A Study on the Attitude and Practice of Chinese Teachers and Students Towards VR Teaching for Foreign Language Learning

2021 ◽  
pp. 728-732
Author(s):  
Weihua Du ◽  
Zhongli Hu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Chinese Teachers ◽  
Attitude And Practice ◽  
Teachers And Students

Compelled digitalization of language education: challenges of foreign language learning in the electronic environment

2020 ◽  
pp. 61-70
Author(s):  
Liudmila Vladimirovna Guseva ◽  
Evgenii Vladimirovich Plisov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Technologies ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Electronic Environment ◽  
Teachers And Students ◽  
Effective Use

The article defnes the role of digital means in foreign language learning, establishes the reasons for the effective use of digital means and digital technologies, identifes challenges in mastering a foreign language in an electronic environment, as well as the prospects for the digitalization of foreign language education. When studying the issues of emergency off-campus learning organization, the results of surveys of teachers and students conducted in April 2020 at Minin University were used. image/svg+xml

scholarly journals Innovation research on foreign language teaching theory with Chinese characteristics based on Whitehead’s process philosophy

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Hui Su
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Rapid Development ◽  
Foreign Language Learning ◽  
Process Philosophy ◽  
Foreign Language Teaching ◽  
Innovation Research ◽  
Teachers And Students ◽  
Feasible Solutions

AbstractSince China’s reform and opening up, foreign language teaching (FLT) in China has achieved rapid development under the guidance of foreign language teaching theories both at home and abroad. However, problems such as ‘time-consuming and inefficient foreign language learning’ and the presence of ‘dumb foreign languages’ in FLT in China have not been fundamentally solved. Based on Whitehead’s process philosophy, this research aims to put forward feasible solutions to the existing problems in FLT in China so that the level of FLT in China can be promoted by discussing the purpose, contents, processes and stages of FLT and the relationship between teachers and students in both FLT and FLT evaluation systems.

scholarly journals PROBLEMS OF TESTING APPLICATION IN FOREIGN LANGUAGE LEARNING CONTROL

2019 ◽  
Vol 7 (6) ◽  
pp. 53-59
Author(s):  
Yulia Alexandrovna Kozlova ◽  
Alina Andreevna Kadyrova ◽  
Kadria Azatovna Sakhibullina
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Control ◽  
Great Effort ◽  
Test Form ◽  
Content Analysis Method ◽  
Teachers And Students ◽  
The Right ◽  
Test Control

Purpose of the study: This article is devoted to the test form of control which is characterized by objective measurement of learning outcomes because they are guided by the objective empirical criteria. Methodology: Method of structural analysis, content analysis method, scientific interpretation, and synthesis of specific factual materials were chosen as methods of our research. Results: Test control of knowledge is effective only when a great effort is made by the teacher. The teacher should know how to choose the right tests and how to make them, as not every set of questions with answers to them can be called a test. The aim of this work is to identify the problems of using testing as a control form of foreign language learning and give guidelines for their solution. Applications of this study: This research can be used for the universities, teachers, and students. Novelty/Originality of this study: In this research, the model of the Problems of Testing Application in Foreign Language Learning Control is presented in a comprehensive and complete manner.

scholarly journals Language Learning Through Drama

2018 ◽  
Vol 10 (4) ◽  
pp. 376-380
Author(s):  
Nuriye Değirmenci Uysal ◽  
Fatih Yavuz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Review Of The Literature ◽  
Language Classroom ◽  
Teachers And Students ◽  
Role Of Teachers ◽  
The Impact

This study presents a review of the literature regarding the impact of drama on dimensions of second/ foreign language learning. The paper first discusses the importance of integrating drama into the second/ foreign language learning process and the role of teachers and students in the learning process. Then, after introducing the pedagogical and linguistic aspects of using drama techniques in the language classroom in a broader perspective, it focuses on the drama-oriented verbal and nonverbal exercises. Next, the paper reviews the studies on the language learning through drama, and concludes that using drama in language teaching would facilitate emotional and social development in addition to language development of students while it points out that the number of studies on the issue is limited. 

scholarly journals Urgent Transition to Group Online Foreign Language Instruction: Problems and Solutions

2021 ◽  
Vol 19 (1) ◽  
pp. 21-41
Author(s):  
Daria V. Kolesova ◽  
Leonid V. Moskovkin ◽  
Tatiana I. Popova
Keyword(s):  
Online Education ◽  
Foreign Language ◽  
Language Learning ◽  
Large Scale ◽  
Effective Means ◽  
Foreign Language Learning ◽  
The Internet ◽  
Educational Materials ◽  
Teaching Aids ◽  
Teachers And Students

