scholarly journals (Semi)authentic audio-visual materials for the A2 level in the online language learning environment FRANEL: Pitfalls and challenges

2012 ◽  
Vol 34 ◽  
pp. 164-168
Author(s):  
Ann-Sophie Noreillie ◽  
Viviane Grisez ◽  
Piet Desmet
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Online Language Learning ◽  
Visual Materials

scholarly journals Online Language Learning for Thai EFL Learners: An Analysis of Effective Alternative Learning Methods in Response to the Covid-19 Outbreak

2020 ◽  
Vol 13 (12) ◽  
pp. 15
Author(s):  
Pongpatchara Kawinkoonlasate
Keyword(s):  
Online Learning ◽  
Language Acquisition ◽  
Learning Environment ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Learning Methods ◽  
Efl Learners ◽  
Online Language Learning ◽  
The World

Online language learning had already been an increasingly popular and useful method of language acquisition prior to spike in demand for alternative learning methods brought upon by the Covid-19 pandemic. As a tool that allows learning to continue without undue risk of exposure to the virus, it has increasingly become a new normal for students around the world, and Thai EFL learners specifically. As online learning has become more widely used in response to this worldwide plight, it has become accepted as an important tool and approach that can overcome the inherent dangers and limitations present in on-campus learning. This has become accepted in educational institutions around the world and is no less true for the Thai educational system. Educational technology (EdTech) has made significant progress in recent years, moving far beyond the simple ability of communication with your professor allowed by email and more recent systems of online assignment submissions. As the sophistication of EdTech advancements grows, it’s applications can be used to expand the reach and approachability of lessons beyond a formal classroom environment; thereby, increasing both the motivation and effectiveness of the learner. Modern teaching philosophy, across all subjects, actively encourages the incorporation of technology to aid in the facilitation of optimum teaching delivery. This is especially important for those teaching a new language (for our purposes, English to Thai learners), as these technological tools can facilitate greater understanding in an environment where the language barrier is otherwise an impediment. This paper looks to further analyze the effectiveness of online learning methods and tools, for both the instructors and the language learners. Furthermore, this paper will propose and review methods to integrate and use this technology in the classroom or other learning environment available. As distance learning is becoming a more prevalent methodology due to the untenable nature of holding class in enclosed, densely packed, spaces (i.e., your standard classroom), knowing more of both the technologies and their effectiveness in a language learning environment is of paramount importance. In this paper, the terms online instruction and integration are widely used and their use in the context of language learning is provided. This paper also explores the EdTech and devices relevant to the discussion and provides explanations of their use. To provide a proper foundation, we will also be discussing prior literature and findings pertaining to the use of technology in the context of English language learning. This paper will also provide and discuss the reaction and results obtained from online language learners using the proposed medium. These results were gathered from a combination of recorded online observations and measured learning outcome objectives. From the combination of material provided, studied, and analyzed, this paper concludes with a presentation of potential methods that may help instructors improve the English language acquisition of their students.

scholarly journals A Study On Online Language Learning Environment For College Students In Tamil Nadu

2021 ◽  
Vol 12 (5) ◽  
pp. 1573-1578
Author(s):  
J. Jeyarani, Et. al.
Keyword(s):  
College Students ◽  
Online Learning ◽  
Learning Environment ◽  
Language Learning ◽  
Online Teaching ◽  
Tamil Nadu ◽  
English Language ◽  
Virtual Learning Environment ◽  
Online Learning Environment ◽  
Online Language Learning

Online learning environment and strategies provide ample and valid opportunities to explore, discover and perform with the wonders of technology. This paper surveys and analyses the online language learning environment of college students in Tamil Nadu. The study examines the specific advantages of the learning environment and the instructional methods employed in the virtual learning environment. The study is undertaken with college students from different districts of Tamil Nadu who underwent a pre-assessment and a post assessment before and after they participated in the structured online English language classes constituting the research. The study puts forward the use of technology, different modern teaching theories and practises, a deviation from normal teaching, innovative online teaching methods of English language skills, a difference of learning scenario, all intended to benefit students with different language levels and comprehensive capacities, and most significantly to balance and tone down lapses, if any, in online learning environment. The pre and post assessments of the participant students are statistically presented herewith which depicts the benefits as well as barriers of online language learning environment of college students in Tamil Nadu.

