Virtual exchange in teacher education: is there an impact in teacher practice?

The Impact ◽

Education Courses ◽

Depth Interviews ◽

Do So

This text presents the results of surveys and interviews of Former Students (FSs) who have taken part in a teacher education course that began in 2004 (still on-going) and that includes Virtual Exchange (VE). The study aimed to look at the impact of two teacher education courses, imparted collaboratively between geographically-distanced universities for over a decade. The course design aims to introduce VE, both theoretically and empirically, as an approach to foreign language teaching in primary and secondary schools. The data are drawn from an online survey as well as in-depth interviews with FSs enrolled in the course between 2004 and 2015. The findings indicate that a significantly high percentage of the FSs who had been exposed to VE had been involved in or intended to implement VE in their own teaching and that the course had provided them with the knowledge and confidence to do so.

Teacher Education Programs and Online Learning Tools - Advances in Higher Education and Professional Development ◽

Promoting Collaborative Learning in Online Teacher Education

10.4018/978-1-4666-1906-7.ch008 ◽

2013 ◽

pp. 145-166

Author(s):

Vassiliki I. Zygouris-Coe

Keyword(s):

Teacher Education ◽

Collaborative Learning ◽

Course Design ◽

Teacher Preparation Programs ◽

Online Course ◽

Preparation Programs ◽

Online Teacher Education ◽

Online Teacher ◽

Further Development ◽

Education Courses

Online learning continues to grow as a learning option for millions of students in US colleges and universities. Collaboration plays an important role in student learning. This chapter presents information on how collaborative learning was designed and implemented in a comprehensive online course in reading for pre-service and in-service educators in grades P-12. The author presents details on course design issues, instructional practices, benefits, and challenges associated with collaborative learning in this online course, and implications for further development and evaluation of collaborative learning in teacher preparation programs. The author also provides recommendations for promoting collaboration in online teacher education courses.

The impact of foreign language teaching

Linguistic Ecology ◽

10.4324/9780203211281-12 ◽

2002 ◽

pp. 255-282

Keyword(s):

Foreign Language ◽

Language Teaching ◽

Linguistic Education Under Revision: Globalization and EFL Teacher Education in Brazil

Education and Linguistics Research ◽

10.5296/elr.v4i1.12831 ◽

2018 ◽

Vol 4 (1) ◽

pp. 45 ◽

Cited By ~ 3

Author(s):

Ana Rachel Mendes ◽

Kyria Rebeca Finardi

Keyword(s):

Teacher Education ◽

Foreign Language ◽

Digital Literacy ◽

Teaching And Learning ◽

Language Education ◽

Information And Communications Technology ◽

Efl Teacher ◽

Efl Teacher Education ◽

The Impact ◽

Education In Brazil

Globalization brought about many changes to the current society's life and mindset and thus, some new challenges to linguistic education, more specifically, foreign language education, have emerged as a consequence of these changes. This paper aims at reflecting upon some impacts of globalization on pre-service English as Foreign Language (hereafter EFL) teacher education in Brazil. Based on the literature review, the paper addresses the changes in the concepts of language, culture and identity related to cultural hybridity and the impact of new information and communications technology on the use, teaching and learning of foreign languages. It concludes that curricula for EFL teacher education programs in Brazil should be reviewed in order to focus more on glocal knowledge and digital literacy for a 21st century aligned education.

National Standards: Research into practice

Language Teaching ◽

10.1017/s0261444812000249 ◽

2012 ◽

Vol 45 (4) ◽

pp. 515-526 ◽

Cited By ~ 9

Author(s):

Eileen W. Glisan

Keyword(s):

