The use of hypermedia for Indonesian language learning in distance education

2020 ◽  
pp. 210-214
Author(s):  
Brillianing Pratiwi
Keyword(s):  
Distance Education ◽  
Language Learning

scholarly journals Foreign Language Teaching of Ukrainian University Students in a Distance Learning Environment

2021 ◽  
Author(s):  
Olena Pylypenko ◽  
Liubov Kozub
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Information And Communications Technology ◽  
Distance Learning Environment ◽  
Face To Face Learning

The Covid-19 pandemic has forced Ukraine, like other countries, to move to distance education. The study aims to analyze the distance learning experience of Ukrainian philology students, to find out the pros and cons of distance education, those things that motivate students, and the challenges they face while studying online. The survey consisted of a questionnaire and embraced 105 respondents. The survey goal was to collect data that would allow concluding about the effectiveness of distance education for Ukrainian philology students at the National University of Life and Environmental Sciences of Ukraine, particularly for the study of foreign languages. The significant results of the survey include: obtaining reliable data on the effectiveness of distance learning of Ukrainian philology students through their feedback in questionnaires, online testing, a variety of writing assignments, and assessment in the online classroom, finding out the most effective distance learning tools, the main features of teacher – students interactions in a distance-learning environment. The research proves that Ukrainian philology students overall positively evaluate their distance learning experience. It does not negatively impact students’ foreign language learning motivation. Despite a positive attitude to distance learning, Ukrainian philology students face particular challenges connected with access to devices, lack of information and communications technology skills, Internet connection, and lack of communication with their peers. The finding reveals, whatever are the benefits of distance education, it cannot entirely replace face-to-face learning.

language teaching

2006 ◽  
Vol 39 (4) ◽  
pp. i-i
Keyword(s):  
Distance Education ◽  
Language Learning ◽  
Language Teaching ◽  
Learning Opportunities ◽  
Research Review ◽  
Learning And Teaching ◽  
Emerging Trends ◽  
Optimal Distance ◽  
Teaching Learning ◽  
Made In

As Cynthia White points out in this issue's state-of-the-art article, recent years have seen ‘a dramatic expansion of distance education with new language learning opportunities being made available to new audiences throughout the world’. In her review of distance education, she highlights the contribution made in the literature to our understanding of the nature of language learning in non-classroom settings. It is the first critical review to address important issues and debates that have developed within the field – such as the development of learners' interactive competence and the nature of optimal distance language learning environments. Throughout, the article's emphasis is on the complexity of distance language learning and teaching given the presence and interplay of human, institutional, technological and sociocultural influences. Throughout the paper, the author addresses a number of emerging trends for further research.We are delighted to welcome the return of Richard Johnstone's research review. An article in which he reviews research published in 2004 and 2005 on language teaching, learning and policy is available online at <http://uk.cambridge.org/jid_LTA>.

scholarly journals Through an English Teacher’s Eyes: Self-Directed Learning and Advising in Language Education E-Conference

2021 ◽  
pp. 301-306
Author(s):  
Ezgi Celik Uzun
Keyword(s):  
Distance Education ◽  
Language Learning ◽  
Language Education ◽  
Point Of View ◽  
The Self ◽  
English Teacher ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Learning Issues ◽  
Education Conference

In this review, I aim to convey my ideas on the Self-Directed and Advising in Language Education Conference from an English teacher’s point of view. I watched both plenary sessions and some of the concurrent sessions in which I learned a lot. I will briefly mention the topics in the plenary sessions and concurrent sessions, my related ideas, and the implications I drew. I attended the conference as an English teacher seeking solutions for learners’ language learning issues and the specific problems that I personally faced during distance education times. This event encouraged me to reflect more deeply about education during post-COVID times, which, I believe, underlines the importance of self-directed learning and advising in language learning.

scholarly journals Game-based language learning in the context of distance education

2021 ◽  
Vol 127 ◽  
pp. 01012
Author(s):  
Natalia Nikolaevna Levina ◽  
Tatyana Philippovna Petrenko ◽  
Gurgen Eduardovich Airapetov ◽  
Marina Aleksandrovna Ryashchenko
Keyword(s):  
Distance Education ◽  
Language Learning ◽  
Positive Impact ◽  
Learning Motivation ◽  
Educational Institutions ◽  
Situational Analysis ◽  
The Social ◽  
Deductive Method ◽  
Motivation Enhancement ◽  
Research Goal

The abrupt transition of the educational institutions to distance learning because of objective reasons related to the Covid-19 pandemic and the social isolation required the teachers to review the existing approaches to the classes organization and make appropriate changes. Rethinking traditional methods with game-based technologies expect not to “lose” contact with the audience and maintain its learning motivation. This study aims to generalize the experience of game-based technologies incorporation in university French classes at different levels to preserve and enhance the students learning motivation in the context of distance education. The scientific problem considered in the article fits into the problems of research aimed at studying the effective teaching methods and technologies that contribute to forming the students’ motivation. To achieve the research goal, the inductive-deductive method is used, as well as the methods of situational analysis. The analysis of existing approaches to the motivation phenomenon allowed the authors to define its importance in teaching foreign languages and to determine the role of the game-based methods in learning motivation enhancement. The result of the study is a demonstration of applied game-based technologies and their positive impact on learning motivation during distance education.

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