scholarly journals TED talks as resources for the development of listening, speaking and interaction skills in teaching EFL to university students

Neofilolog ◽  
2021 ◽  
pp. 201-221
Author(s):  
Katarzyna Kozińska
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
University Students ◽  
Online Teaching ◽  
Teaching Practice ◽  
Oral Communication ◽  
Research Literature ◽  
Online Questionnaire ◽  
Ted Talks ◽  
Interaction Skills

The article presents a study conducted on 27 university students and 5 of their teachers in the Winter semester 2020/21. The study was conducted because of recommended online teaching at Polish universities and almost four decades after the first TED event, when the TED community has become worldwide and the recordings of the events can be accessed online cost-free by anybody. The popularity of TEDs and the need to teach online prompted the author to incorporate it in teaching practice and review research literature from the areas of SLA (Second Language Acquisition), EFL (English as a Foreign Language) teaching and learning, socio-constructivism and adult learning. Based on this review, a hypothesis was formulated: TED talks support the development of listening, speaking, and interaction skills when used as a supplementary resource in teaching English as a foreign language to university students. Three supplementary questions were formed to test the hypothesis. Data was obtained in an online questionnaire and analysed using the qualitative data analysis framework of Miles and Huberman (1994). The study confirmed the hypothesis. Lessons with TEDs are valued as varied, interesting, inspiring and supporting oral communication skills’ development. Results are discussed, conclusions drawn and further research explored.  

Specifičnosti onlajn nastave leksikologije i sintakse srpskog jezika na Filološkom fakultetu: izazovi i perspektive

2021 ◽  
Author(s):  
Marija Raković ◽  
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching Practice ◽  
Teaching Process ◽  
Advantages And Disadvantages ◽  
Insufficient Time ◽  
The Subject ◽  
University Level ◽  
The University ◽  
Case Based

The paper deals with the observation of the specifics of online teaching of lexicology and syntax of the Serbian language at the Faculty of Philology of students studying a foreign language. The aim is to notice possibilities of realization of online teaching. The research was conducted on the basis of the implementation of the teaching process in the subject Serbian language 2 (lexicology and syntax) and a survey of students on the advantages and disadvantages of online teaching. The analysis showed that online teaching provides shortcomings in the form of insufficient time for the teacher to deal in more detail with student ambiguities, but also provides numerous opportunities for progress in education – mostly in terms of student time organization and uninterrupted questioning, which is not always the case. Based on the obtained results, we will try to give methodological implications for teaching practice, which concern the possibility of improving online teaching of the Serbian language at the university level.

Řečové akty omluvy u českých studentů v angličtině (L2): vybrané výsledky pilotáže

2019 ◽  
pp. 157-188
Author(s):  
Marie Vališová
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
University Students ◽  
20Th Century ◽  
Speech Acts ◽  
Linguistic Competence ◽  
Pragmatic Competence ◽  
Shed Light

During the second half of the 20th century, there was a shift in focus in second language acquisition research from linguistic competence to communicative and pragmatic competence (Hymes, 1972; Canale & Swain, 1980; Canale, 1983; Bachman, 1990; Bachman & Palmer, 1996; Usó-Juan & Martínez-Flor, 2006). This resulted in a growing number of studies on speech acts in general. Motivated by a lack of studies on the speech acts of apology in conversations of Czech learners of English as a foreign language, my dissertation project aims to shed light on apology strategies used by Czech university students.

scholarly journals INFORMAL ENGLISH LEARNING WITH ONLINE DIGITAL TOOLS: NON-LINGUIST STUDENTS

2021 ◽  
Vol 8 (18) ◽  
pp. 90-102
Author(s):  
Oksana Yurieva ◽  
Tetiana Musiichuk ◽  
Dina Baisan
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
English Language ◽  
Role Playing ◽  
Virtual Learning Environment ◽  
Digital Tools ◽  
Free Text ◽  
Multiple Choice Questions ◽  
Online Questionnaire

