scholarly journals Augmented reality technology in the foreign language classroom in a non-linguistic university

2021 ◽  
Vol 273 ◽  
pp. 12119
Author(s):  
Anastasia Isaeva ◽  
Galina Semenova ◽  
Yana Nesterova ◽  
Olga Gudkova
Keyword(s):  
Augmented Reality ◽  
Foreign Language ◽  
Observation Study ◽  
Language Competence ◽  
Chemistry Students ◽  
Language Classroom ◽  
Augmented Reality Technology ◽  
The Subject ◽  
Level Of Motivation ◽  
Complex Methods

The article determines the necessity of using augmented reality technologies in the formation of professional foreign language competence of chemistry students of non-linguistic universities with the use of the methods of modeling of educational material, complementing it with visual and audio sequences, and developing students’ skills of multifaceted projecting of situational reality. The goal of the study was to prove that, within the innovative educational augmented reality platform, the efficiency of the process of forming of the students’ professional foreign language competence significantly increases. As part of the experimental work based on complex methods of research, such as: general theoretical methods (analysis, comparison, matching, generalization of the pedagogical, methodological, psychological, special literature, the implementation of the introduction of new augmented reality technologies); logical and comparative analytical methods (study of the accumulated the Russian and foreign experience in implementing of augmented reality technologies); empirical methods (survey, pedagogical experiment, observation, study and generalization of the advanced pedagogical experience, diagnostics, surveys, interviews, testing), – the effectiveness of using augmented reality technology during the formation of chemistry students’ professional foreign language competence is proved: students’ progress and understanding of the material improves, professional foreign language competence forms faster, the level of motivation increases, the degree of involvement in the learning process and interest in the subject increases, the level of communication between students grows.

scholarly journals Features of using methods and means of the augmented reality technology when teaching a foreign language

2021 ◽  
Vol 50 (2) ◽  
pp. 472-486
Author(s):  
Natalia A. Sergeeva ◽  
◽  
Anna N. Zakharova ◽  
Anna N. Zakharova ◽  
Svetlana I. Tyutyunnik ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Foreign Language ◽  
Professional Education ◽  
First Year ◽  
State University ◽  
Chi Square ◽  
First Year Students ◽  
Language Competence ◽  
Augmented Reality Technology ◽  
Higher Professional Education

The problem and the aim of the study. The integration of digital technologies into modern curricula in a foreign language supports the solution of tasks of higher professional education in terms of training a demanded and competitive specialist. The purpose of the work is to study the features of using methods and means of the augmented reality technology in the process of forming students' professional foreign language competence. Research methods. To obtain theoretical generalizations the analysis of scientific works on problems and prospects of using the augmented reality (AR) technology in the process of teaching a foreign language and on formation of the professional foreign language competence was used. AR tools (Google Lens, augmented reality browsers, WallaMe service) were mastered as part of the course “Virtual and Augmented Reality Technologies” Stepik platform (https://stepik.org/course/62107/syllabus). The study involved 40 first-year students of Vyatka State University of the training program “Teacher education”. In the experiment, the Pearson χ2 (chi-square) criterion was applied. Results. In the experimental group, when studying scientific terms, vocabulary and grammar of the foreign language, for communication and cultural exchange, the methods and means of the AR technology were used. Assessment of formation of the professional foreign language competence was carried out and statistically significant differences in the qualitative changes that occurred in the pedagogical system were revealed, χ2obs. 2 > χ2crit0.05 (7,14 > 5,99). In conclusion factors that make it possible to effectively use the augmented reality technology in foreign language classes (time regulation; alternation of activities, traditional methods and means with innovative ones; inclusion of physical activity breaks and elements of neuro-gymnastics; instruction on safe networking) are summarized.

scholarly journals Creating a Sustainable Education Environment with Augmented Reality Technology

