scholarly journals Task-based language learning through digital storytelling in a blended learning environment

2020 ◽  
pp. 37-43
Author(s):  
Serpil Meri-Yilan
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Language Learning ◽  
Digital Storytelling ◽  
Online Discussion ◽  
Language Skills ◽  
Positive Approach ◽  
Self Reflection ◽  
Multiple Contexts ◽  
Pros And Cons

This study investigated Task-Based Language Learning (TBLL) through Digital StoryTelling (DST) in a blended learning environment. Twenty-six Turkish university-level students prepared a DST individually and shared it with their peers in an online discussion platform. Each evaluated and graded others’ DST performance based on an assessment scale. After this, they performed their stories in the classroom and similarly assessed their peer’s performances. Ultimately, they were asked to give their self-reflection on the pros and cons of performing tasks online and in the classroom. Findings showed that TBLL through DST was more favoured than storytelling in the classroom and helped them to improve their speaking skills. The study suggested DST could be a positive approach in language learning and should be explored further in other language skills and multiple contexts.

scholarly journals Cognitive Presence in a Blended Learning Environment at Jordanian Universities

2020 ◽  
Author(s):  
Jibrel Harb ◽  
Pramela Krish
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
Cognitive Presence ◽  
Online Instructors ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
English Language Skills

Cognitive presence is the ability of the learners to project their mental and perceptual presence. This paper aims to investigate cognitive presence when using a Blended Learning environment. The article also aims at exploring university students' attitudes towards using a BL environment in language learning, since BL perception, as a computer learning environment, has become a requirement to enhance language learning. The sample for the study consists of 100 students studying the English Language Skills course at Al-Balqa Applied University (BAU) in Jordan, who responded to a questionnaire on cognitive presence issues. The findings of the study reveal that Blended Learning (BL) can create a vibrant cognitive presence, which enables to support active language learning. The results share some positive attitudes towards a cognitive presence in a BL environment. The study recommends that more research on the part of the online instructors to create and enhance cognitive presence is necessary to benefit learning English language skills.

scholarly journals Blended Learning Mobility Approach and English Language Learning

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Mazen Ismaeel Ghareb ◽  
Saman Ali Mohammed
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Teachers ◽  
English Language Teaching ◽  
Kurdistan Region ◽  
English Language Teachers ◽  
The University

Although the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended mobilities in education in Kurdistan region government and in Iraq. This study discusses a blended mobility approach for a teacher training program designed for in-service English language teachers (ELT) and investigates its effectiveness by comparing the latest participation of the University of Human Development for computer science and proposing the same program for training English for lecturers and students. The research involved proposes new mobility program for teaching and learning English language and using their language skills in an ongoing business project using several software for communication and management of their projects. Results will show the framework for new blended learning and blended mobilities of many different English language teaching (ELT) aspects.

Using a Task-Based Approach for Supporting a Blended Learning Model for English as a Foreign Language

2015 ◽  
pp. 1166-1184
Author(s):  
Anita Ferreira Ferreira ◽  
Jaime García Salinas ◽  
Sandra Morales
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Blended Learning ◽  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Model ◽  
Training Strategies ◽  
Language Teaching And Learning

As Computer-Assisted Language Learning (CALL) has taken an important role in foreign language teaching and learning, not only is concrete data about the usefulness of technology- mediated environments for these purposes necessary, but also how the learning process is improved in such environments when learner training for CALL. The objective of this paper is to present an investigation which sought to explore empirical evidence regarding the effectiveness of a blended learning model, and also the use of language learning strategies in this kind of learning environment in order to increase its methodological potency with language learners. Consequently, this paper shows the findings of 2 experimental studies which aimed to provide data on (1) the efficiency of a blended learning (BL) model for language teaching and learning which combined task-based instruction, cooperative learning and optimal methodological principles for online learning (Doughty & Long, 2003), and (2) the use of learner training strategies for CALL in order to support and enhance the language learning process in this blended learning environment. The results from both studies suggest that the experimental group improved their language proficiency when compared to the control group. As a result, it is possible to conclude that (1) the blended learning design that included online tasks and cooperative instruction was beneficial for the development of language skills and (2) the use of learner training strategies for the blended learning model was highly beneficial for the students' language learning experience.

Developing an Autonomous Language Learning Framework in a Blended Learning Environment

2013 ◽  
pp. 150-170
Author(s):  
Helen W. M. Yeh
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Language Learning ◽  
Traditional Classroom ◽  
Autonomous Learning ◽  
Learning Framework ◽  
Computer Mediated ◽  
English Competence ◽  
Traditional Classroom Teaching ◽  
Roles Of Teacher

Educational technologies in language learning has undergone a shift from learner’s interaction with computers to interaction with other humans via the computer, and now moves towards the blended learning where traditional classroom teaching methods and computer-mediated activities are combined. However, the effectiveness of the blended learning is still inconclusive. The present chapter examines the effectiveness of autonomous language learning programmes in a blended learning environment and presents a framework that was derived from the programme. The framework describes the roles of teacher, the learning construction, and the learning process for autonomous language learning, and suggests a number of techniques that teachers can use to formulate their teaching plans for the blended learning. Findings revealed that students had favorable attitudes towards the autonomous language learning, the blended learning, and the programme, which could not only motivate them to continue autonomous learning but also improve their English competence.

scholarly journals DESIGNING SELF-REGULATED LANGUAGE LEARNING STRATEGY INSTRUCTIONAL PROGRAM IN A BLENDED LEARNING ENVIRONMENT FOR PRE-SERVICE TEACHERS IN CHINA

