DLE) Programs. These programs prepare students to compete in a global economy by providing an opportunity to develop high levels of bilingualism, biliteracy, and socio-cultural competence. Despite abundant research on DLE programs (Howard et al., 2018), there are not enough studies on the role of the school principal as an educational leader in these additive enrichment language programs. As the primary advocates for these programs, school principals are instrumental in providing support and guidance to the learning communities they lead, thus ensuring high quality and equity through their leadership and commitment to the programs' vision and mission. Consequently, this qualitative case study employed Transformational Leadership Theory (Bass, 1985, 2006) and the Principles of Courageous Leadership (Blankstein & Noguera, 2016) as a dual lens framework to examine the role and characteristics of two school principals at distinct DLE programs in Southern California. Methodology included surveys and interviews with a sample size of two principals, six teachers, and six parents in DLE programs. Findings in this study revealed how through liderazgo and authentic carino the school principals created equitable schooling experiences for students and teachers. The findings in the case study yielded four themes 1) the principals' strong belief in DLE, 2) advocacy for program and professional development, 3) pedagogical knowledge and sustainability of DLE, and 4) building cross-cultural relationships and appreciation of cutures. Implications of this study may add to the scholarly literature and inform the field of the unique characteristics of school principals in DLE.Given the constraints of COVID-19, data obtained from the study was carefully examined due to the impact on participants' experience and potential biases in the educational setting. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

8.
Research Papers in Language Teaching and Learning ; 13(1):7-26, 2023.
Article in English | ProQuest Central | ID: covidwho-2284606

ABSTRACT

During the unprecedented COVID-19 pandemic, serious disruptions, including campus closures and a massive transfer to online 'emergency remote teaching' (ERT), have brought unparalleled repercussions to all tertiary academic fields, including foreign language (FL) teaching and learning. This paper presents the results of a survey conducted among Greek HE students. In total, 367 responses were collected from students who had attended university FL modules during the 2020 spring lockdown. Results revealed high attendance rates, which seem to relate to the novelty of the online learning experience and the participants' positive feelings towards transitioning to the online mode, while increased screen exposure and lack of interactive engagement appeared as the primary impediments. Issues of equity of access due to technological deficiencies were also raised. Ambivalent evaluations were recorded with regards to online FL learning courses, with students reporting the least progress in their speaking skills development. However, the teaching material used was overall positively evaluated, along with recorded gains in students' digital literacy. It is hoped that this study could shed light on the consequences of what has been the most challenging academic transition in recent decades and prepare for future contingency plans and emerging opportunities in FL teaching in HE.

9.
Dissertation Abstracts International Section A: Humanities and Social Sciences ; 84(2-A):No Pagination Specified, 2023.
Article in English | APA PsycInfo | ID: covidwho-2273978

ABSTRACT

This study investigated classroom interaction in three novice-level Chinese language classrooms at middle and high schools in the US in the spring of 2021. Due to school responses to the COVID-19 pandemic, the participating teachers had shifted from teaching in a face-to-face, in-person classroom to fully online and partially online, hybrid classrooms with some students and the teacher present in the school, and some students attending through the Zoom video conferencing platform. Using complex dynamic systems theory as the theoretical framework, such classrooms were viewed as systems co-adapting in these environments to accomplish classroom goals, including the use of the target language to develop topics. Incidents of participants' use of the target language for topic development were examined for evidence of students' engagement and comprehension. There were two data sources. The first data source was video recordings of classroom interaction during lessons, collected both by the researcher who attended lessons through Zoom, and by the teachers, who recorded their computer desktop view during lessons. The second data source was recordings of stimulated recall sessions with each teacher and with focus groups of participating students, in which short video clips from a recent lesson were shown and discussed. Classroom interaction was analyzed at two scales. At the meso scale, analysis led to identifying Instructional Activities (IAs) in which participants most typically used the target language for topic development. Then, at the micro scale, typical incidents from within these IAs were chosen for Conversation Analysis of how topic development was sustained by the participants and how students displayed engagement and comprehension during those incidents. Findings suggest three IAs, typically led by the teachers with the whole class, were more typical for target language use that led to topic development: small talk, Personalized Questions and Answers and Story Asking (categorized as one IA), and discussing a text which included video clips, images, and reading materials. Five excerpts from these IAs illustrated findings about topic development, engagement, and comprehension at the micro scale. In this study, evidence of engagement was determined from verbal and multimodal actions by students within instructional activities (Jacknick, 2021). Turn-by-turn interactions within IAs were typically prompted by the teacher, whose questions projected student involvement in topic development in one of four ways: appealing to the teacher's prior knowledge about students' lives, taking up a student question or comment to develop a topic, inviting responses from students about their personal opinions, experiences, and imagined ideas, and students' interpretations and predictions regarding prepared texts. Atypically, students pressed for topic development in ways which the teacher initially resisted. In those incidents of interaction, both the teachers and the students were involved with topic development, with typically longer turns by the teachers. The imbalance in interaction may partially reflect the presumed novice proficiency level of the students (ACTFL, 2012). However, despite the differences of turn length and complexity, both the students were observed to take actions which supported topic development and displayed engagement and comprehension. Implications are discussed, such as aspects of online and hybrid interaction and classroom setup, possible implications for teacher education and development, and directions for future classroom research. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