2021 ◽  
Vol 13 (11) ◽  
pp. 5851
Author(s):  
Damla Karagozlu
Keyword(s):  
Science Education ◽  
Augmented Reality ◽  
Science Teachers ◽  
Structured Interview ◽  
Positive Effects ◽  
Education Environment ◽  
Augmented Reality Technology ◽  
The Subject ◽  
Understanding Of Science ◽  
Class Interaction

As the COVID-19 epidemic caused new requirements in education, the use of various technologies and materials in science education has gained more importance for sustainability. Among other objectives, the subject of science aims to help students gain skills such as identifying problems, doing research, forming hypotheses, completing experiments, conducting analyses, and reporting the findings. Some of the problems experienced in science education are caused by the lack of tools and equipment. Through augmented reality (AR), a developing technology that is also used in the field of education, a digital layer is superimposed over authentic world images. The main aim of this study is to determine the views of students and teachers regarding augmented reality content developed for science education. The study group consists of 80 seventh-grade students and 4 science teachers. The study adopted a qualitative data collection method so the researchers developed and used semi-structured interview forms for the students and the teachers during the interviews. Both the students and the teachers reported the positive effects of AR practices on improving the understanding of science topics, offering a visual topic introduction, and contributing to the in-class interaction during class hours.

scholarly journals Strategie motivazionali per la classe di lingue

EL LE ◽  
2020 ◽  
Author(s):  
Giacomo Cucinotta
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Language Learning ◽  
Classroom Climate ◽  
Foreign Language Learning ◽  
Motivational Strategies ◽  
Teacher Behaviour ◽  
Research Attention ◽  
Language Classroom ◽  
The Subject

Motivation is considered as a pivotal component in successful foreign language learning, and has been the subject of increasing research attention in recent decades. This paper collected and reviewed the literature on motivational strategies in the language classroom. The review focusses on studies that investigate the importance student attached to strategies and juxtaposes the findings. The results confirm that motivation is context-dependent, however some strategies – especially those related to teacher behaviour, creating a positive classroom climate, and recognizing students’ efforts – can transfer across contexts, and therefore should be emphasized in future teacher training.

TIME ON TASK FOR COLLABORATIVE AUGMENTED REALITY IN SCIENCE EXPERIMENT

2015 ◽  
Vol 78 (2-2) ◽  
Author(s):  
Wannisa Matcha ◽  
Dayang Rohaya Awang Rambli
Keyword(s):  
Augmented Reality ◽  
Learning Environment ◽  
Video Recording ◽  
Learning Activities ◽  
Time On Task ◽  
Learning Approaches ◽  
Observation Study ◽  
Augmented Reality Technology ◽  
Collaborative Learning Environment ◽  
Collaborative Augmented Reality

This paper reports on a study findings on the time participants spend engaged doing task while interacting with Augmented Reality (AR) based system in collaborative learning environment. Engaged time is an important factor in any learning approaches as it is the actual time that participants pay attention and acquire knowledge. In the present study, time-on task and time off task were used to investigate the student level of engagement in learning activities. Data was collected from an observation study using video recording approach. Result showed that participants spend more than ninety percent concentrating on task related activities. Result from a survey questionnaire following the study revealed that participants enjoy group learning using AR as a tool. These findings further indicate that fun learning environment offered by augmented reality technology has the potential to grab learner’s attention and motivate them to stay focus on the learning activities. 

CRITERIA INSTRUMENTATION FOR ASSESSMENT THE FOREIGN LANGUAGE SPEECH COMPETENCE OF FUTURE ECONOMISTS

2020 ◽  
pp. 64-74
Author(s):  
Г.В. Сороковых ◽  
А.О. Андрух
Keyword(s):  
Foreign Language ◽  
Educational Program ◽  
Weight Coefficient ◽  
Problem Statement ◽  
Self Assessment ◽  
Language Competence ◽  
Educational Achievements ◽  
Objective Procedure ◽  
The Subject ◽  
Technical University

