Learning In Foreign Language Teaching Research Articles

Application of Experiential Learning in College Foreign Language Teaching

Experiential learning is a new way of learning. In recent years, the research on experiential learning has been deepening, which has had a certain impact on the traditional teacher-centered teaching mode. As for subject education, language is a subject with strong situational application, and its educational model has also changed under the impact. The student-centered learning concept changes the original teaching. Compared with the traditional teaching mode, experiential learning has its unique innovation and many advantages but also has its limitations. In terms of application, languages are essential tools for cross-cultural interchange, so learning a foreign language is of great importance. However, the process of trying to master it has many challenges both for students and teachers. The integration of experiential learning into foreign language teaching has changed the role of teachers in the previous education system to some extent and also put forward new requirements for students. The starting point of this paper is based on the research status of experiential learning and the current situation of college foreign language teaching and analyzes the application of experiential learning in college foreign language teaching. This paper also introduces the advantages of experiential learning in foreign language teaching compared with the traditional mode, which are creating a language environment, stimulating students' learning initiative, and improving students' language application ability.

MOBILE LEARNING INTEGRATION AMONG TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE

<p>Unstoppable and constant advances in technology affect the inevitable changes in the ways and methods of teaching, but also changes in different students’ learning needs. New generations of students are characterized by mobility and because of that the information is very easily accessible, which requires the implementation of new trends in the educational process. One of these trends is mobile learning, which is available to young people everywhere and at any time 24/7. Therefore, it is scientifically and pedagogically justified to research the implementation and evaluation of such a new useful education tool in facilitating foreign language teaching. Mobile learning combines all forms of learning which refer to mobile devices and wireless internet. Such learning with the help of modern technologies would make it easier for students to acquire new knowledge, and at the same time to improve and to accelerate their personal and social development. Due to the various opportunities provided by mobile learning, the complexity of its implementation and implementation in teaching English as a foreign language increased almost exponentially. It has become particularly obvious in times of uncertainty such as the implementation of distance learning instead of traditional classroom teaching due to a sudden pandemic around the world. Although mobile learning is very often taken for granted because it is considered a disruptive factor in foreign language teaching (Aldrich, 2017), the affirmative attitude about mobile foreign language learning (MALL) (Zhang, Cristol, 2017) has become increasingly prevalent. The paper analyzes the results of a survey of English language teachers in primary and secondary schools in Osijek-Baranja County, which is one of the 21 counties in the Republic of Croatia, on attitudes toward mobile learning obtained from a sample of 121 participants. They point that the use of digital media in teaching is changing didactic and methodological methods and approaches to learning English, especially in secondary education. There is a lack of research on multimedia-didactic structuring of mobile learning in foreign language teaching in Croatia, this research will contribute to a better understanding of this issue but also offer possible solutions for designing innovative methods in teaching English from the aspect of mobile learning.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0032/a.php" alt="Hit counter" /></p>

Retracted: Application of Thematic Context-Based Deep Learning in Foreign Language Teaching

Retracted: Application of Thematic Context-Based Deep Learning in Foreign Language Teaching

ANALYSIS OF NEW TECHNOLOGIES FOR ENGLISH LANGUAGE TEACHING IN HIGHER EDUCATION

The introduction of new technologies is an increasingly common resource in the educational environment and, especially, in the teaching of a language. In this research work, a bibliographic analysis of the evolution of the most important methods and approaches in the teaching-learning process of the English foreign language aimed at higher education students was carried out, and the relationship between technology and foreign language teaching-learning is analyzed from a diachronic and critical perspective. To this end, the emergence of different technologies in the field of language teaching and learning is considered, as well as the analysis of their effectiveness in the foreign language learning process, noting various cycles of technological innovation, enthusiasm about its possibilities, scarcity of evidence of results and a call for caution regarding the impact of the technology itself. In conclusion, a state of positive but cautious alertness to the constant emergence of technologies that generate new opportunities for memorable learning is raised.