10.
Journal of Computer Assisted Learning ; 2023.
Article in English | Scopus | ID: covidwho-2245109

ABSTRACT

Background: Considerable evidence suggests that students' achievement emotions are important contributors to their learning and success online. It is, therefore, essential to understand and support students' emotional experiences to enhance online education, especially under the COVID-19 context. However, to date, very few studies have investigated how students' achievement emotions might be affected by teaching and learning factors in online learning environments. Objectives: Based on Pekrun's (2006) control-value theory of achievement emotions, this study examined the influence of students' perceived online teaching quality and appraisals of control and value on their achievement emotions in an online second language (L2) learning context instigated by the COVID-19. Methods: Data were collected using an online survey of 1503 undergraduates from ten universities across different regions of China. Confirmatory factor analyses (CFA) were performed to test the validity of the instruments and structural equation modelling were conducted to examine the relations between L2 teaching and learning variables. Results and Conclusions: Results revealed that perceived teacher internet and communication technology competence had positive effects on enjoyment, but negative effects on anxiety and boredom, and these effects were fully mediated by perceived control and/or value. Perceived chaotic teaching structure (CTS) had reverse effects for the three emotions. Perceived CTS effects on enjoyment and anxiety were fully and partially mediated by perceived control, respectively. Takeaways: Online teaching quality is critical for students' appraisals and emotions towards L2 learning. Teachers should strive to improve online teaching quality and design interventions targeting students' perceived control and value to temper their affective experiences associated with the crisis-prompted online teaching practices. © 2023 The Authors. Journal of Computer Assisted Learning published by John Wiley & Sons Ltd.

11.
Bartin &Uuml ; niversitesi Egitim Fakültesi Dergisi; 12(1):47-56, 2023.
Article in English | ProQuest Central | ID: covidwho-2227190

