scholarly journals Scaling Up Intervention Studies to Investigate Real-Life Foreign Language Learning in School

2019 ◽  
Vol 39 ◽  
pp. 161-188 ◽  
Author(s):  
Detmar Meurers ◽  
Kordula De Kuthy ◽  
Florian Nuxoll ◽  
Björn Rudzewitz ◽  
Ramon Ziai
Keyword(s):  
Language Learning ◽  
Large Scale ◽  
Intervention Studies ◽  
Full Range ◽  
Real Life ◽  
Foreign Language Learning ◽  
Time Frame ◽  
Field Trials ◽  
Web Based ◽  
Gold Standard Method

AbstractIntervention studies typically target a focused aspect of language learning that is studied over a relatively short time frame for a relatively small number of participants in a controlled setting. While for many research questions, this is effective, it can also limit the ecological validity and relevance of the results for real-life language learning. In educational science, large-scale randomized controlled field trials (RCTs) are seen as the gold standard method for addressing this challenge—yet they require intervention to scale to hundreds of learners in their varied, authentic contexts.We discuss the use of technology in support of large-scale interventions that are fully integrated in regular classes in secondary school. As an experimentation platform, we developed a web-based workbook to replace a printed workbook widely used in German schools. The web-based FeedBook provides immediate scaffolded feedback to students on form and meaning for various exercise types, covering the full range of constructions in the seventh-grade English curriculum.Following the conceptual discussion, we report on the first results of an ongoing, yearlong RCT. The results confirm the effectiveness of the scaffolded feedback, and the approach makes students and learning process variables accessible for the analysis of learning in a real-world context.

scholarly journals THE ROLE OF LEARNERS’ TEST PERCEPTION IN CHANGING ENGLISH LEARNING PRACTICES: A CASE OF A HIGH-STAKES ENGLISH TEST AT VIETNAM NATIONAL UNIVERSITY, HANOI

2020 ◽  
Vol 35 (6) ◽  
Author(s):  
Nguyen Thuy Lan ◽  
Nguyen Thuy Nga
Keyword(s):  
Factor Analysis ◽  
Language Learning ◽  
Structural Equation ◽  
Real Life ◽  
Foreign Language Learning ◽  
Equation Model ◽  
Equation Modeling ◽  
High Stakes ◽  
Learning Content ◽  
National University

Among various factors influencing foreign language learning, learners’ perception of a high-stakes language test plays a crucial part, especially when the test serves as a threshold for their university graduation.  In this study, the researcher tested a washback effect model by focusing on test-takers’ perception of the high-stakes test VSTEP in terms of test familiarity, test difficulty and test importance. On a sample of 751 Vietnamese learners of English at Vietnam National University, structural equation model was employed to validate the conceptual model. The analytical methods of Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were used for analysis. Our empirical findings revealed that VSTEP seems to have had a pervasive impact on the participating students. Senior students’ evaluations of VSTEP acted as the largest factor in constituting the participants’ perception of VSTEP. There are positive links between test pressure and test familiarity with students' goal setting and study planning as well as their selection of learning content and materials. Meanwhile, the pressure from the test had no effect on students’ seeking opportunities to practice with foreigners, and test familiarity did not influence students’ choice of study methods and exam preparing strategies. The emerging patterns from the data also suggested that participating students preferred test-oriented learning content and activities at the cost of interactive English practices for real-life purposes.

scholarly journals The language and non-language benefits of literature in foreign language education: An exploratory study of learners’ views

2020 ◽  
pp. 136216882097234
Author(s):  
Art Tsang ◽  
Amos Paran ◽  
Wilfred W.F. Lau
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Large Scale ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Literary Texts ◽  
Latent Factors ◽  
Generic Skills ◽  
Theoretical Contribution

Set against the backcloth of increasing recognition and attention to literature in foreign language education (FLE) globally, this article reports part of a large-scale study of 1,190 secondary-level learners’ views of the benefits of literature, as instantiated by short stories (ShS) and poems and songs (PS) in their English-as-a-foreign-language learning. An inventory of 27 items (13 language-related and 14 non-language-related) was compiled with reference to previous studies and curricular documents. The analyses compared the two modules through independent t-tests, as well as including an exploratory factor analysis to examine latent factors. Findings reveal a three factor structure and a slightly positive view of the benefits of literature. ShS were perceived to be generally more beneficial than PS, especially in the domains of generic skills and work/studies. There were benefits common to ShS and PS, which by extension, may be universal to literary texts at large. This study makes a theoretical contribution by unveiling the potential value of literature in FLE and the three underlying factors of its perceived benefits. Practically, the inventory can be used by foreign language (FL) teachers to measure students’ perceptions to inform their use of literature in FLE.