PROBLEMS AND SOLUTIONS OF DISTANCE LEARNING IN FOREIGN LANGUAGE TEACHING

PROBLEMS AND SOLUTIONS OF DISTANCE LEARNING IN FOREIGN LANGUAGE TEACHING

THE ROLE AND METHODOLOGY OF PROJECT-BASED LEARNING IN TEACHING THE ENGLISH LANGUAGE

The article deals with the theoretical basis and methodological aspects of implementing Project- Based Learning in foreign language teaching. Although the roots of Project-Based Learning ideas go back to the beginning of the 19th century, the growth of researches in this area has reached its peak with the advent of the 21st century. Project- Based Learning is a systematic process that enables students to achieve learning objectives that are focused on the content of education through working on a specific project that covers real-life problems and challenges. It is impossible to ignore the fact that projects form the basis of today’s modern work environment. At the same time, the integration of Project-Based Learning in the educational process at all stages of education, especially in higher education, means the training of future professionals for real work through experience. Project-Based Learning has a special significance in foreign languages education. The use of Project-Based Learning in foreign languages teaching, including English, reflects the basic principles of communicative, learner-centered and competency-based approaches that reflect the idea of teaching a foreign language for practical purposes and are considered a priority in foreign languages teaching today. On the basis of the analysis of scientific literature and researches, the author discusses the concept of the project, the content of the project-based teaching approach and its specific features in education. The advantages of the approach, which have been proven as a result of the research, are described, and types of projects are presented by typological classification. The main goals of implementing Project-Based Learning in the English language teaching are analyzed. The main stages of Project- Based Learning, the important elements are explained on the basis of the studied literature in the field. Besides, the author presents the typology of difficulties in macro and micro systems that can be encountered in applying Project-Based Learning in foreign languages teaching.

Application of Thematic Context-Based Deep Learning in Foreign Language Teaching

Foreign language teaching is not simply the transfer of knowledge, but rather the placement of students in contexts to explore and discover problems. The thematic contexts do not exist in isolation. Teachers should adopt certain teaching strategies based on thematic contexts, rely on relevant discourse, study the discourse text, and use rich learning and activities as the driving force to highlight students’ active experience and emotional experience. In this paper, we propose an ELT (English Language Teaching) affective analysis method based on contextual classification and genetic algorithms. The method first constructs ELT topic sets and ELT topic word sets using the LDA (latent Dirichlet allocation) model, then applies genetic algorithms to each ELT topic word set one by one using ELT label data to automatically iterate the sentiment values of words in the word sets, and finally calculates the sentiment polarity of ELT texts using the sentiment values of words in the word sets. The experimental results show that the accuracy of this method improves 3.12% compared with LDA, the recall rate reaches 87.32%, and F1 reaches 73.79%, which can obtain ELT sentiment information from contextual and nonfeatured sentiment words and effectively improve the accuracy of sentiment classification.

ВПРОВАДЖЕННЯ ЗМІШАНОГО НАВЧАННЯ ІНОЗЕМНИХ МОВ В СУЧАСНОМУ УКРАЇНСЬКОМУ УНІВЕРСИТЕТІ

The article explores the concept of blended learning in foreign language teaching as a new pedagogical formula that combines distance learning through digital media with classroom learning, which provides for a "co-presence" of students and teachers, and transforms learning. The use of this type of learning solves several important tasks: 1) transition to a student-centered approach built on greater self-organization of students, formation of their ability to active, productive learning; 2) defining the important role of the teacher as a co-organizer of the educational process who is able to encourage dialogue, communication in the classroom and in self-study; 3) redistribution of the workload of teachers according to the new requirements: more time to prepare for the education process and research, contributing to their commitment to professional self-development. To elaborate a blended model of foreign language teaching for Ukrainian students, the experience of face-to-face teaching and online foreign language teaching at Oles Honchar University and the models of blended learning proposed by the Clayton Christensen Institute were analyzed, and one blended learning model known as the «lab rotation model» was proposed as the most suitable. It provides for classroom work offline as synchronous learning, and individual work online (on the learning platform) as asynchronous leaning, as well as the integration of individual learning and face-to-face learning in group formats, which will provide adaptive, more individualized training of students. It is proposed to supplement this model with elements of the «flipped classroom» model when students receive basic learning material and instructions online, and work in a more interactive form in the classroom.