Foreign Language ◽

Language Learning ◽

Course Design ◽

Foreign Language Learning ◽

Language Education ◽

The United States ◽

Foreign Language Education ◽

Language Instruction ◽

National Standards ◽

The Standards for Foreign Language Learning in the 21st Century (SFLL) (National Standards in Foreign Language Education Project [NSFLEP]), originally published in 1996, were envisioned by many as the panacea for providing a new and exciting direction for foreign language education in the United States. The perceived impact of these National K-16 Student Standards has been witnessed throughout more than a decade by scholarly works that have acknowledged their role as ‘a veritable change agent’ (Sharpley-Whiting 1999: 84), ‘a vision for foreign language education in the new century’ (Allen 2002: 518), and, more recently, as ‘a blueprint and framework for change’ (Terry 2009: 17). The research that has been done on the Standards since their inception has attempted to provide concrete ways for the field to embrace this new framework and thereby realize a Standards-based curriculum and perhaps even revolutionize language education. This work has consisted largely of (1) implementational research (both with and without experimental design) that proposes specific strategies for addressing the Standards in planning, teaching, and assessment (Schwartz & Kavanaugh 1997; Abbott & Lear 2010); (2) survey research that analyzes self-reported information regarding teachers' pedagogical beliefs about the Standards and ways in which they claim to be addressing Standards in their classrooms (Allen 2002; ACTFL 2011), and (3) White papers that disseminate opinions and insights by leaders in the field regarding the impact that the Standards are having in areas such as language instruction, curriculum and course design, and educational policy (Sharpley-Whiting 1999; Donato 2009; Glisan 2010).

Motivational Strategies in English as Foreign Language Teaching: a research review

INTESOL Journal ◽

10.18060/24393 ◽

2020 ◽

Vol 17 (1) ◽

Author(s):

Haiyan Li

Keyword(s):

Foreign Language ◽

Empirical Studies ◽

Research Literature ◽

Research Review ◽

English Learning ◽

Motivational Strategies ◽

English As Foreign Language ◽

The Impact ◽

Culture Dependent

The paper aims to review and synthesize the research literature relating to the use and effectiveness of motivational strategies in English as a Foreign Language (EFL) teaching. First, an overview is presented of the prestigious empirical studies (10) across the world that provided evidence for the impact of motivational strategies on enhancing students’ English learning motivations. Then, different research methodologies are assessed, effective motivational strategies both across different cultural contexts and culture-dependent are identified and the outcomes of the applications of motivational strategies are discussed. Finally, the limitations of the related research are explored and implications for future motivational strategies research are provided.

Didattica delle lingue a distanza durante l’emergenza Covid-19: il quadro generale

EuroAmerican Journal of Applied Linguistics and Languages ◽

10.21283/2376905x.14.245 ◽

2021 ◽

Vol 8 (2) ◽

pp. 9-52 ◽

Cited By ~ 4

Author(s):

Sergio Conti

Keyword(s):

