scholarly journals Learning Model of ‘Creative Writing’ Using Films in Foreign Language Learning - Focused on the Korean Film『Jung Dok(Addiction)』-

2011 ◽  
Vol 50 (2) ◽  
pp. 99-117
Author(s):  
허남영 ◽  
SangGum Li
Keyword(s):  
Creative Writing ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Model ◽  
Korean Film ◽  
Learning Focused

scholarly journals Editorial Enletawa Journal 10.2

2018 ◽  
Vol 10 (2) ◽  
pp. 9-10
Author(s):  
Yuranny Marcela Romero Archila
Keyword(s):  
Creative Writing ◽  
Foreign Language ◽  
Language Learning ◽  
Historical Fiction ◽  
Special Section ◽  
Foreign Language Learning

This new edition of ENLETAWA JOURNAL includes articles on how communication is carried out in the EFL classroom, as well as the use of literature to foster foreign language learning. Additionally, we have included a special section on creative writing at the end. This segment is an enticing complement to this volume, and it provides a space in which the author shares one of his historical fiction stories with the community.

Foreign Language Learning Through Instagram

2020 ◽  
pp. 135-156
Author(s):  
Alberto Andujar ◽  
Fidel Çakmak
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Model ◽  
Learning Approach ◽  
Flipped Learning ◽  
Traditional Lecture ◽  
English As Foreign Language ◽  
Based Instruction

This chapter explores the use of a flipped learning approach through the application Instagram in an English as Foreign Language (EFL) class. A case study involving 53 participants at a high school is presented. A mixed methods approach using quantitative and qualitative information is carried out where 4 different data collection instruments collected information about students' perceptions of the flipped learning model as well as the use of Instagram. Findings emphasized the app and the flipped learning methodology as motivational and useful elements to develop language learning processes. However, learner feedback indicated that the flipped learning model used in this research was not viewed as superior to traditional lecture-based instruction. This chapter concludes with a discussion of the implications of implementing flipped learning models that utilize mobile devices in EFL education.

scholarly journals Learner corpora, corpora of professional translations and creative writing in a course on translation of general texts: an action research project

2016 ◽  
Vol 36 (1) ◽  
pp. 121
Author(s):  
María Teresa Sánchez Nieto
Keyword(s):  
Action Research ◽  
Creative Writing ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Qualitative Change ◽  
Data Driven ◽  
Action Research Project ◽  
Research Project ◽  
Past Tenses

http://dx.doi.org/10.5007/2175-7968.2016v36nesp1p121This paper describes the design of a small action research project conducted in a course on translation of general texts from German into Spanish. The project methodology combines creative writing techniques with those of data-driven learning put forward by Johns (1991) for foreign language learning and applied by Laviosa (2014, in press) to translator training, as well as with the methods of corpus use for learning to translate proposed by Marco and Van Lawick (2009). The aim of the project is threefold: (i) raising the students’ awareness on the possibility of interference between German and Spanish past tenses when translating narrative sequences; (ii) allowing the students practicing data-driven learning about translation issues, and (iii) observing if these interventions bring about a qualitative change in their translation performance, specifically in the decrease of interference when translating narrative sequences with past tenses from German into Spanish. In the paper, special attention will be paid to the theoretical basis of the project, as well as to the methodological decisions involved in its design.

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