scholarly journals La didattica dell’italiano a distanza: un case study

2021 ◽  
Vol 12 (1) ◽  
pp. 19
Author(s):  
Paolo Matteucci
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Third Party ◽  
Distance Teaching ◽  
Fall Semester ◽  
Face To Face ◽  
Distance Instruction ◽  
Indicators Of Success ◽  
The Impact

ABSTRACT: Questo saggio si propone il fine di misurare l’impatto della transizione dalla didattica in aula a quella a distanza nel contesto dei corsi di italiano per principianti offerti, nel semestre autunnale 2020, dal Programma di Italiano dell’università canadese Dalhousie. Prendendo simultaneamente in considerazione i risultati del feedback formale e informale fornito dagli allievi, i dati raccolti tramite la ricerca-azione e l’osservazione dei corsi da parte di specialisti esterni, e una molteplicità di parametri valutativi, il presente intervento mira a delineare alcuni vantaggi e svantaggi dell’insegnamento a distanza dell’italiano come lingua straniera.Parole-chiave: Didattica dell’italiano. Glottotecnologie. Ricerca-azione. RESUMO: Este artigo analisa o impacto da transição das aulas presenciais ao formato virtual, especificamente no contexto das três seções do curso “Italiano para Iniciantes” oferecido no segundo semestre de 2020 pelo Programa de Italiano da Universidade de Dalhousie, Canadá. Justapondo os feedbacks formais e informais dos alunos, os dados recebidos da observação de terceiros através de pesquisa-ação e as avaliações de diversos indicadores de sucesso, este artigo visa delinear algumas vantagens, bem como os principais desafios, do ensino a distância do italiano enquanto idioma estrangeiro.Palavras-chave: Didática do italiano. Glototecnologias. Pesquisa-ação. ABSTRACT: This paper scrutinizes the impact of the transition from face-to-face teaching to online instruction, in the context of the Italian for Beginners courses offered in the fall semester 2020 by the Italian Program at Dalhousie University, Canada. By juxtaposing the student’s formal and informal feedback, the input received from third-party observation via action-research, and the assessment of a variety of indicators of success, this paper aims at outlining some advantages, as well as the main challenges, inscribed into at-distance teaching of Italian as a foreign language.Key words: Teaching Italian as a foreign language. At-distance instruction. Action-research.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

Prenegotiation Development of Optimism in Intractable Conflict

2015 ◽  
Vol 20 (1) ◽  
pp. 59-72 ◽  
Author(s):  
Dean G. Pruitt
Keyword(s):  
The Other ◽  
Third Party ◽  
Case Material ◽  
Face To Face ◽  
Intractable Conflict ◽  
The Third ◽  
A Chain ◽  
The Impact ◽  
Psychological Experiments

Except when there is substantial third-party pressure for settlement, participants in intractable conflict will only enter negotiation if they are motivated to end the conflict and optimistic about negotiation’s chances of success. The sources of such optimism are explored using case material from three intractable interethnic conflicts that were ultimately resolved by negotiation. In all three cases, optimism developed during prenegotiation communication between the parties. Also there were two main channels of communication, each channel providing credibility to the other and serving as a back-up if the other failed. In two of the cases the communication was face-to-face and friendly, but in the third it was distant and mediated by a chain of two intermediaries. A possible reason for this difference is that the parties were positively interdependent in the first two cases but not in the third. The paper concludes with a summary of three psychological experiments that demonstrate the impact of positive vs. negative interdependence.

scholarly journals Adult EFL Reading Selection: Influence on Literacy

2016 ◽  
Vol 18 (1) ◽  
pp. 167-181 ◽  
Author(s):  
Juan Sebastián Basallo Gómez
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Language Learning ◽  
Adult Students ◽  
Research Methodology ◽  
Foreign Language Learning ◽  
English As Foreign Language ◽  
Selection Processes ◽  
Text Selection ◽  
The Impact

