scholarly journals A Study of English Informative Teaching Strategies Based on Deep Learning

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Yaojun Guo
Keyword(s):  
Artificial Intelligence ◽  
Deep Learning ◽  
Language Learning ◽  
Language Learners ◽  
Learning Process ◽  
Rapid Development ◽  
Language Education ◽  
Independent Learning ◽  
Ecological Niches ◽  
Smart Classroom

The rapid development of artificial intelligence brings new development opportunities and challenges to English teaching university. This paper explores the concept of “smart education” and the path of building an ecological information-based teaching model of English college by interpreting the concepts of artificial intelligence, deep learning, ecological linguistics, and language education. Artificial intelligence, especially deep learning, will be promising in many aspects, such as the analysis of individual differences of language learners, customized learning content, diversified and three-dimensional teaching media, the role of teachers as smart classroom designers, and multidimensional and dynamic formative assessments. By relying on the data mining technology of deep learning to analyze learners’ characteristics, the smart classroom design, the promotion of language learners’ independent learning, and the establishment of dynamic and complete learner profiles, the language learning process is no longer a linear process but an evolving open loop, ultimately forming a harmonious development of various ecological niches in the language learning process. In this paper, we study and design a deep learning-based English informatics teaching system to develop a deep learning-based scoring prediction model. The model incorporates deep learning models based on word embedding and text convolutional networks, which can uncover the hidden interest features of academics for English. The experimental research results prove that the online e-learning service platform cannot only effectively meet the diverse and personalized English learning needs of university students, but also improve the learning efficiency of teachers and students.

scholarly journals Managing digital transformation of language education: challenges, models, solutions

2021 ◽  
pp. 53-61
Author(s):  
И.А. Маев ◽  
Е.В. Рублева ◽  
А.С. Хехтель
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Rapid Development ◽  
Language Education ◽  
Digital Transformation ◽  
Educational Process ◽  
Media Convergence ◽  
Online Format ◽  
Pedagogical Relations

Технологическое развитие, переход учебно-педагогической деятельности в онлайн-формат и интеграция цифровых решений в образовательную реальность привели к необходимости системного переосмысления и анализа модели языкового обучения. Наряду с открывшимися уникальными возможностями участники образовательного процесса столкнулись с трудностями, возникшими в силу специфики взаимодействия разных поколений в одном образовательном пространстве. Новая модальность социально-педагогических отношений коснулась и языкового образования: НБИКС-технологии, медиаконвергентность и цифровая реальность – явления, которые невозможно игнорировать при конструировании образовательного процесса. The rapid development of technologies, the transition of educational and pedagogical activities to the online format and the integration of digital solutions into educational reality have led to the need for a systematic rethinking and analysis of the model of the language learning process. Along with the unique opportunities that opened up, participants of the educational process faced difficulties that arose, inter alia, due to the specificity of the interaction of different generations in one educational space. The new modality of socio-pedagogical relations also affected the language education: NBICS technologies, media convergence and digital reality are phenomena that cannot be ignored when designing the educational process.

scholarly journals Learning English in a Virtual Set-up: Motivations and Amotivations among Language Learners

2021 ◽  
Vol 1 (1) ◽  
pp. 18-33
Author(s):  
Joyce Gonzales
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Language Learning ◽  
Language Learners ◽  
Rapid Development ◽  
Independent Learning ◽  
Learning Tools ◽  
Online Language Learning ◽  
Set Up ◽  
Learning English

  The COVID-19 outbreak brought unprecedented challenges in the academe. Educational institutions transitioned to distance learning primarily through online and modular learning. Moreover, with the rapid development of online learning, one of the concerns in the field of online education is regarding students’ motivation to learn and to stay engaged in an online environment. Thus, this present study aimed to determine the motivations and amotivations of language learners in online language learning. The participants of the study include seven language learners, who were selected through a purposive sampling method. A descriptive qualitative research design was employed, and individual in-depth interviews were conducted to gather the data. The responses were transcribed and analyzed through thematic analysis. Furthermore, it was found out in the interviews that the motivations of the respondents in learning English online include learning in a convenient set-up, creating a room for independent learning, utilizing online learning tools, apps, and resources, developing technological competence, watching multimedia videos for learning, and exploring the features of the educational applications. On the contrary, the limited interaction, less interactive activities, poor and unstable internet connectivity, less student participation, lack of comprehensive discussion of the lesson, rare opportunity to enhance speaking skills, absence or delayed feedback from the teacher, inconsiderate teachers towards students’ situation, and the fact that online language learning can trigger procrastination and unproductivity are found to be the amotivations of the respondents in learning English online.