Assessment of the effectiveness of blended learning in foreign language teaching: Turkish language case

The aim of this study is to determine the attitudes and opinions of pre-service Turkish teachers about blended learning in a course called Turkish as a Foreign Language. As part of the study, various activities based on blended learning were first organized and then implemented by the researchers in the course. Taking a quasi-experimental approach as a model, a 'Single Group Pre-Test-Post Test Pattern' was used. When the opinions of the pre-service teachers in the quasi-experimental application process were evaluated, it was seen that their learning skills improved, they used the time allocated to education more effectively, but in some respects, the outcomes turned out to be more negative (i.e. lack of opportunities to ask questions, cutting corners, free-riding) on students. The pre-service teachers stated that problems shortcomings in technology mostly affected blended learning negatively.

ЗАСТОСУВАННЯ ТЕХНОЛОГІЇ МОБІЛЬНОГО НАВЧАННЯ В ПРОЦЕСІ ВИКЛАДАННЯ ІНОЗЕМНИХ МОВ

The incredibly rapid development of information technology and the pandemic, which began in 2019, led to the transition to distance learning and made the problem of modernizing of the education system relevant. Modernization in Ukraine is taking place, among other things, in the development of mobile learning, which, thanks to such a global phenomenon as the Internet, makes it possible to use it in higher education. The article is devoted to determining the features of the use of mobile learning in foreign language teaching. The advantages of using electronic mobile technologies in the educational process are indicated. Possibilities of application of mobile devices in the course of preparation of experts of various specialties are revealed. The aim of the study is to explore the possibility of using mobile learning technologies for students to learn different specialties of one of the basic language skills, namely listening. The objectives of the study are the analysis of modern forms, methods and means of teaching a foreign language using, their selection and experimental verification of the effectiveness of their use. The object of research is the process of teaching a foreign language to students of non-philological specialties. The analysis, generalization and systematization of research on the problem of learning a foreign language in higher education through multimedia tools, experimental implementation of multimedia technologies, including mobile learning, in the process of learning a foreign language for professional purposes. The results of the study will be summarized to write recommendations for the implementation of mobile foreign language learning for future professionals. It is pointed out that the motivation of students to learn a foreign language in distance learning increases significantly due to the individualization of learning, which takes place with the help of mobile technologies. It has been established that mobile technologies can be recognized as the main means of learning that allow students to use them as a means of accessing educational materials contained on the Internet, anytime and anywhere. Key words: foreign language, learning technologies, mobile learning, podcasts, listening

On the integration of digital educational resources and services in the process of professionally-oriented language training in a technical university in a blended learning environment

The digitalization of higher education, the emerging trends for further improvement and implementation of e-learning and distance learning technologies have revealed the need to rethink the practices of implementing vocationally-oriented language training at a university and have led to the transition to a blended learning model. The purpose of the research: to reveal the potential of blended learning in foreign language teaching. The research methods: the method of selection, generalization and dissemination of advanced pedagogical experience. The research results: the potential of blended learning in foreign language teaching has been substantiated; the studies related to the problem of blended learning in foreign language teaching has been analyzed. Integration of digital educational resources and e-learning technologies (VLE and MIND) in the implementation of a mixed format of professionally oriented language training at a technical university expands the possibilities for creating a digital educational space as an integral component of educational activities in modern conditions. Key conclusions: Blended learning allows you to solve the problem of improving the quality of vocationally-oriented language training and the organization of academic interaction in a rotational mode; a meta-subject approach in teaching a foreign language for professional purposes creates opportunities for using existing and developing your own digital educational resources (CER); integration of ICT, allows you to achieve a qualitatively new level of delivery of educational content.