<p><span>This paper is about the impact of systematic reading selection used to promote English as foreign language learning in adult students. A qualitative action research methodology was used to carry out this project. Ten class sessions were designed to provide students an opportunity to select texts according to criteria based upon their language levels and personal/professional interests. The findings align with three categories of influence: motivation, engagement, and contextualization/interpretation of readings. The main objective of this project was to see how the students’ text selection processes, guided by systematically designed criteria and elaborated strategies, influenced learning and acquisition in terms of motivation, perceptions, and opinions towards reading in English.</span></p>

scholarly journals The Potential of Reflective Journals in Studying Complexity 'In Action'

2005 ◽  
Vol 2 (1) ◽  
Author(s):  
Renata Phelps
Keyword(s):  
Action Research ◽  
Initial Conditions ◽  
Real Life ◽  
External Control ◽  
Learning And Teaching ◽  
Reflective Journals ◽  
Information And Communication ◽  
Learning And Change ◽  
The Impact

As educators embrace theories of complexity to inform their teaching and research practice, theoretically relevant methods will be required to appropriately conduct and study complexity-based approaches to education. Action research has been identified as offering significant potential for studying complexity, acting as a form of ‘real life modeling’ for learning and teaching. In this paper it is argued that reflection, a key aspect of action research, can be a productive method for both studying and working with complexity in educational contexts. Reflective journals, more specifically, provide scope not only for gathering research data but also for promoting learning and change. As a teaching approach, reflective journals can reduce the impact of external control while providing opportunities to promote and document instability and disequilibrium. Reflective journals allow for documentation of emergence and bifurcation and embrace participants’ involvement in interpretation of data in inherently non-linear ways. Reflective journals assist to build up an holistic picture of the interplay between individuals’ histories and their current and emergent ‘state’, thus providing insight into ‘sensitivity to initial conditions’. This paper illustrates these theoretical ideas through a case study derived from a course in information and communication technology (ICT) for practicing teachers.

scholarly journals The Impact of Covid-19 Pandemic on EFL Classes through the Lenses of Secondary Learners

2021 ◽  
Vol 9 (4) ◽  
pp. 389-406
Author(s):  
Seçil Tümen-Akyıldız ◽  
Vildan Çelik ◽  
Kwestan Hussein Ahmed
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Language Teaching ◽  
Significant Finding ◽  
School Students ◽  
Remote Education ◽  
Face To Face ◽  
Efl Teaching ◽  
The Impact

With Corona Virus Disease 2019 (Covid-19), a major change to the remote education arrangements has arisen. As it is clear, the pandemic has got side effects, especially in the scope of education and English as foreign language (EFL) teaching. Students at all levels were encouraged to continue learning despite the difficulties they had throughout the crisis. This study aims to investigate the impacts of the COVID-19 pandemic on the field of EFL, particularly by revealing the viewpoints of secondary school students on pandemic remote education and its impact on their English language learning process. Thus, it was designed as qualitative research; interviews were held to probe indepth into their perceptions on EFL teaching throughout pandemic remote education. Interviews were conducted with thirty secondary school students chosen voluntarily. The participants were chosen from different schools. The data obtained from the interviews were analysed through qualitative content analysis by NVivo 8 software program. The results revealed that participants declared that most of the teachers used course books and gave pencil-paper assignments. It was also highlighted that teachers emphasised reading and listening skills in their lessons rather than writing and speaking. Another significant finding of the study is that the participants preferred face-to-face foreign language teaching to remote teaching. Nevertheless, they admitted that online language teaching has several advantages comparing to traditional face-to-face education besides its challenges such as technical, economic, contextual, and individual problems. Lastly, several noteworthy suggestions were made regarding teachers, policymakers, families, and students themselves.

scholarly journals Feedback: understanding strategies and impact on EFL learning and teaching contexts

2018 ◽  
Vol 10 (1) ◽  
pp. 43-65
Author(s):  
David Felipe Espinosa Torres ◽  
Iván Camilo González Bejarano ◽  
Juliana Moreno Restrepo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Feedback Strategies ◽  
The Impact ◽  
Minimal Research

Feedback is a powerful tool that has a significant influence on student success. Its meaningful impact on learning and teaching processes has been well-documented. However, there is minimal research concerning the impact of feedback strategies on foreign language learning. This article seeks to provide a theoretical and practical understanding of the impact of feedback on foreign language teaching and learning processes. This is done through a case study research conducted in a private institution in Bogotá, Colombia. The evidence demonstrates that the feedback strategies used and the manner in which they are administered influence their effectiveness. Three main strategies were observed and analyzed: corrective, motivational, and developmental. This article concludes with a suggestion to make feedback an explicit policy of teachers’ education programs in the country.