21st CENTURY IN GERMAN LANGUAGE LEARNING : IMPLEMENTATION OF CYBERGOGY CONCEPT

2021 ◽  
Vol 7 (2) ◽  
pp. 122-135
Author(s):  
Eldaa Crystle Wenno
Keyword(s):  
Language Learning ◽  
21St Century ◽  
Learning Process ◽  
Language Education ◽  
21St Century Learning ◽  
German Language ◽  
Learning Needs ◽  
Study Program ◽  
Descriptive Case Study ◽  
The Times

As a place for learning activities, educational institutions must adapt to the times to not be viewed as a threat in the current era of education 4.0. Along with 21st-century learning needs to foster students' creative, innovative and competitive attitudes by implementing technology as an auxiliary medium in the learning process to produce quality students. This research is a descriptive case study to explore the application of the cybergogy concept about facing the challenges of learning in the 21st-century, especially in lecturing German in the courses offered by students. The sample in this study were students in semesters II, IV, and VI of the German Language Education Study Program, with 35 students. The instruments used in this study were questionnaires, interviews, and document review. Data from questionnaires, discussions and document reviews were analyzed using descriptive statistics referring to the Milles and Huberman stages. The results showed that the concept of cybergogy had been applying 30% synchronously and 70% asynchronously. On average, 93-94% of students and lecturers have used technology-based media in the German language learning process because of the availability of teaching materials and supporting facilities for information and communication technology to face 21st-century learning.

scholarly journals Raising Collocational Awareness with Humour

2020 ◽  
Vol 12 (2) ◽  
pp. 99-113
Author(s):  
Tünde Nagy
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Learning Process ◽  
Construction Grammar ◽  
Easy Task ◽  
Specific Meaning ◽  
Linguistic Structures

AbstractDespite the increased interest that collocations have received in EFL methodology lately, making language learners aware of these multiword constructions continues to represent a challenge for teachers. While there may be different ways of teaching collocations, finding activities that raise collocational awareness efficiently is no easy task. Collocational awareness can be defined as the ability of language learners (and users) to use and acknowledge word combinations in their entirety. Humour can be useful in this regard as it not only ensures a more relaxed atmosphere in the classroom but can also help students to acknowledge and remember specific linguistic structures (among them, also collocations) more easily. In line with Construction Grammar (Goldberg 1995, 1997, 2006), it is believed that collocations are to be treated as constructions, pairings of form with a specific meaning and varying degrees of predictability – teaching them as such can contribute to a better understanding and acquisition of these constructions. After offering a brief overview of the characteristics of collocations and reflecting on the possible advantages of using humour in class, the paper shows possible ways of teaching collocations with humour. The exercises and activities suggested focus on both the productive and receptive competence of language learners and also incorporate the necessary skills required in the language learning process: listening, reading, writing, and speaking.

scholarly journals THE ROLE OF VIDEO CONFERENCING IN FOREIGN LANGUAGE LEARNING AMONG YOUNG STUDENTS

2021 ◽  
Vol 9 (1) ◽  
pp. 493-497
Author(s):  
Branko Medic
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Resistance To Change ◽  
Video Conferencing ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Philip Pullman ◽  
Multimodal Interactions

During the coronavirus pandemic research on video conferencing effects on young language learners is more than ever relevant. During the sharp transition, educators need to fully understand the benefits and possible pitfalls of video conferencing, but also overcome resistance to change through knowledge. As author Philip Pullman rightly points out, “You cannot change what you are, only what you do.” This article summarised key research and provided evidence for and against the use of video conferencing in foreign language education. Thus, it gives food for thought and reflection, as well as directions for possible interventions.  However, the research was limited in terms of time and available literature, and the topic certainly requires more attention. In future, it is recommended to further research the use of multimodal interactions (sound, audio, text) in video conferencing, as well as coping strategies for dealing with the lack of interaction in the video conferencing-enabled classroom.

Language Education and primary school children: the story of using stories

2019 ◽  
Vol 15 (2-2019) ◽  
pp. 157-169 ◽  
Author(s):  
Christina Nicole Giannikas
Keyword(s):  
Longitudinal Study ◽  
Action Research ◽  
Primary School ◽  
Language Learning ◽  
Language Learners ◽  
School Children ◽  
Research Study ◽  
Language Education ◽  
Primary School Children ◽  
Western Greece

The present study concentrates on the development of interactive skills in the L2 and the pedagogical aspects of Young Language Learners’ (YLLs) through the use of story telling. Such an approach reveals the benefits of encouraging creativity in learning and, as a result, captures the dynamics of the classroom and the progress of the learner. The data derives from an Action Research study carried out as part of a longitudinal study in South Western Greece, where storytelling is a neglected language learning source. The research concentrates on YLLs of a Beginners level, aged 7-9 years old. The results show the advantageous use of Action Research as a tool of intervention to apply necessary change in language teaching contexts.

scholarly journals C2+-DaF-Lernende reflektieren über eine perfekte Sprachbeherrschung – ist diese vor dem Hintergrund der postulierten funktionalen Mehrsprachigkeit in Alltag und Beruf künftig noch gefragt?