ABSTRACT

Dil eǧitiminde öǧretmenin geri bildirimi, öǧrencilere bireyselleştirilmiş ilgi saǧladıǧından oldukça deǧerli kabul edilir. Uzaktan eǧitimde öǧrenciler ve öǧretmen arasında kişisel etkileşim yokluǧu hesaba katıldıǧında, öǧretmen tarafından saǧlanan geri bildirimlerin yüz yüze eǧitime göre daha önemli bir rol oynaması beklenir. Çünkü bu geri bildirimler sadece öǧrencilerin performansının artmasına yardımcı olmakla kalmaz, öǧrenciler ve öǧretmen arasında güçlü bir ilişki kurmak için de araç görevi görür. Buna dayanarak, vaka çalışması olarak tasarlan bu makalede, üniversite düzeyinde yabancı dil olarak Íngilizce öǧrenen öǧrencilerin, acil uzaktan öǧretimde üniversitenin uzaktan eǧitim platformundaki yazı ödevlerine öǧretmenleri tarafından saǧlanan yazılı geri bildirimlere ilişkin bakış açıları ortaya konulmaya çalışılmıştır. Veriler, sekiz Íngilizce hazırlık sınıfı öǧrencisi ile yapılan görüşmeler ve öǧretmenin araştırma günlüǧüyle toplanmıştır. Elde edilen veriler tematik olarak analiz edilmiştir. Bulgular, öǧrencilerin yazılı geri bildirimler hakkında olumlu görüşlere sahip olduǧunu göstermiştir. Öǧrenciler, öǧretmen tarafından saǧlanan geri bildirimlerin kişiler arası bir yönü olduǧunu, onlara duyuşsal destek verdiǧini ve hedef dilde gelişmelerine yardımcı olduǧunu ifade etmişlerdir. Ayrıca üniversitenin çevrim içi uzaktan eǧitim platformunun geri bildirim vermek için kullanılması, öǧrencilere geri bildirim belgelerine istedikleri zaman ulaşma fırsatı sunması nedeniyle yararlı bulunmuştur. Çalışmanın sonuçları dil öǧretmenlerinin yazılı geri bildirim verme yöntemlerine ilişkin yeni bakış açıları saǧlayabilir.Alternate :In language education, instructor's feedback is considered to be of high value as it provides learners with individualized attention. Regarding the absence of personal interaction between learners and instructors in remote teaching, it is expected that instructor's feedback plays a more significant role compared to the case in face-to-face education because it does not only help to increase learners' performance in the target language and but it also serves as a tool in building a strong relationship between learners and instructor. Based on this, the present paper which was designed as a case study attempted to reveal university level English as a foreign language (EFL) learners' perspectives on written feedback given by their instructor on their writing assignments on the distance education platform of the university in emergency remote teaching. The data were collected through interviews conducted with eight English preparatory class students and the instructor's research diary. Thematic analysis was carried out on the collected data. The findings showed the interviewees had positive viewpoints about the instructor's written feedback. They stated that the instructor's feedback had an interpersonal side, gave them affective support and helped them improve in the target language. Moreover, the use of online distance education platform for giving feedback was found to be useful by the interviewees in that it provided the learners with the opportunity to have access to the feedback documents whenever they wanted. The results may imply new insights into the way foreign language instructors give written feedback.

12.
Heliyon ; 9(2): e13732, 2023 Feb.
Article in English | MEDLINE | ID: covidwho-2234411

ABSTRACT

In the past two years during the COVID-19 pandemic, nearly all universities had to conduct the courses online, including foreign language learning (FLL) classes. Pre-COVID-19 research into the possibilities of digital FLL seemed very optimistic and promising; however, when real life brought the challenges of online classes, the situation was different. This research focuses on the experience of university foreign language teachers from the Czech Republic and Iraq with their online foreign language classes during the past two years. It attempts to analyse their experience and brings together all major issues and concerns they were able to realise. The methodology is qualitative and the number of participants was 42 university teachers from two countries where guided semi-structured interviews were conducted to collect data. The results clearly show that despite the overoptimistic earlier research - the respondents in both countries were very dissatisfied with the way the classes were conducted for various reasons, such as the lack of adequate training, insufficient methodologies for FLL, the lack of motivation in students, dramatically increased screen time of both students and teachers, etc. The most important suggestions call for an adequate methodology for online foreign language learning and necessary professional training so that the instructors are able to keep pace with unprecedentedly fast development in information technology used in various forms of digital learning.