2021 ◽  
Vol 6 (3) ◽  
Author(s):  
Aminah Ma Ping ◽  
Qiao Hong
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Language Learning ◽  
Learning Strategy ◽  
Learning Experience ◽  
Strategy Instruction ◽  
Design Guidelines ◽  
Instructional Program ◽  
Teacher Preparation Program ◽  
Foundation Design

Self-Regulated Learning (SRL) is considered a useful framework for strategy instruction. Teachers play a key role in designing and implementing strategy instruction; however, strategy instruction in teacher preparation program has been given less concern. Factors such as curriculum constraints, transmissive style of teaching strategies in the classroom etc. put strategy instruction in teacher education in a rather difficult position. Thus, with theoretical basis of SRL, this study proposes an alternative approach of strategy instruction in a blended learning environment to offer some insights into a strategy instructional program for teacher training. It is expected to provide an experiential and active learning experience for pre-service teachers to promote their own use of strategies in language learning as well as their knowledge of learning strategy and strategy instruction. The current article presents the results of needs analysis and describes the program’s theoretical foundation, design guidelines and outlines the program structure. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0791/a.php" alt="Hit counter" /></p>

Facebook as a Language Learning Environment: A Descriptive Study on ESL Learners’ Perceptions

2018 ◽  
Vol 2 (1) ◽  
pp. 68-81
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Secondary Students ◽  
Language Skills ◽  
Descriptive Study ◽  
Social Networking Site ◽  
Teaching English ◽  
Learning Platform ◽  
Comprehensive Picture ◽  
Esl Learners

Social networking site like Facebook has been used as a modern source of communication and interaction. It also has the potential to be an effective academic too. This paper aims to present a comprehensive picture of what has already been discovered regarding Facebook as a language learning environment and it further tends to investigate ESL learners’ perceptions of Facebook as a language learning environment in Pakistani context particularly in Sindh. The sample who participated in this research were 100 higher secondary students studying in IBA-Public School Sukkur. The findings of this study revealed that ESL learners in Sindh believe Facebook as a language learning environment helps to enhance language skills including reading, writing, vocabulary, and grammar. Altogether students showed positive perceptions regarding this learning model. So, in light of the findings, it is recommended for the Teachers teaching English as a second language in Sindh, Pakistan should plan their lessons that involve Facebook as a language learning platform.

scholarly journals Moodle as Virtual Learning Environment in Developing Language Skills, Fostering Metacognitive Awareness and Promoting Learner Autonomy

Pedagogika ◽  
2017 ◽  
Vol 127 (3) ◽  
pp. 176-185 ◽  
Author(s):  
Dalia Gulbinskienė ◽  
Marjan Masoodi ◽  
Jolita Šliogerienė
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
Relative Effectiveness ◽  
Virtual Learning ◽  
Learner Autonomy ◽  
Virtual Learning Environment ◽  
Metacognitive Awareness ◽  
English Language Learning

The study evaluates the potentially relative effectiveness of Moodle as one of the virtual learning environments applied to develop English language skills, foster metacognitive awareness and promote learner autonomy in university settings. The respondents from Mykolas Romeris University and Lithuanian University of Educational Sciences were asked to express their attitude towards Moodle learning environment and assess their views on the improvement of language skills as well as fostering their metacognitive awareness and sense of autonomy in English language learning. The object of the research was students’ evaluation of Moodle as an online English language learning environment. The research revealed that students find Moodle platform motivating in the improvement of their language learning skills. It was also established that using Moodle platform helps to develop metacognitive awareness and fosters learner autonomy.

scholarly journals Facebook as a Language Learning Environment: A Descriptive Study on ESL Learners’ Perceptions

2018 ◽  
pp. 64-76
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Secondary Students ◽  
Language Skills ◽  
Descriptive Study ◽  
Social Networking Site ◽  
Teaching English ◽  
Learning Platform ◽  
Comprehensive Picture ◽  
Esl Learners

Social networking site like Facebook has been used as a modern source of communication and interaction. It also has the potential to be an effective academic too. This paper aims to present a comprehensive picture of what has already been discovered regarding Facebook as a language learning environment and it further tends to investigate ESL learners’ perceptions of Facebook as a language learning environment in Pakistani context particularly in Sindh. The sample who participated in this research were 100 higher secondary students studying in IBA-Public School Sukkur. The findings of this study revealed that the ESL learners in Sindh believe Facebook as a language learning environment helps to enhance language skills including reading, writing, vocabulary and grammar. Altogether students showed positive perceptions regarding this learning model. So, in light of the findings it is recommended for the Teachers teaching English as a second language in Sindh, Pakistan should plan their lessons that involve Facebook as a language learning platform.

scholarly journals MOBILE TECHNOLOGIES FOR OPTIMIZING FOREIGN LANGUAGE TEACHING AT UNIVERSITY

InterConf ◽  
2021 ◽  
pp. 58-66
Author(s):  
Lesia Konoplianyk ◽  
Yuliia Pryshupa
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Personalized Learning ◽  
Foreign Language Teaching ◽  
Mobile Technologies

The article analyses the methodological potential of applying mobile technologies for optimizing foreign language teaching at a technical university. The authors specify the term “mobile learning”, analyze various mobile technologies used in foreign language teaching, indicate their advantages, and identify the language skills (reading, listening, speaking, or writing) of the undergraduates, which can be developed by using mobile technologies in foreign language learning. The study reveals the opportunities for applying these technologies for creating a personalized learning environment for students that will help transform them into active and engaged learners.

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