2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Monika Schumacher
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Third Language ◽  
Learning And Teaching ◽  
The Individual ◽  
Oriented Approach

AbstractBy adopting “functional plurilingualism” – a recurring concept in its new curriculum, “Lehrplan 21” – Switzerland is pursuing new avenues in foreign language education. The term refers to a goal-oriented approach to foreign language learning and teaching in primary and secondary schools, and implies that barriers to communication can be overcome by exploiting the sum of the individual’s linguistic capacities. In future, language learners will be expected to build on the interrelatedness of languages instead of developing abilities in languages that they keep separate from one another. This view of foreign language education coincides with the recommendations of the Council of Europe’sHaving reached the highest level specified by the CEFR, some learners continue their studies, seeking to maintain or reinforce their competences or to address individual weaknesses. In this article, a group of C2+ learners of German as a foreign language reflect on their desire for linguistic perfection and the notion of “functional plurilingualism” against the background of their own biographies. These learners have a high awareness and knowledge of German (often their third language) and of the learning process, which allows them to make informative statements. The data was analysed qualitatively and subjective theories were reconstructed – an approach that took account both of the multiperspectivity of the topic and of the uniqueness of the individual cases.

Taalleerproblemen en het Ontwikkelen van een Nieuwe Leergang Engels

1998 ◽  
Vol 60 ◽  
pp. 39-45
Author(s):  
M.C.L.F. Hoeks-Mentjens
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Learning Difficulties ◽  
Independent Learning ◽  
Complex Task ◽  
Age Group ◽  
Dutch Government ◽  
Writing Course ◽  
Educational Programmes ◽  
The One

Since in 1993 the Dutch government set detailed goals for educational programmes on secondary schools for 14-year-olds, writing EFL materials has become an increasingly complex task for textbook writers. Not only are they supposed to deal with these new objectives, but they are also expected to cater for all pupils within that age-group and ensure that (teacher)independent learning can be achieved. Writing course books for all pupils implies writing for pupils with language learning difficulties as well. In a newly developed English course a distinction was made between dyslexic pupils, who experience purely phonological problems, on the one hand and poor language learners, who in addition are characterized by a poor general understanding on the other. In this article the editor of 'Worldwide', the new Dutch EFL course, reports on how the various elements mentioned above have been incorporated into the material.

Becoming Autonomous Learners to Become Autonomous Teachers

2017 ◽  
Vol 7 (4) ◽  
pp. 15-32 ◽  
Author(s):  
Minh Tuan Phi
Keyword(s):  
Language Learners ◽  
Professional Practice ◽  
English Language ◽  
Language Education ◽  
English Language Teaching ◽  
Teacher Autonomy ◽  
Independent Learning ◽  
Learning And Teaching ◽  
Political Orientations ◽  
Support Students

Autonomy appears to be a challenging concept for both language learners and teachers. This article attempts to ascertain the beliefs on learner autonomy (LA) and teacher autonomy (TA) of students on the MA in English Language Teaching and Applied Linguistics at Coventry University (UK) engaging with this concept while reflecting on a distributed MOOC blend flip. This article explores the extent to which a MOOC blended into an existing curriculum can support students in their transition between LA and TA for their professional practice. The paper discusses the interpretations of autonomy in language education, including “technical”, “psychological” and “political” orientations and illustrates two categorises of autonomous perspectives: independent learning and interdependent learning. The article also discusses how blended learning can support language teacher with re-thinking their role. It moreover illustrates, some constraints regarding fostering autonomy in practice and highlights some problematic areas in the reconceptualization of learning and teaching with a MOOC blend.

Positive Psychology in SLA

2017 ◽  
Vol 40 (2) ◽  
pp. 108-120 ◽  
Author(s):  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Language Learning ◽  
Language Learners ◽  
Language Teaching ◽  
Language Education ◽  
Psychological Wellbeing ◽  
Potential Contribution ◽  
Positive Education ◽  
Specific Approach ◽  
The Ideal

Abstract This article begins with an outline of the developments in Positive Psychology (PP) generally and specifically within SLA focusing on theoretical, empirical and practical developments. It moves on to consider PP’s potential contribution to language teaching focusing on how it can help promote emotional, social and psychological wellbeing for language learners and teachers. It explores the concept of ‘Positive Education’ and reflects on possible lessons from these broader developments for a specific approach to ‘Positive Language Education’. It is argued that PP facilitates new ways of thinking about language learning and can provide the ideal vehicle from which to foreground wellbeing as a concept and dual aim in language education.

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