Implementation of blended learning in foreign language teaching in Russian secondary school (based on the questionnaire data)

Due to the current epidemiological situation, Russian teachers turned to blended learning, which has been quite successfully practiced in the foreign education system for several decades. Setting ourselves the task of developing a step-by-step algorithm for the introduction of blended learning in foreign language lessons, it is necessary to study the current experience of using blended learning by foreign language teachers in educational institutions of Russia. The article presents the results of a questioning of foreign language teachers from 14 subjects of Russian Federation. 881 respondents answered the blended learning questionnaire. Based on the results of the survey, it can be concluded that the majority of foreign language teachers in general education schools consider blended learning to be a necessary part of the system in changing living conditions, however, there is a need to develop methodological recommendations that will algorithmize the use of blended learning in foreign language lessons in a general education school. According to the survey data, blended learning may be the main pedagogical technology that meets the requirements of the Federal State Educational Standard, however, there is a lack of understanding of blended learning as a technology, which is often replaced by the concept of using ICT. The foregoing reveals the need to develop an algorithm for the introduction of blended learning technology and to implement it in real foreign language lessons in a secondary school.

Media habits and attitudes of students about the possibilities of applying mobile learning in foreign language teaching

The paper analyses innovative learning and teaching through mobile learning on a sample of 96 adolescents. A 3-part questionnaire consisted of sociodemographic data, attitudes about mobile learning and media activities and the use of social networks. The research was done in 2019 with vocational school students. 15.1% of them use applications for learning English, while 92.5% use social networks in school work. Girls listen to music, take photos and use social networks significantly more often. Higher achievers are signifi[1]cantly more likely to read e-books, search for information in the media, and are generally more active on all media platforms except social networks. Girls use Snapchat and Instagram significantly more, while boys use Twitch. The use of mobile phones positively correlates with the attitude that it helps with learning, the belief that it can influence the improvement of language skills, and the de[1]sire for additional knowledge about mobile learning

A Study on Service Learning in Foreign Language Teaching

A Study on Service Learning in Foreign Language Teaching

Evaluation of The Effects of Storytelling Technique on Vocabulary Learning in Foreign Language Teaching According to Students and Teacher’s Views

Bu calismada Ingilizce ogretiminde hikâye anlatimi yontemine dayali etkinliklerin kullaniminin altinci sinif ogrencilerinin kelime ogrenimleri uzerindeki etkisinin belirlenmesi amaclanmistir. Arastirmanin katilimcilari deney grubunda 21 ve kontrol grubunda 22 ogrenci olmak uzere toplam 43 ogrencidir. Arastirmada nicel ve nitel arastirma yontemlerinin bir arada kullanildigi karma yontem ve yakinsayan paralel karma yontem deseni kullanilmistir. Veri toplama araclari; basari testi, ogrenci ve ogretmen gunlukleri, yari yapilandirilmis gorusmeler ve ogrencilerin yazili gorusleridir. Verilerin analizinde nicel boyutta betimsel istatistik yontemlerinden, nitel boyutta ise icerik analizi tekniginden faydalanilmistir. Arastirma sonuclari her iki grupta da ogrenmenin gerceklestigini ancak hikâye anlatimi yonteminin kullanildigi deney grubundaki ogrencilerin on-test ve son-test puanlari arasinda anlamli bir farklilik oldugu ortaya koymaktadir. Arastirmanin nitel sonuclari ile kullanilan yontemin ogretimin niteligini artirdigi, ogrenmeyi kolaylastirdigi ve kelime bilgisinin gelisimine katki sagladigi belirlenmistir. Ancak ogrenciler yonteme aliskin olmamaktan ve ogretimde anadilin kullanilmamasindan kaynakli sorunlar yasadiklarini da ifade etmislerdir. Bu sonuclar dogrultusunda hikâye anlatimi yonteminin ogrencilerin kelime dagarcigini gelistirmek amaciyla daha sik kullanilmasi onerilebilir.