Testbed Implementation of a Pollution Monitoring System Using Wireless Sensor Network for the Protection of Public Spaces

2011 ◽  
pp. 263-276 ◽  
Author(s):  
Siuli Roy ◽  
Anurag D ◽  
Somprakash Bandyopadhyay
Keyword(s):  
Wireless Sensor Network ◽  
Sensor Network ◽  
Power Plants ◽  
Large Scale ◽  
Real Life ◽  
Public Spaces ◽  
Pollution Monitoring ◽  
Wireless Sensor ◽  
Web Based ◽  
Consumption Rates

Air pollution is an important environmental issue that has a direct effect on human health and ecological balance. Factories, power plants, vehicles, windblown dust and wildfires are some of the contributors to pollution. Reasonable simulation tools exist for evaluating large scale sensor networks; however, they fail to capture significant details of node operation or practical aspects of wireless communication. Real life testbeds capture the realism and bring out important aspects for further research. In this article, we present an implementation of a wireless sensor network testbed for automatic and real-time monitoring of environmental pollution for the protection of public spaces. The article describes the physical setup, the sensor node hardware and software architecture for “anytime, anywhere” monitoring and management of pollution data through a single, Web-based graphical user interface. The article presents practical issues in the integration of sensors, actual power consumption rates and develops a practical hierarchical routing methodology.

Metacognitive Knowledge and Language Learning in a Web-Based Distance Learning Context

2019 ◽  
pp. 311-334
Author(s):  
Naiyi Xie Fincham ◽  
Guofang Li
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Metacognitive Knowledge ◽  
Learning Context ◽  
Web Based ◽  
Language Programs ◽  
Efl Learners ◽  
Online Distance

This chapter reported on the construction and development of the metacognitive knowledge (MCK) about web-based distance language learning of two adult English as a foreign language (EFL) learners in China. Drawing upon theories and research in metacognition, self-regulated second/foreign language learning, and distance language learning, the authors investigated adult Chinese EFL learners' knowledge about themselves as online distance language learners, the nature and demands of online distance English learning, and how to best approach their learning in this program. They identified changes in these learners' MCK over the 16 week semester and discussed how a number of contextual factors, including the pre-determined learning structure, teacher-led instructional sessions, and peer interaction opportunities, were significant in shaping and influencing learners' adjustments and revisions of their MCK about online distance language learning. Findings from this study have important implications for the design and implementation of web-based distance language programs for adult learners.

scholarly journals Web-Based Language Learning for Enhancing Students’ Soft Skills in Mount Kenya University

2019 ◽  
Vol 10 ◽  
pp. 1555-1563
Author(s):  
Anashia Ongonda ◽  
Mary Nguvi Muindi
Keyword(s):  
Language Learning ◽  
Soft Skills ◽  
Language Teaching ◽  
Real Life ◽  
Control Group ◽  
Computer Assisted ◽  
Teaching Methodology ◽  
Computer Assisted Language Learning ◽  
Visual Aids ◽  
Web Based