13.
Educatia 21 ; - (23):18-27, 2022.
Article in English | ProQuest Central | ID: covidwho-2205272

ABSTRACT

Der Beitrag analysiert, wie kooperatives Lernen im Literaturunterricht eingesetzt werden kann, insbesondere in der italienischen Literatur des 19. Jahrhunderts. Es werden die Ergebnisse von Gruppenaktivitäten vorgestellt, die im Oktober 2022 von Studenten der Fakultät für Philologie der "Babes-Bolyai"-Universität Cluj-Napoca mit Spezialisierung auf Italienisch A und B durchgeführt wurden. Es handelt sich um Studenten, die den Kurs Italienische Literatur II in italienischer Sprache besuchen. Die Teilnehmer kehrten erst im Frühjahr 2022, im zweiten Semester ihres ersten Studienjahres auf Universitätsebene, an die Universität zurück (Präsenzveranstaltungen). Während der Covid-19-Pandemie verbrachten sie mehr als ein Jahr in der Hochschule (mit Online-Schule). Nachdem sie in Gruppen von 3 bis 4 Studenten eine kooperative Aktivität im Praktikum durchgeführt hatten, die sich auf das Studium der italienischen Literatur konzentrierte, erhielten sie einen anonymen Fragebogen, um ihre Meinung zum kooperativen Lernen von Fremdsprachen und Literaturen zu äußern. Der Fragebogen enthielt 7 Fragen, mit denen die Lehrkraft überprüfen wollte, ob die Schüler das kooperative Lernen für effektiver hielten als die klassischen Methoden zum Erlernen von Fremdsprachen und Literaturen in der Zeit nach der Pandemie und inwieweit die kooperative Aktivität ihre Neugier auf die italienische Literatur anregte, insbesondere auf die Lektüre des Romans, der während des Praktikums untersucht wurde.Alternate :The paper analyses how cooperative learning can be used in teaching literature, specifically 19th century Italian literature. It presents the results of group activities carried out in October 2022 by students from the Faculty of Letters of the "Babes-Bolyai" University of Cluj-Napoca, with specialisation in Italian A and B. These are students attending the Italian Literature II course, taught in Italian. The participants returned to university (face-to-face didactic activities) only in the spring of 2022, in the second semester of their first year of study at a university level. They spent more than one year of high school during the Covid-19 pandemic (with online school). After having carried out a cooperative activity in the practical course that focused on the study of Italian literature, in groups of 3-4 students, they were given an anonymous questionnaire to express their views on cooperative learning of foreign languages and literatures. The questionnaire contained 7 questions in which the teacher wanted to check whether the students found cooperative learning more effective than the classical methods of learning foreign languages and literatures in the post-pandemic period and how the cooperative activity stimulated their curiosity for Italian literature, especially for reading the novel studied during the practical course.

14.
The International Journal of Technologies in Learning ; 29(2):87-100, 2022.
Article in English | ProQuest Central | ID: covidwho-2204675

ABSTRACT

To find alternative strategies to create meaningful learning for their students during COVID-19, teachers resorted to using digital tools. This paper aims at investigating the impact of the Flipped-Based WebQuest (FWQ) model on the improvement of English L2 writing competence among sixty-nine secondary education English as a Foreign Language (EFL) students in Egypt. The study adopted a quasi-experimental design with quantitative tools. Two groups of students were selected: a control group studying in the traditional way (face-to-face) and an experimental group learning English through FWQ. A pretest was used to assess students' L2 writing competence in both groups. After the intervention, a posttest was conducted to explore students' L2 writing skills gains in both groups. Additionally, a pre/post-anxiety questionnaire was used to check the effect of FWQ on decreasing L2 writing anxiety. The findings revealed that the FWQ model is effective in teaching English L2 writing skills and decreasing students' English L2 anxiety.

15.
Journal of Multilingual and Multicultural Development ; 2022.
Article in English | Web of Science | ID: covidwho-2186824

ABSTRACT

With a post-pandemic churn gaining steam, foreign language (FL) learning and teaching are becoming increasingly challenging. This study investigated young FL learners' language mindsets, negative emotions, emotion regulation, and their relations in online FL classes during the Covid-19 pandemic. An altogether 640 young Chinese FL learners aged between 11 and 19 from a snowball sampling were enrolled and surveyed. Three major findings were obtained. First, the participants overall reported a higher growth mindset toward their FL learning and were experiencing a medium magnitude of negative emotions in online FL classes, with the feelings of shame, anxiety, and boredom being strongest, followed by anger and hopelessness. They demonstrated a relatively high level of emotion regulation when learning the FL online. Second, the growth language mindset (significantly) negatively and the fixed language mindset significantly and positively predicted the participants' negative emotions in online classes. Third, a 'growth language mindset - emotion regulation - emotion' pattern emerged in the data, with the emotion regulation mediating the predictive effects of the participants' growth language mindset on negative emotions (boredom and anger) in online FL learning. Pedagogical implications and suggestions for further research were also discussed.