The internet has offered numerous opportunities for educational content delivery. The main current delivery models for learning a language online range from more formal structured approaches provided by schools and universities, which typically take place in a VLE (Virtual Learning Environment) or LMS (Learning Management System), to more informal unstructured approaches, including Virtual Worlds like Second Life and MMORPGs (Massively Multiplayer Online Role-Playing Games) like World of Warcraft. The purpose of this study is to analyse the experiences and perceptions of the online digital tools that provide engagement with the English language outside the classroom by the non-linguist students at a Ukrainian public university. The study is based on the quantitative and qualitative data collected employing an online questionnaire including Likert-type ratings, multiple-choice questions, and free-text responses to open questions. The questionnaire inquires about students’ experiences with 17 technologies not related to their classroom activities, how frequently they are used, how helpful the students find them for their language acquisition in general, and how useful they are considered for the development of particular language competencies (writing, reading, speaking, listening, pronunciation, grammar, communicative competence). The results of the survey attest to regular students’ engagement with the English language involving online technologies, which leads to implications for foreign language learners, teachers, and researchers of second language acquisition for incorporating online digital tools for foreign language acquisition beyond the classroom. Being aware of how students engage with technology outside the classroom may facilitate educators in increasing learners’ engagement with the foreign language, provide additional practice, and produce an emotional response, which increases retention of information.

scholarly journals New technologies and new literacies in the english classroom: a study

2019 ◽  
Vol 14 (31) ◽  
pp. 168-186
Author(s):  
Silene Cardoso
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Language Learning ◽  
English Language ◽  
Teaching Practice ◽  
New Technologies ◽  
General View ◽  
Online Questionnaire ◽  
Use Of Technology ◽  
Nuevas Tecnologías

ABSTRACT This article presents and briefly discusses some results of a survey conducted as part of a study on multiple literacies and the use of technology in English as a Foreign Language (EFL) classroom. An online questionnaire has been sent to English teachers of the third cycle and secondary education in Portugal with the aim to investigate their perceptions on the use of new technologies, particularly Web 2.0 tools, in their teaching practice. This article focuses particularly on the results from the questions related to materials and digital tools frequently used, teachers’ general view on the use of technology, as well as the digital and critical literacies approach. It has been found that although technology seems to be part of the teaching practice of this group of teachers – and although further research is necessary to deeply understand the actual use of technology in this particular scenario – it can be assumed that suitable guidance, training and further development of appropriate materials for teachers and students are necessary to facilitate and better integrate new technologies in the EFL classroom.   Keywords: New technologies and language learning. Multiliteracies. Digital literacies. Critical thinking. English language teaching. RESUMO Este artigo apresenta e discute brevemente alguns resultados de uma pesquisa realizada como parte de um estudo sobre múltiplas literacias e o uso da tecnologia na aula de inglês como língua estrangeira (English as a Foreign Language – EFL) (Cardoso, 2017). Um questionário online foi enviado a professores de inglês do terceiro ciclo e secundário, em Portugal, com o objetivo de investigar as perceções e as opiniões deles a respeito do uso das novas tecnologias, especialmente dos recursos da Web 2.0, em sua prática profissional. O presente artigo enfoca particularmente os resultados obtidos das perguntas relacionadas à frequência de uso de materiais e recursos, à visão dos professores sobre o uso da tecnologia, assim como à abordagem das literacias digitais e críticas. Embora a tecnologia pareça fazer parte da prática discente desse grupo de professores, e ainda que pesquisas adicionais sejam necessárias para entender melhor o uso real dessa tecnologia nesse cenário em particular, é possível dizer que são necessárias algumas medidas para que a integração significativa e eficaz das novas tecnologias nas salas de aula de EFL, tais como, orientações adequadas e treinamento aos professores, e maior desenvolvimento de materiais apropriados. Palavras-chave: Novas tecnologias e ensino de línguas. Multiliteracias. Literaturas digitais. Pensamento crítico. Ensino de língua inglesa.   RESUMEN Este artículo presenta y discute brevemente algunos resultados de una investigación realizada como parte de un estudio sobre múltiples literacias y el uso de la tecnología en la clase de inglés como lengua extranjera (Card., 2017). Un cuestionario en línea fue enviado a los profesores de Inglés Graduado de secundaria y, en Portugal, con el fin de investigar las percepciones y sus opiniones sobre el uso de las nuevas tecnologías, especialmente capacidades Web 2.0 en su práctica profesional. El presente artículo se centra particularmente en los resultados obtenidos de las preguntas relativas a la frecuencia de uso de materiales y recursos, a la visión de los profesores sobre el uso de la tecnología, así como al abordaje de las literas digitales y críticas. Aunque la tecnología parece formar parte de la práctica discente de este grupo de profesores, y aún si son necesarias investigaciones adicionales para entender mejor el uso real de esta tecnología en este escenario en particular, es posible decir que son necesarias algunas medidas para que la integración significativa y eficaz de las mismas nuevas tecnologías en las aulas de EFL, tales como orientación adecuada y capacitación a los profesores, y el desarrollo de materiales apropiados. Palabras clave: Nuevas tecnologías y enseñanza de lenguas. Multilenuales. Literaturas digitales. Pensamiento crítico. Enseñanza de lengua inglesa. DOI: http://dx.doi.org/10.22169/revint.v14i31.1523