The application of an appropriate teaching methodology plays an important role in the acquisition of language skills. Soft skills such as oral and listening skills are all important for young adults who are about to enter the working world. However, soft skills are not well captured in the curriculum at the university level. Thus, employing Task-Based Language Teaching (TBLT) may hinder learners from noticing these important skills that are useful in real life. This study aims to demonstrate that the combination of TBLT and web-based language learning enhances student’s ability to acquire soft skills that are paramount in their real life. The following hypothesis guided the study: soft skills are enhanced through the use of a combination of task-based language teaching and web-based language learning. The experimental research design was used for the current study where a pre-test/post-test methodology was utilized. The target population for the current study was 300 third-year students studying English as a second language. Therefore, thirty students formed a sample size of the current study and were subjects of the experiment during one semester. The experiment consisted of exposing two groups fifteen each, randomly sampled, to a set of activities but using different methods, one of which was Computer Assisted Language Learning. Participant observation method was also used and was deemed important for the interpretation of the quantitative data. Data were analysed quantitatively.  Thus, the results of the current study were derived from statistical analysis. The mean in the performance of the control group and the experimental group was significantly different. The findings of the study show that when learners are exposed to the web and visual aids, they become actively involved in the process of learning unlike in an aural environment. The study recommends the use of Computer Assisted Language Learning as a method of motivating and enhancing student’s development of soft skills. The application of an appropriate teaching methodology plays an important role in the acquisition of language skills. Soft skills such as oral and listening skills are all important for young adults who are about to enter the working world. However, soft skills are not well captured in the curriculum at the university level. Thus, employing Task-Based Language Teaching (TBLT) may hinder learners from noticing these important skills that are useful in real life. This study aims to demonstrate that the combination of TBLT and web-based language learning enhances student’s ability to acquire soft skills that are paramount in their real life. The following hypothesis guided the study: soft skills are enhanced through the use of a combination of task-based language teaching and web-based language learning. The experimental research design was used for the current study where a pre-test/post-test methodology was utilized. The target population for the current study was 300 third-year students studying English as a second language. Therefore, thirty students formed a sample size of the current study and were subjects of the experiment during one semester. The experiment consisted of exposing two groups fifteen each, randomly sampled, to a set of activities but using different methods, one of which was Computer Assisted Language Learning. Participant observation method was also used and was deemed important for the interpretation of the quantitative data. Data were analysed quantitatively.  Thus, the results of the current study were derived from statistical analysis. The mean in the performance of the control group and the experimental group was significantly different. The findings of the study show that when learners are exposed to the web and visual aids, they become actively involved in the process of learning unlike in an aural environment. The study recommends the use of Computer Assisted Language Learning as a method of motivating and enhancing student’s development of soft skills.

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.

French-Chinese Dialogical Interaction via Web Collaborative Blog-Writing

2016 ◽  
pp. 208-234 ◽  
Author(s):  
Ya Rao ◽  
Congcong Wang ◽  
Jacob Bender
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Metalinguistic Awareness ◽  
Web Based ◽  
Writing Project ◽  
Online Interactions ◽  
Foreign Language Learners ◽  
Web Collaboration

This qualitative study explores how a French-Chinese web collaborative blog-writing project provides a space for understanding the various metalinguistic approaches that foreign language learners' use to facilitate foreign language learning and intercultural communication. It adopts a multilingual-plurilingual approach, an interlingual approach and a web collaboration approach as a framework. Qualitative data was collected from the blogs and online interactions of 22 French Foreign Language (FFL) learners in China, and 24 Chinese Foreign Language (CFL) learners in France. The findings reveal the increased development of FFL and CFL learners' metalinguistic awareness, plurilingual competence, and bilingual skills that is accomplished through web collaboration. Implications regarding web-based tandem language learning and peer-assisted web collaboration are discussed.

utseus as a Successful Case of a Sino-French Approach to Engineering Education

2015 ◽  
Vol 4 (2) ◽  
pp. 207-233
Author(s):  
Cornelia Marin ◽  
MonZen Tzen
Keyword(s):  
Language Learning ◽  
Large Scale ◽  
Industrial Relations ◽  
Foreign Language Learning ◽  
Lessons Learned ◽  
Successful Case ◽  
Student Cohorts ◽  
Recent Developments ◽  
Foreign Education ◽  
Set Up

It is the aim of the paper to reflect on the lessons learned after ten years of existence of the Sino-French School for Engineering at Shanghai University (utseus), as well as on perspectives for an evolution related to recent developments in the French Higher Education landscape. The authors present background, rationale, modalities and perspectives for this venture set up by three French universities of technology in China by drawing parallels with other well-established Sino-foreign operations. It is shown that the combination of transnational and international approaches allow for transferring and adapting a foreign education model on a large scale, but also for establishing reciprocal mobility of big student cohorts. The approach is based on an integrated foreign language learning and intercultural content. This successful experience also shows how universities play an integrative role for a country’s cultural and industrial relations at an international level.

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