The purpose of this work is to study how teachers and students react to the urgent large-scale transition to online education. The research was done via surveys conducted at the Center for Additional Educational Programs in the field of Russian as a Foreign Language at St. Petersburg State University. March 2020 transition to distance learning kept intact the lesson schedule, the duration of lessons, and the compliance with the approved programs. This case study was conducted as follows: (1) a questionnaire for teachers was distributed via e-mail; (2) teachers’ responses were collected and processed; (3) a questionnaire for students was created in Google Forms; (4) students’ responses were collected and processed; (5) the research results were described and analyzed; (6) teachers’ and students’ responses were compared. The study involved 45 teachers and 100 foreign students, mostly from China. The majority of teachers taught at Level A2 (48%); the majority of students studied at Level B1 (36%). The study shows that modern teachers (77.8%) have a high degree of adaptability, which allows them to switch to new teaching formats in two weeks. They use a variety of teaching aids: not only textbooks mandated by the curriculum (100%), but also other textbooks (91.1%), educational materials from the Internet (88.9%), authentic audio/video materials (51.1%), and self-developed educational materials (53.3%). According to students, the most effective are the authentic materials from the Internet (45%), and the textbook mandated by the program (41%). Both teachers and students noted difficulties in the online training of four language skills: speaking (35.6% of teachers and 32% of students), writing (17.8% and 32%, respectively), listening (15.6% and 40%), and reading (11.1% and 17%). Teachers lack personal communication with students (35.6%), specialized online tools for teaching Russian as a foreign language (13.3%), and effective means of monitoring the acquisition of educational material (31.1%). They strive to solve these problems through a variety of activities, creating an atmosphere conducive to authentic communication. Research data correspond with the conclusions of methodologists about the fundamentally new nature of the relationship between teachers and students in the virtual environment, which is manifested in a less hierarchic teacher-student relationship due to greater initiative, involvement, and independence of students in an online lesson. The article presents a way to study the perception of changes in the teaching mode by teachers and students. The research enriches the e-learning knowledge area with data on how the sudden mass transition to online foreign language learning was carried out.

Investigating Mobile Assisted English Foreign Language Learning and Teaching in China

2016 ◽  
pp. 1097-1115
Author(s):  
Haixia Liu ◽  
Wenhao Tao ◽  
William Cain
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Survey Data ◽  
Foreign Language Learning ◽  
Self Control ◽  
Learning And Teaching ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Teachers And Students

This study aims to investigate how English as a Foreign Language (EFL) teachers and students in China spontaneously use apps for smartphone and tablets to support their informal language learning. It also seeks to determine EFL teachers' perspectives on informal and formal Mobile Assisted Language Learning (MALL). A total of 240 smartphone and/or tablet users (186 students and 54 EFL teachers) from four colleges in Guangdong China participated in the survey. Twenty-eight teachers selected from the survey participants were interviewed afterwards. Analysis of the survey data showed that all participants were using apps to learn foreign languages informally. Survey data analysis also revealed that the most frequently used apps were based on form-focused behaviorist activities rather than learner-centered constructivist activities. A comparison of usage between EFL teachers and students revealed no significant difference in their choice of apps, yet students expected guidance from EFL teachers in using apps and resources to facilitate language learning. Finally, while the survey data indicated EFL teachers had positive attitudes towards informal MALL, the interviews revealed that many of them held negative sentiments toward MALL in the classroom. We interpret this difference in attitudes as a reflection of the teachers' concerns about learners' self-control and autonomous learning skills, as well as concerns about required teachers' knowledge and perceived changes to teachers' roles. We conclude by discussing the implications of MALL for language teacher education and professional development.

Investigating Mobile Assisted English Foreign Language Learning and Teaching in China

2016 ◽  
pp. 315-333
Author(s):  
Haixia Liu ◽  
Wenhao Tao ◽  
William Cain
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Survey Data ◽  
Foreign Language Learning ◽  
Self Control ◽  
Learning And Teaching ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Teachers And Students

This study aims to investigate how English as a Foreign Language (EFL) teachers and students in China spontaneously use apps for smartphone and tablets to support their informal language learning. It also seeks to determine EFL teachers' perspectives on informal and formal Mobile Assisted Language Learning (MALL). A total of 240 smartphone and/or tablet users (186 students and 54 EFL teachers) from four colleges in Guangdong China participated in the survey. Twenty-eight teachers selected from the survey participants were interviewed afterwards. Analysis of the survey data showed that all participants were using apps to learn foreign languages informally. Survey data analysis also revealed that the most frequently used apps were based on form-focused behaviorist activities rather than learner-centered constructivist activities. A comparison of usage between EFL teachers and students revealed no significant difference in their choice of apps, yet students expected guidance from EFL teachers in using apps and resources to facilitate language learning. Finally, while the survey data indicated EFL teachers had positive attitudes towards informal MALL, the interviews revealed that many of them held negative sentiments toward MALL in the classroom. We interpret this difference in attitudes as a reflection of the teachers' concerns about learners' self-control and autonomous learning skills, as well as concerns about required teachers' knowledge and perceived changes to teachers' roles. We conclude by discussing the implications of MALL for language teacher education and professional development.

Achieving Cultural Acquiescence Through Foreign Language E-Learning

2011 ◽  
pp. 88-102 ◽  
Author(s):  
Indi Marie Williams ◽  
Heather N. Warren ◽  
Bolanle A. Olaniran
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cultural Sensitivity ◽  
Cultural Awareness ◽  
Foreign Language Learning ◽  
Communication Technologies ◽  
Cultural Challenges ◽  
Foreign Language Acquisition ◽  
Teachers And Students ◽  
E Learning

Within a globalized society, foreign language acquisition is essential to promote intercultural global communication. For many, the use of information communication technologies (ICTs) to teach a foreign language is the easiest way to accomplish this task. However, it is important to consider the cultural implications of foreign language e-learning, and to answer the question: Can culture effectively be transmitted through ICT? To investigate the transmission of culture through ICT, this chapter examines language codes, culture and cross-cultural challenges to communication. Afterward, two commonly used and easily accessible ICTs, the Rosetta Stone and MyLanguageExchange.com, are evaluated for their cognitive development and cultural sensitivity. The chapter will conclude with implications and recommendations to enhance cultural awareness for teachers and students utilizing ICT for foreign language learning.

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