Strategies to Support the Enhancement of Listening Comprehension (A Case of Ishik University English Preparatory School

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Naci YILDIZ
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Oral Communication ◽  
Listening Skills ◽  
Preparatory School ◽  
Comprehension Skills ◽  
Comprehensible Input ◽  
The One ◽  
Listening Strategies ◽  
Listening Process

Teaching listening while dealing with a foreign language has largely been neglected, as, on the one hand, it has been expected that L1 listening strategies would be automatically transferred on L2 and, on the other hand, as listening skills are sophisticated, hence, difficult to investigate and teach. However, as the skill which is prerequisite for two-sided oral communication and as a valuable source of comprehensible input, listening deserves much more attention than has got until today, either in teaching practice or in research. This study attempts to show the influence of developing learners’ listening strategies on the improvement of their comprehension skills. In an experimental study with 40 students at Ishik University (Iraq) it was found that the use of strategies in the listening process considerably enhanced the achievement of learners.

scholarly journals UTILIZAÇÃO DE PSICOFÁRMACOS E SINTOMAS DE ANSIEDADE E DEPRESSÃO EM ESTUDANTES UNIVERSITÁRIOS DE LAGARTO/SE DURANTE A PANDEMIA DA COVID-19

2021 ◽  
Vol 2 (4) ◽  
Author(s):  
Wilma Caitano dos Santos ◽  
Edimes Mikaele Sá Dantas dos Santos ◽  
Karenine Maria Holanda Cavalcante
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Psychotropic Drugs ◽  
Online Teaching ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
General Anxiety Disorder ◽  
General Anxiety ◽  
Sociodemographic Profile ◽  
Probable Depression