Podcasts as an Educational Tool for EFL Educators

L’educacio, i especialment l’ensenyament de l’angles com a llengua estrangera, actualment tenen davant grans desafiaments, fonamentalment perque les societats viuen un moment de canvi pel desenvolupament tecnologic i l’impacte que els espais virtuals i multimedia han tingut en la vida dels estudiants. Per tant, cal que els educadors d’angles, les autoritats educatives i els estudiants explorin noves estrategies per ensenyar i aprendre aquest idioma. Aquest assaig presenta l’eina tecnologica Podcast no solament com un metode per fer accessible el contingut d’audio i video a traves d’Internet, sino tambe com una estrategia d’ensenyament influent que molts educadors no han explorat ampliament i que ofereix una serie d’avantatges i oportunitats per a la millora del proces d’ensenyament-aprenentatge de llengues estrangeres. L’assaig se centra a definir el concepte de Podcast, i en detalla les qualitats i caracteristiques. Tambe mostra les diferents formes d’implementar aquesta opcio tecnologica en el context de la classe de llengua estrangera per oferir una alternativa mal·leable, innovadora i motivadora als educadors d’angles.

Möglichkeiten und Grenzen der interkulturellen Sprachvermittlung

This article is a basic discussion on the problems of intercultural learning in foreign language teaching. Starting from the statement that the concept of intercultural education has become one of the most widely discussed and most popular topics in the disciplines of arts and social sciences the author examines in the first part of the article the origin of intercultural orientation and discusses the main Landeskunde-theories and the most important cultural contents in the practice of foreign language teaching. In the second part of the article the dangers of overusing of intercultural objectives are reflected and future perspectives for methods of intercultural foreign language teaching are suggeste

Gamification in foreign language teaching at higher schools

The article discusses the principal ways of introducing gamification into the foreign language teaching and learning process at higher schools. The analysis of gamification is done from the point of view of its use in foreign language courses. Different learning activities that can be considered as forms of gamification are analyzed, and fields of its application in both linguistic and non-linguistic higher schools are discussed. The forms of gamification that can be used in foreign language teaching include language games, dramatizations, social contacts, role plays, simulations, brainstorming, case-studies, discussions and presentations, projects, and continuous simulations. Those forms of gamification are divided into those that can be regularly used in the teaching and learning process, but do not embrace it in its entirety (language games, dramatizations, social contacts, role plays, simulations, brain-storming, case-studies, discussions, presentations) and those that transform the entire or the substantial part of the teaching and learning process into continuous gaming activities (projects and continuous simulations). The distinction is made between the forms of gamification that can be used both at linguistic at non-linguistic higher schools and those that are applicable for teaching either at linguistic or at non-linguistic higher schools only. The article demonstrates that gamification used in foreign language teaching fully meets all requirements to gamification when teaching other subjects at higher educational institutions. It is also fully adaptable to computerization and introduction of information technologies into the gamified foreign language teaching and learning process. Finally, the relationship between gamification and experiential learning in foreign language teaching is analyzed, and it is shown that gamification and experiential learning are synonymous notions that can be used interchangeably. The results of the study prove that in the field of gamification, foreign language teaching is totally in line with the most recent advances of general pedagogy.

Perceptions and Practices of Blended Learning in Foreign Language teaching at USIM

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Foreign language teaching and learning in the Netherlands 1500–2000: an overview

ABSTRACTThe Netherlands are quite unique in that the Dutch have always learned various foreign languages. Until 1940, French was the most important foreign language. Between roughly 1870 and 1970, Dutch learners in grammar schools and higher secondary schools were even obliged to learn three foreign languages: French, German and English. Since 1970, however, English has become the first foreign language, and proficiency in French and German has declined. As for methodology, Dutch foreign language teaching/learning (FLT) has always taken a practical stand, in which the question ‘does it work?’ is paramount. This article provides an overview of the developments that have characterised Dutch FLT from approximately 1500 to the present day.