Didattica delle lingue in prospettiva interculturale: innovazione e potenzialità

2009 ◽  
Vol 14 ◽  
pp. 189-198
Author(s):  
Manuela Derosas
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Intercultural Communicative Competence ◽  
New Paradigm ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Vast Literature ◽  
The Creation

Since the early ’80s the adjective "intercultural" in language learning and teaching has seemed to acquire a remarkable importance, although its meaning is strongly debated. As a matter of fact, despite the existence of a vast literature on this topic, difficulties arise when applying it in the classroom. The aim of this work is to analyze the elements we consider to be the central pillars in this methodology, i.e. a renewed language-and culture relation, the Intercultural Communicative Competence, the intercultural speaker. These factors allow us to consider this as a new paradigm in language education; furthermore, they foster the creation of new potentialities and configure the classroom as a significant learning environment towards the discovery of Otherness.

Investigating Chinese University Students’ Enjoyment in a Web-Based Language Learning Environment: Validation of the Online Foreign Language Enjoyment Scale

2021 ◽  
pp. 003151252110417
Author(s):  
Xin Wang ◽  
Yang Wang ◽  
Yizhi Yang ◽  
Lu Wang
Keyword(s):  
Factor Analysis ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
First Language ◽  
Pedagogical Practices ◽  
Future Research ◽  
Web Based ◽  
Chinese University ◽  
Confirmatory Factor

The revolution in web-based technologies has enriched pedagogical practices and motivated scholars to address learners’ positive and negative emotions in the web-based language learning environment. In this study, we first examined the psychometric properties of the Foreign Language Enjoyment Scale (FLES) and then developed the Online Foreign Language Enjoyment Scale (OFLES). We adopted a mixed-method approach using a sample of 383 first language Chinese EFL undergraduates. In stage one of the research, exploratory factor analysis and confirmatory factor analysis supported an 11-item and 4-factor OFLES structure with an ideal model fit. The four sub-domains of the new enjoyment construct were OFLES- Teacher, Private, Interaction, and Competence. The Teacher domain accounted for most variance. In stage two, the qualitative analyses of feedback on an open-ended question concerning enjoyable episodes from 56 of the 383 participants revealed various sources of enjoyment for Chinese university EFL learners attending online English courses. Our findings contribute to an emerging wave of research examining the cross-contextual application of the FLES and provide important pedagogical implications for L2 practitioners and researchers. We discuss suggestions for future research.

A web-based language learning environment: general architecture

ReCALL ◽  
1999 ◽  
Vol 11 (S1) ◽  
pp. 31-39
Author(s):  
Pierre-Yves Foucou ◽  
Natalie Kübler
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Computer Science ◽  
Subject Area ◽  
Point Of View ◽  
Learning Activities ◽  
Web Based ◽  
Wide Range ◽  
General Architecture ◽  
The Web

In this paper, we present the Web-based CALL environment (or WALL) which is currently being experimented with at the University of Paris 13 in the Computer Science Department of the Institut Universitaire de Technologie. Our environment is being developed to teach computer science (CS) English to CS French-speaking students, and will be extended to other languages for specific purposes such as, for example, English or French for banking, law, economics or medicine, where on-line resources are available.English, and more precisely CS English is, for our students, a necessary tool, and not an object of study. The learning activities must therefore stimulate the students' interest and reflection about language phenomena. Our pedagogical objective, relying on research acquisition (Wokusch 1997) consists in linking various texts together with other documents, such as different types of dictionaries or other types of texts, so that knowledge can be acquired using various appropriate contexts.Language teachers are not supposed to be experts in fields such as computer sciences or economics. We aim at helping them to make use of the authentic documents that are related to the subject area in which they teach English. As shown in Foucou and Kübler (1998) the wide range of resources available on the Web can be processed to obtain corpora, i.e. teaching material. Our Web-based environment therefore provides teachers with a series of tools which enable them to access information about the selected specialist subject, select appropriate specialised texts, produce various types of learning activities and evaluate students' progress.Commonly used textbooks Tor specialised English offer a wide range of learning activities, but they are based on documents that very quickly become obsolete, and that are sometimes widely modified. Moreover, they are not adaptable to the various levels of language of the students. From the students' point of view, working on obsolete texts that are either too easy or too difficult can quickly become demotivating, not to say boring.In the next section, we present the general architecture of the teaching/learning environment; the method of accessing and using it, for teachers as well as for students, is then described. The following section deals with the actual production of exercises and their limits. We conclude and present some possible research directions.

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