Foreign Language ◽

Online Teaching ◽

Language Teaching ◽

Educational Institutions ◽

Digital Format ◽

Palabras Clave ◽

High Level ◽

The University ◽

IT In seguito allo spostamento delle attività didattiche online al fine di contenere la diffusione della malattia da nuovo Coronavirus, il Gruppo di Ricerca e azione sull’Apprendimento delle Lingue ha diffuso un questionario volto a valutare l’impatto della didattica a distanza sull’insegnamento delle lingue straniere durante. All’indagine hanno partecipato 136 docenti e 241 studenti, sia universitari che di scuola secondaria. Scopo del presente contributo è quello di descrivere la composizione del questionario e del campione dei rispondenti, e di riportare i principali risultati. In particolare, dall’indagine sono emersi: (i) una mancanza di chiare direttive da parte delle istituzioni scolastiche, sintomo del carattere emergenziale delle misure intraprese; (ii) una generale resistenza a sperimentare formati didattici inediti e più adeguati al mezzo digitale; (iii) il maggiore svantaggio nello sviluppo delle abilità interazionali e di produzione orale; (iv) un alto grado di criticità nel garantire l’affidabilità e l’integrità delle prove di valutazione. Parole chiave: DIDATTICA A DISTANZA; COVID-19; DIDATTICA DELLE LINGUE STRANIERE EN The shift to online teaching aimed at containing the spread of Coronavirus has led the group of Research and Action on Foreign Language Teaching to release a survey with the purpose of assessing the impact of remote instruction on foreign language teaching. 136 teachers and 241 students at both the university and secondary level have participated in this survey. The aim of this article is to describe the content of the survey and the make-up of the participants and to present the main findings. Of particular note from this survey is (i) the lack of clear directives from their educational institutions, which is a symptom of the immediate nature of the measures put into place; (ii) a generalized resistance to experiment with new pedagogical resources that are better suited for the digital format; (iii) the greatest challenge in developing the ability to interact and to communicate orally; (iv) a high level of difficulty in guaranteeing the trustworthiness and the integrity of the assessments. Key words: REMOTE TEACHING; COVID-19; FOREIGN LANGUAGE TEACHING ES El cambio a la enseñanza en línea que se ha producido para contener la propagación del Coronavirus ha llevado al Grupo de Investigación y Acción sobre la Enseñanza de Lenguas Extranjeras a publicar una encuesta con el objetivo de evaluar el impacto de la instrucción a distancia en la enseñanza de lenguas extranjeras. En dicha encuesta participaron 136 profesores y 241 estudiantes de nivel universitario y secundario. El objetivo de este artículo es describir el contenido de la encuesta y la composición de la muestra, así como presentar los principales hallazgos. De esta encuesta cabe destacar (i) la falta de directrices claras por parte de las instituciones educativas, lo que es un síntoma del carácter contingente de las medidas implementadas; (ii) una resistencia generalizada a experimentar con nuevos recursos pedagógicos mejor adaptados al formato digital; (iii) una gran desventaja en el desarrollo de la capacidad de interacción y comunicación orales; (iv) un alto nivel de dificultad para garantizar la fiabilidad y la integridad de las evaluaciones. Palabras clave: ENSEÑANZA A DISTANCIA; COVID-19; ENSEÑANZA DE LENGUAS EXTRANJERAS

Results of Implementing Communicative Language Teaching Method in English Language Learning in 9-Year Elementary Schools. (Albanian Context)

European Journal of Language and Literature ◽

10.26417/ejls.v4i1.p56-64 ◽

2016 ◽

Vol 4 (1) ◽

pp. 56

Author(s):

Evis Kapurani

Keyword(s):

Elementary Schools ◽

Language Acquisition ◽

Foreign Language ◽

Teaching Method ◽

Language Teaching ◽

Communicative Language Teaching ◽

Control Groups ◽

Traditional Methods ◽

Theoretically Communicative Language Teaching Method (CLT) claims to be one of the best available foreign language teaching methods in teaching and learning foreign language in communication because it improves effectively not only communicative competence of students but also their language acquisition and its use in Albanian schools is an innovation. The purpose of this study is to analyze the results that the use of a contemporary interactive student-centered method has when it is used in learning a foreign language compared with traditional methods. This is an empirical study which includes control groups where traditional methods are used and experimental groups where CLT method is used based on a comparison between these methods for a period of 6 months. It is mainly focused on the implementation of CLT in Albanian 9-year elementary schools in learning English as a foreign language through communication and interaction compared with other traditional methods used. The study analyzes the impact, results and advantages of the use in practice of CLT method in Albanian 9-year elementary schools on sixth, seventh, eighth and ninth grades, its efficacy in learning, in foreign language acquisition and students performance in four language skills. It contains an analysis of theory versus practice use of CLT as a foreign language teaching method. The data about the implementation of CLT method in practice are collected from teachers and students in Albanian 9-year elementary schools through classroom observation and tests. Classroom observations are focused on finding how the teacher develops the lessons and if it is based on CLT principles on experimental groups and how students react during the lesson in comparison with control groups. Tests are used to compare students’ results on learning based on their grades in both groups. All results are converted into percentages. Findings are analyzed based on theoretical issues. The results show that using CLT is a successful method in both learning and teaching compared with other traditional methods.