16.
Euromentor Journal ; 13(4):58-78, 2022.
Article in English | ProQuest Central | ID: covidwho-2167766

ABSTRACT

During the COVID19 pandemics, teaching/learning/testing have undergone lots of changes made for the transition to online classes. Teaching English for Specific Purposes (ESP) online witnessed a paradigm shift and new approaches that were all facilitated by the use of technology have been developed or improved. Pre-pandemics, Bill Cope and Mary Kalantzis proposed "reflexive pedagogy" based on the idea that it is not the technology used that matters but the pedagogy itself which makes the difference, so they proposed reflexive pedagogy as opposed to didactic pedagogy which is composed of 7 affordances ranging from ubiquitous learning to differentiated learning with the purpose of moving focus from mimetic learning to epistemic learning via reflection and use of technology. Having this new approach in mind, the present paper attempts to analyse the advantages and disadvantages when teaching English for Specific Purposes. While the advantages are numerous due the possibility to use technology anytime, anywhere, anyhow, there are still certain constraints regarding learning foreign languages which utilize the mimetic approach in certain circumstance. Thus, the study focuses on the activities developed with the students from the University of Bucharest enrolled in the Faculty of Chemistry, approaching a wide range of subjects with a review of reflexive pedagogy in terms of advantages and disadvantages for ESP. While reflexive pedagogy is extensively useful for listening, speaking, reading and learning specialized vocabulary, writing seems to be affected as a way of progressing in learning. As an overall observation, reflexive pedagogy proves quite useful for teaching foreign languages with certain drawbacks.

17.
Frontiers in Education ; 7, 2022.
Article in English | Scopus | ID: covidwho-2162991

ABSTRACT

Life-long learning is one of the educational topics in countries and regions in the East Asia region. Currently, many senior citizens decide to gain their English language proficiencies and skills after their retirement in Hong Kong SAR. Although Chinese and English are the official languages in Hong Kong SAR, many senior citizens cannot handle both languages due to their previous education and background. The purpose of this study is to understand the learning motivations and experiences of a group of senior citizens in Hong Kong, particularly with regard to using the blended learning mode as the means for instruction during the COVID-19 pandemic. With the coordination of adult learning centre, 40 participants who were taking a blended English-as-an-Additional Language course were joined the study. The online-based semi-structured interview and focus group activities were employed. In line with the social cognitive career and motivation theory and self-efficacy theory, the results indicated that: (1) achieve my personal goals, (2) I want to speak English as my additional language, and (3) life-long learning as my development, were the main themes. The results of this study provided some suggestions to programme managers, course leaders, school heads, and human resources planners for the directions in life-long learning and foreign language or additional language learning to senior citizens in the metropolitan regions. Copyright © 2022 Dos Santos and Kwee.

18.
Acta Universitatis Lodziensis Folia Linguistica Rossica ; - (20):133-143, 2021.
Article in Russian | ProQuest Central | ID: covidwho-2156512

ABSTRACT

In scientific and methodological work of such researchers as A.N. Shukin, A.N. Bogomolov, M.N. Moiseeva, E.S. Polat, O.A. Uskova, L.V Ippolitova, etc. distant Russian language teaching has been repeatedly addressed as a subject. The subject became relevant during the Covid-19 pandemic. Remote teaching forces lecturers to choose such principles, methods and materials of Russian language teaching that would be effective in the conditions of virtual education. The aim of this paper is to develop an algorithm of online classes for foreign students using literary texts, which would satisfy their requirements and increase motivation for learning, and frame some principles of teaching Russian online to such learners. The author explores some characteristics of the use of literary texts that make classes attractive to foreign students. The article discusses the guidelines of the teaching of Russian as a foreign language online. The example provided by the author is an online lesson for philology students in the Russian Language and Literature programme at Istanbul University, level B1, with the use of K.G. Paustovski's story, Nastya the Lace Maker. The paper aims to highlight the requirements of understanding new educational conditions, the changing process of teaching Russian as a foreign language and the requirement to increase the quality of preparation of foreign students who learn the Russian language distantly.