Introdução: A pandemia causada pela COVID-19 pode provocar impactos na saúde mental dos universitários, devido a fatores como suspensão das aulas presenciais e a sobrecargas do ensino online, assim objetivou-se quantificar o número de estudantes universitários com ansiedade e depressão provável relacionando com o uso de psicofármacos durante a pandemia. Métodos: Estudo transversal, descritivo e quantitativo aprovado pelo CEP (CAAE: 37453920.0.0000.5546). Foi aplicado um questionário online para verificação dos sintomas de depressão (Questionário Sobre Saúde do Paciente; PHQ-2) e ansiedade (Escala de Transtorno geral de Ansiedade; GAD-2), e sobre o uso de psicofármacos e perfil sociodemográfico de estudantes de graduação da Universidade Federal de Sergipe (UFS) de Lagarto-SE. Resultados: Dos 99 participantes, 48,5% foram  classificados com ansiedade provável (GAD-2 ≥ 3) e 37,4% com depressão provável (PHQ-2 ≥ 3), enquanto que 33,3% (n=33) apresentaram depressão e ansiedade provável, simultaneamente. Destes 10,1% (n=10) faziam uso de psicofármacos. Uma quantidade significativa de pessoas que não fazem uso de psicofármacos apresentou sintomas de ansiedade (47,2%, n=42) e de depressão (33,7%, n=30). Conclusão: A grande maioria dos estudantes foi avaliada com depressão ou ansiedade provável, entretanto, uma pequena porcentagem faz uso de psicofármacos, podendo sugerir outras formas de tratamentos ou a falta de tratamento. Assim é sugerido que os mesmos procurem por apoio psicológico para avaliações adicionais. ABSTRACT Introduction: The pandemic caused by COVID-19 can cause impacts on the mental health of university students, due to factors such as suspension of in-person classes and overload of online teaching, so the objective was to quantify the number of university students with anxiety and depression likely related to the use of psychotropic drugs during the pandemic. Methods: Cross-sectional, descriptive, and quantitative study approved by CEP (CAAE: 37453920.0.0000.5546). An online questionnaire was applied to check the symptoms of depression (Questionnaire on Health of the Patient; PHQ-2) and anxiety (General Anxiety Disorder Scale; GAD-2), and on the use of psychotropic drugs and the sociodemographic profile of undergraduate students of the Federal University of Sergipe (UFS) in Lagarto-SE. Results: Of the 99 participants, 48.5% were classified with probable anxiety (GAD-2 ≥ 3) and 37.4% with probable depression (PHQ-2 ≥ 3), while 33.3% (n=33) presented depression and likely anxiety. Of these 10.1% (n=10) were using psychotropic drugs. A significant number of people who do not use psychotropic drugs had symptoms of anxiety (47.2%, n=42) and 33.7% (n=30) of depression. Conclusion: The vast majority of students were assessed with probable depression and anxiety, however, a small percentage uses psychotropic drugs, which may suggest other forms of treatment or lack of treatment. Thus, it is suggested that they look for psychological support for further evaluations.

scholarly journals A Qualitative Analysis of Students’ Reflections on the Current Use of Digital Media in Foreign Language Classes

2021 ◽  
Vol 13 (16) ◽  
pp. 9082
Author(s):  
Blanka Klimova ◽  
Marcel Pikhart ◽  
Anna Cierniak-Emerych ◽  
Szymon Dziuba
Keyword(s):  
Foreign Language ◽  
Digital Media ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Qualitative Content Analysis ◽  
Social Contact ◽  
Learning Material ◽  
Advantages And Disadvantages ◽  
Language Classes

Teaching and learning have radically changed in the COVID-19 era and highlighted many novel aspects of online teaching and learning. Based on a qualitative content analysis of central European university students’ responses, the aim of this study is to discuss their reflections on the use of digital media in foreign language classes during the COVID-19 pandemic. The key method of this qualitative study includes focus group interviews. The results reveal both advantages and disadvantages of online foreign language teaching and their impact on students’ second language (L2) acquisition. The positive aspects involve satisfaction with being able to study a foreign language from the comfort from their homes, avoidance of commuting to school, ample opportunities to review the learning material, or improvement of listening skills. On the contrary, the negative aspects included a striking lack of social contact in the form of face-to-face classes, absence of collaboration between the teacher and students and between the students themselves in order to share and build on their knowledge and experience, health issues associated with a frequent exposure to technologies, or a lack of possibility to develop speaking skills. In conclusion, the authors of this study provide several implications for teaching practice, technology experts, and other stakeholders, which must be considered very seriously, as they represent the opinion of the users of online learning.