scholarly journals DEVELOPMENT OF EFL TEACHERS´ PEDAGOGICAL CONTENT KNOWLEDGE THROUGH ACTION RESEARCH IN A MASTER’S PROGRAM

2020 ◽  
Vol 78 (4) ◽  
pp. 533-552
Author(s):  
Julio Cesar Gomez
Keyword(s):  
Action Research ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Research Study ◽  
Theoretical Framework ◽  
Master's Program ◽  
Pedagogical Content ◽  
Action Research Study ◽  
The Impact

This longitudinal, 2-year study explored the experience of a cohort of seven in-service teachers in an English Language Teaching master’s program as they carried out action research studies to determine the impact of the stages of the research process on the various components of their pedagogical content knowledge. The research design followed a qualitative multiple case study model. Data were gathered through semi-structured interviews, written reflections, and participant observation journal notes. Main findings highlight the way specific components of the thesis linked to stages of the action research study contributed to developing certain types of knowledge integral to pedagogical content knowledge. Knowledge of the students was highly impacted by the needs analysis and the design and implementation of the intervention. In terms of pedagogical knowledge, building the state of the art and theoretical framework along with the intervention clarified and further developed knowledge of teaching methodologies and strategies. Subject matter knowledge was highly impacted by the theoretical framework and the socialization opportunities. Establishing the setting of the study contributed to further understand the constraints and affordances of their teaching contexts. Overall, this action research study became an insightful experience that helped participants promote effective classroom practices to address their students’ needs. Keywords: action research, longitudinal case study, master’s thesis, pedagogical content knowledge, second language teacher education.

scholarly journals The Role of Responsive Leadership in Meeting Customers' Needs during Crises

2022 ◽  
Vol 13 (1) ◽  
pp. 0-0
Keyword(s):  
Large Scale ◽  
Education Institution ◽  
Face To Face ◽  
Leadership Attributes ◽  
Leadership Support ◽  
The Face ◽  
Quantitative Results ◽  
The Impact

This case study conducted to investigate the impact of a responsive leadership approach in meeting customers' needs in a higher education institution in the UAE during the COVID-19 pandemic. For this purpose, a mixed-method model has been used. The data has been collected from a convenient sample working and studying at Al Qasimia University Language Center, in fall 2020. This result indicates that the provided responsive leadership support during COVID-19 was effective and helped in motivating learners and customers to keep learning and making progress greater than what was shown before COVID-19, during the face-to-face teaching and physical assessment. Although the qualitative and quantitative results in this case study revealed a significant impact of responsive leadership approach on customers’ progress, there is still a need to conduct other researches to develop and validate a responsive leadership inventory to facilitate measuring of responsive leadership attributes in a large scale sample and/or population.

scholarly journals Practical, Technical, and Affective Aspects of Teaching English Online during the Pandemic: Instructors’ Voices

2021 ◽  
Vol 10 (1) ◽  
pp. 1-9
Author(s):  
Bora Demir ◽  
Görsev Sönmez
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Foreign Languages ◽  
Distance Teaching ◽  
Learner Engagement ◽  
Negative Attitudes ◽  
Face To Face ◽  
The Face

The aim of this study was to investigate English as a Foreign Language (EFL) instructors’ apperceptions about practical, technical, and affective aspects of online teaching as a result of the Covid-19 pandemic. Our study involved qualitative data collection using an open-ended interview form, including three sections developed by the researchers. EFL instructors (N =18) from randomly selected three state and three private universities of Turkey participated in the study. The results of the content analysis indicated that instructors perceived the distance teaching environment less favorably than the face-to-face environment, although they generally feel competent using the technology. However, the instructors were also found to have negative attitudes towards the psychology of distance teaching by reporting it as boring and an awkward way of teaching. The study concluded that EFL instructors regard distance teaching as inconvenient since teaching and learning foreign languages involve face-to-face interaction and higher learner engagement and motivation.

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