19.
Dissertation Abstracts International Section A: Humanities and Social Sciences ; 84(2-A):No Pagination Specified, 2023.
Article in English | APA PsycInfo | ID: covidwho-2147534

ABSTRACT

This study investigated classroom interaction in three novice-level Chinese language classrooms at middle and high schools in the US in the spring of 2021. Due to school responses to the COVID-19 pandemic, the participating teachers had shifted from teaching in a face-to-face, in-person classroom to fully online and partially online, hybrid classrooms with some students and the teacher present in the school, and some students attending through the Zoom video conferencing platform. Using complex dynamic systems theory as the theoretical framework, such classrooms were viewed as systems co-adapting in these environments to accomplish classroom goals, including the use of the target language to develop topics. Incidents of participants' use of the target language for topic development were examined for evidence of students' engagement and comprehension. There were two data sources. The first data source was video recordings of classroom interaction during lessons, collected both by the researcher who attended lessons through Zoom, and by the teachers, who recorded their computer desktop view during lessons. The second data source was recordings of stimulated recall sessions with each teacher and with focus groups of participating students, in which short video clips from a recent lesson were shown and discussed. Classroom interaction was analyzed at two scales. At the meso scale, analysis led to identifying Instructional Activities (IAs) in which participants most typically used the target language for topic development. Then, at the micro scale, typical incidents from within these IAs were chosen for Conversation Analysis of how topic development was sustained by the participants and how students displayed engagement and comprehension during those incidents. Findings suggest three IAs, typically led by the teachers with the whole class, were more typical for target language use that led to topic development: small talk, Personalized Questions and Answers and Story Asking (categorized as one IA), and discussing a text which included video clips, images, and reading materials. Five excerpts from these IAs illustrated findings about topic development, engagement, and comprehension at the micro scale. In this study, evidence of engagement was determined from verbal and multimodal actions by students within instructional activities (Jacknick, 2021). Turn-by-turn interactions within IAs were typically prompted by the teacher, whose questions projected student involvement in topic development in one of four ways: appealing to the teacher's prior knowledge about students' lives, taking up a student question or comment to develop a topic, inviting responses from students about their personal opinions, experiences, and imagined ideas, and students' interpretations and predictions regarding prepared texts. Atypically, students pressed for topic development in ways which the teacher initially resisted. In those incidents of interaction, both the teachers and the students were involved with topic development, with typically longer turns by the teachers. The imbalance in interaction may partially reflect the presumed novice proficiency level of the students (ACTFL, 2012). However, despite the differences of turn length and complexity, both the students were observed to take actions which supported topic development and displayed engagement and comprehension. Implications are discussed, such as aspects of online and hybrid interaction and classroom setup, possible implications for teacher education and development, and directions for future classroom research. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

20.
The Educational Review, USA ; 6(9):524-527, 2022.
Article in English | ProQuest Central | ID: covidwho-2146277

ABSTRACT

At the end of 2019, the COVID-19 epidemic spread globally, and the outstanding performance of China in the epidemic caused a new Chinese language craze. However, the epidemic is a double-edged sword. With the continuous development of the epidemic, the international Chinese education has also been greatly impacted. Due to the epidemic situation, offline classes is difficult to achieve, and the cultivation of the teaching practice ability of international Chinese education post-graduates is limited. The postgraduate course Chinese teaching design and management of X University breaks through this limitation by simulating classroom teaching practice. Based on multi-modal discourse analysis theory, this research analyzes various modes of second language classroom: speech modality, image modality, action modality and animation modality. In addition, this research also proposes five strategies: focus on language content, accuracy and humor;add 'Picture Modality', both content and form;cooperate with 'action modality', guide and interact;use 'animation mode' skillfully and help students increase interest;modal multi-pronged approach, jointly promote teaching.

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