The Relevance of Foreign Language Teaching Materials in High School (SMA) to Cultural Preservation and Tourism Development in Tabanan District

Journal of Business on Hospitality and Tourism ◽

10.22334/jbhost.v1i1.32 ◽

2015 ◽

Vol 1 (1) ◽

pp. 10

Author(s):

I Gede Putu Widarmana

Keyword(s):

High School ◽

Foreign Language ◽

Language Teaching ◽

Tourism Development ◽

Cultural Preservation ◽

Natural Beauty ◽

Multiple Case ◽

Study Sites ◽

Bali is one of a very famous tourist destination in the world. Many things can be developed as tourism objects in each district in Bali. One of them is Tabanan regency that offers some choices to visit, which is very famous for its natural beauty attractions. Tourism in Tabanan can be developed by strengthening the human resources that involved in it, which can be through the teaching of foreign languages, such as English that is generally given at school. However, the issue may arise whether foreign language teaching is able to support the attitudes to preserve the culture and able to develop tourism in Tabanan. Therefore this study was held to address issues intended to see the relevance of learning foreign language in Senior high school with cultural preservation and development of tourism in Tabanan. The research method used is descriptive with multiple-case study sites. The results show that the teachers have done their job in teaching using materials that are recommended by the curriculum, but the impact of the preservation and development of tourism in Tabanan is still quite low, which is caused by the material used is less related to the cultural preservation and tourism development. Therefore it is advisable to make some changes in the teaching of foreign language in the future.

Digital technologies in teaching and learning foreign languages: pedagogical strategies and teachers’ professional competence

Education & Self Development ◽

10.26907/esd15.3.07 ◽

2020 ◽

Vol 15 (3) ◽

pp. 76-88

Author(s):

Thierry Karsenti ◽

◽

Olga Kozarenko ◽

Victoria Skakunova ◽

◽

...

Keyword(s):

Foreign Language ◽

Student Teachers ◽

Online Survey ◽

Professional Competence ◽

Language Teaching ◽

Digital Technologies ◽

Digital Learning ◽

Digital Competence ◽

Pedagogical Strategies

Research problem: Today’s education system must adapt to the digital revolution and use it to best advantage. One of the most critical paths to pursue is to develop digital skills among student teachers. Many Russian researchers have focused on practices of digital technology integration in foreign language teaching, but, few among them have formulated systematic teaching strategies. The aim of the study: To elaborate the pedagogical strategies for developing digital competence among students on the basis of the complex approach and scientific achievements in this field. Research methods: The research is based on the statistics obtained during an online survey among university and school teachers, students. While conducting the interviews additional information appeared and teachers’ opinions were specified. The participants included 100 university foreign language teachers as well as 120 students from Central Russia. Results: The analysis revealed how the professors organized their digital learning spaces. Among others, the findings highlighted on which aspects they spent more Internet time, and the factors that limited digital use in class. The analysis of the students’ responses revealed some problems in using digital tools while learning a foreign language. The results can be used in developing students’ competences and in elaborating syllabus and teaching materials. Conclusions and recommendations. On the basis of recent achievements and collected data, the complex of pedagogical strategies to form digital competence among students during the foreign language learning have been elaborated. With the appropriate pedagogical accompaniment, digital technologies allow the development of student teachers’ digital competence to meet the demands of the modern society. Thus, it can increase the efficiency of foreign language teaching and will contribute to students’ personal development.

PROFESSIONAL DIGITAL COMPETENCE IN LANGUAGE EDUCATION

10.46656/proceeding.2021.foreign.language(32) ◽

2021 ◽

Author(s):

Elmira Tazhibayeva ◽

Natalya Mirza

Keyword(s):

Teacher Education ◽

Foreign Language ◽

Language Education ◽

Scientific Production ◽

Language Teachers ◽

Digital Competence ◽

Exclusion Criteria ◽

Language Teacher Education ◽

Scopus Database

This article aims to unpack the term ‘professional digital competence’ and similar notions in language teacher education, to explore the existing Digital Competence Frameworks and their constituents. We also targeted to identify the most relevant findings in terms of digital competence of university language teachers through the analysis of scientific production in specialized literatures in the last decade (2012-2022). A search was carried out on Scopus database. After applying the inclusion and exclusion criteria, the sample was made up of 11 articles. The main findings helped to reveal the list of aspects investigated in terms of technology enhanced-foreign language teaching.