scholarly journals Lithuanian University Students’ Motivation to Study English

2021 ◽  
Author(s):  
Aurelija Daukšaitė-Kolpakovienė ◽  
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Student Motivation ◽  
Liberal Arts ◽  
Qualitative Data ◽  
Demographic Information ◽  
Online Questionnaire ◽  
Liberal Arts University ◽  
Learning Content ◽  
Different Types

Lithuanian university students’ motivation to study English as an obligatory study subject seems to be not researched. This is the reason why this study attempts to fill in the existing gap by aiming to learn how motivated Lithuanian students are to learn English at a liberal arts university in which English (as a foreign language) is obligatory to study. 61 upper-intermediate level students at Vytautas Magnus University (VMU) in Kaunas (Lithuania) were involved in the study and filled in an anonymous online questionnaire to reflect on their motivation to study English. The questionnaire involved statements on demographic information and 21 statements on different types of motivation. In addition, the research participants needed to explain in writing why they chose specific statements (all of which started with I study English because…). Thus, it was a quantitative and qualitative study, since qualitative data is lacking in various previous research on student motivation. The findings show that the Lithuanian university students are mostly instrumentally oriented. They hardly see English as an obligatory subject, even though it is, and intend to use it mainly as a tool to achieve various goals in the future, for instance, while travelling, communicating and working. Therefore, English teachers should place the learning content in these contexts to increase student motivation to study. This research may also have implications for the teaching of other obligatory non-speciality subjects at a liberal arts university, such as VMU.

scholarly journals Online resources in teaching Russian as a foreign language: expectations vs reality

2020 ◽  
Vol 18 (1) ◽  
pp. 69-84
Author(s):  
Victoria V. Vyazovskaya ◽  
Tatiana A. Danilevskaya ◽  
Margarita E. Trubchaninova
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching Practice ◽  
Educational Process ◽  
Independent Learning ◽  
Online Resources ◽  
Free Access ◽  
Teaching Resources ◽  
Teaching Aids ◽  
Russian Universities

The paper discusses using online resources in modern teaching Russian as a foreign language (henceforth - RFL). A lot of resources for teaching and learning Russian are uploaded online daily. However, the format of their integration into educational process has not been analyzed yet. The acuteness of the present study stems from the necessity to define effective educational online resources for teaching RFL. The study draws upon the data of free-access online resources developed for A0-B1 level students in leading Russian universities. The aim of the study is to analyse online RFL resources, including educational software, applications and sites, their structure and their chances to be integrated into teaching process. The research has resulted in estimating educational and functional value of online teaching resources for students who study Russian in order to enter Russian universities. The paper presents conclusions concerning practical application of online resources in RFL teaching practice in blended education of foreign students in the higher educational establishments. The theoretical significance of the research lies in the fact that the analysis of fundamental scientific articles and electronic materials allows us to expand and deepen our knowledge about the place of e-teaching aids in the sphere of teaching foreign languages and RFL, as well as to justify the need to include electronic teaching materials in order to intensify the learning process. The results of the research can be implemented in blended forms of learning, distance learning, as well as in organizing students' independent learning in the university environment.

scholarly journals La valutazione della complessità sintattica nella classe di lingua

EL LE ◽  
2020 ◽  
Author(s):  
Ineke Vedder
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
University Students ◽  
Panel Discussion ◽  
Research Literature ◽  
L2 Writing ◽  
Language Teachers ◽  
Syntactic Complexity ◽  
Argumentative Texts

This paper aims to investigate how language teachers perceive syntactic complexity in L2 writing and to what extent teachers’ judgments are related to current theoretical views in the research literature on Second Language Acquisition (SLA). Sixteen L2 teachers were asked to evaluate the syntactic complexity of a sample of argumentative texts written by L2 university students of Italian. In the panel discussion that followed, teachers discussed the motivations behind their assigned scores and the feedback they had proposed. The results revealed that teachers tended to focus primarily on accuracy and comprehensibility, and much less on syntactic complexity. Teachers’ reflections appeared to be only partly aligned with existing theoretical views on syntactic complexity in the SLA literature.

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