Постановка задачи. В статье рассматривается проблема проведения объективной процедуры оценивания иноязычной речевой компетенции в техническом вузе на примере контроля результатов обучения иностранному языку студентов-экономистов. Ввиду сложности процедуры оценивания иноязычной речевой компетенции, обусловленной неоднородностью структуры компетенции, необходимостью учета междисциплинарной базы ее формирования, использованием в оценивании количественных и качественных показателей, для реализации данного процесса отдельное внимание должно быть уделено критериальному инструментарию, который бы непосредственно коррелировал и находил своё отражение в содержании образовательной программы, а также подходил для проведения самооценки речевой компетенции испытуемых. Результаты. В статье в системном виде изложены критерии оценивания иноязычной речевой компетенции студентов экономического направления. На основе анализа опыта зарубежных и отечественных ученых, а также в соответствии с содержанием образовательной программы выделены групповые и единичные критерии, образующие критериальный инструментарий для оценивания указанной компетенции. Для объективности оценивания на каждом этапе обучения иностранному языку для групповых и единичных критериев установлены разные значения коэффициентов весомости, выведенные в результате опроса преподавателей Московского политехнического университета. Выводы. Ввиду сложности оценивания иноязычной профессиональной речевой компетенции студентов-экономистов рационально использование принципа критериальности оценивания учебных достижений, позволяющего получить представление об уровне сформированности различных составляющих компетенции, а также принципа воспроизводимости, обеспечивающего равенство оценок разных преподавателей (самооценок обучающихся) по отношению к субъекту оценивания. Problem statement. The article deals with the problem of conducting an objective procedure for assessing foreign language speech competence in a technical University on the example of monitoring the results of teaching a foreign language to students in the field of Economics. Taking into account the complexity of the procedure of assessment of foreign language competence, due to the heterogeneity of the structure of competence, to reflect the multidisciplinary basis of its formation, using in the assessment quantitative and qualitative indicators for the implementation of this process, special attention should be given to the criteria system which shall be directly correlated and are reflected in the content of the educational program and suited for self-assessment of foreign language speech competence. Results. The article presents the criteria for assessing the foreign language speech competence of students of the economic field in a systematic form. Based on the analysis of the experience of foreign and domestic scientists, as well as in accordance with the content of the educational program, group and individual criteria are identified that form a criterion tool for assessment of this competence. For the objectivity of assessment at each stage of learning a foreign language, for group and individual criteria, different values of weight coefficient were determined, derived from a survey of the faculty staff of Moscow Polytechnic University. Findings: Taking into account the complexity of the assessment foreign language speech competence of students in the field of Economics, it’s reasonable to use principle of criteria assessment of educational achievements, allowing to get an idea about the level of development of different components of competence and the principle of reproducibility to ensure equality of ratings by faculty staff (self-assessment of students) in relation to the subject of assessments.

From the Experience of Training Russian As Foreign Language: Group and Individual Lessons for the Development of the Speech, with the Pupils, Having Different Level of Preparation

2015 ◽  
Vol 4 (4) ◽  
pp. 27-29
Author(s):  
Салимова ◽  
D. Salimova ◽  
Кудрявцева ◽  
E. Kudryavtseva
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Language Group ◽  
Foreign Nationals ◽  
Individual Form ◽  
The Subject ◽  
The Individual ◽  
Complex Methods

The article deals with the peculiarities of teaching Russian as a foreign language by teachers of the department, the main burden of whom is to work in the Russian groups, the preparation of teachers of Russian language and literature. Special conditions, namely uneven preparedness for the group of trainees, different goals and intentions of the students, a variety of ethnic composition – all this requires from specialists in Russian philology maximum compression and concentrated types and forms of learning, different both in structure and content. Only the most advanced and complex methods causing interest in the subject, participation in the classroom at the same time two or three teachers, attraction to participate in the classroom as a teaching and Russian students give the opportunity to work effectively in a group of foreign nationals. Maximum results and maximum impact can be achieved only by the individual form of training (two or three teachers and one trainee).

Sign in / Sign up

Export Citation Format

Share Document