scholarly journals Aprendizagem sem distância: tecnologia digital móvel no ensino de língua inglesa

2015 ◽  
Vol 8 (1) ◽  
pp. 39-50 ◽  
Author(s):  
Carlos Fabiano De Souza
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Interactions ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Learning Process ◽  
English Language ◽  
Current Scenario ◽  
Education Tool ◽  
Teaching Learning

RESUMO: Este trabalho visa fomentar uma discussão acerca do uso da tecnologia digital móvel enquanto componente de apoio ao processo de ensino-aprendizagem de língua inglesa, sobretudo em ambiente extraclasse. Pode-se dizer que o uso desse tipo de tecnologia como ferramenta educacional vai ao encontro do cenário atual, no qual tem havido um grande investimento em dispositivos móveis, o que nos leva a nos depararmos cada vez mais com educandos da Geração Digital – que fazem uso constante desses aparatos. Em outras palavras, os dispositivos móveis têm feito cada vez mais parte de nossas interações sociais e, em virtude da grande demanda, tem crescido substancialmente o número de aplicativos não só pagos, mas também disponibilizados para download grátis, que podem ser utilizados com o intuito de favorecer o aprendizado de línguas. Dessa maneira, apresentamos alguns aspectos relevantes quanto ao uso da tecnologia digital móvel no ensino de inglês, levando, sobremaneira, em consideração a sua finalidade pedagógica. Espera-se que os exemplos propostos possam vir a nortear futuras ideias de adoção de projetos educacionais que envolvam o uso de componentes tecnológicos dessa natureza em aulas de língua estrangeira/adicional.PALAVRAS-CHAVE: Tecnologia digital móvel. Ensino-aprendizagem de língua estrangeira. Língua inglesa.ABSTRACT: This work aims at promoting a discussion about the use of digital mobile technology as a component to support the teaching-learning process of English language, especially within extracurricular environments. We may say that the use of this kind of technology as an education tool suits the current scenario, in which there has been much investment in mobile devices, leading us to deal more and more with students from the Digital Generation, who use these apparatuses constantly. In other words, mobile devices have made even more part of our social interactions and due to their large demand, not only has it increased substantially the number of payable apps, but also the availability of the ones downloaded for free so as to favor the language learning. Thus, we will present some relevant aspects about the use of digital mobile technology in the teaching of English taking, primarily, into account their pedagogical purpose. It is expected that the examples proposed might guide future ideas of adopting educational projects which have to do with the use of technological components of this nature in foreign/additional language lessons.KEYWORDS: Digital mobile technology. Teaching-learning of foreign language. English language.

scholarly journals Students’ Perceptions towards Using Mobile Application in Learning Speaking

2019 ◽  
Vol 2 (4) ◽  
pp. 499-514
Author(s):  
Desika Rinanda ◽  
Suparno Suparno ◽  
Sri Samiati Tarjana
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Mobile Applications ◽  
Mobile Application ◽  
English Language ◽  
Learning Experience ◽  
School Students ◽  
Central Java ◽  
Innovative Learning ◽  
Teaching Learning

The dramatic advancement technologies, particularly mobile applications, have influenced the education sector. The integration of mobile applications in education to change the teaching-learning process has taken place and led to innovative learning, including English language learning. Hence, this study aimed to find out the students’ perceptions and the factors influencing students’ perceptions toward the use of mobile application in learning English particularly speaking. To reach the objectives, this study used case study as the research method. The data were collected mainly through interview and observation. The participants were five vocational school students in Surakarta, Central Java, Indonesia. They were purposively selected because they had been familiar with mobile application and they had been taught speaking English using mobile application by their teacher, so that they could give adequate information.  The research findings showed positive perception from the students toward the use of Learn English Conversation application in learning speaking. They declared that the use of Learn English Conversation application could facilitate them in practicing speaking, bring fun and enjoyable learning during the learning process. Moreover, their positive perceptions were influenced by several factors such as the flexibility and the new learning experience given by the mobile application, the ease to run the mobile application and unrequired a lot of internet quota when the students run the mobile application.

scholarly journals Negocjowanie programu nauczania języka obcego z uczniami w Polsce

Neofilolog ◽  
1970 ◽  
pp. 143-156
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Decision Making ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Different Levels

This paper aims to explore the rationale of classroom negotiation - understood as a discussion between all participants in the teaching/learning process to decide on the organization of foreign language learning and teaching. It outlines relevant issues connected with the process syllabus and the benefits that can be expected from involving students in classroom decision making. The article presents results of research conducted in Polish schools among both students and teachers at different levels of education in order to see to what extent the foreign language syllabus is negotiated there.

scholarly journals Do Learners Like Project in Their English Classes?: Impact of PBL on Students’ Attitudes

2018 ◽  
Vol 42 ◽  
pp. 00084
Author(s):  
Ni Luh Putu Ning Septyarini Putri Astawa ◽  
Luh Putu Artini ◽  
Putu Kerti Nitiasih
Keyword(s):  
Language Learning ◽  
Junior High School ◽  
Learning Process ◽  
English Language ◽  
Qualitative Data ◽  
Project Based Learning ◽  
Learning Ability ◽  
English Language Learning ◽  
Field Note ◽  
Teaching Learning

This article presents the results of a study on the effect of Project-Based Learning (PBL) on students’ English language learning (ELL) attitudes and how the activities influence teaching-learning process in a junior high school in Bali. This research applied an embedded mixed-method design in which the quantitative data were collected using close-ended questionnaires test, and the qualitative data were collected using interview, observation checklist, open-ended questionnaire, and field note. Paired-samples t-test was used to analyse whether or not there is a significant effect on students’ attitude after being taught using PBL, while the qualitative data were analysed descriptively. The analysis shows a significant effect on students’ attitude. PBL enhances students’ learning quality in term of enthusiasm, confidence, and creativity learning ability while it also promotes teacher’s teaching satisfaction. This study supports the implementation of PBL which enhances students’ English Language Learning attitude and teaching-learning process.

scholarly journals Mobile-assisted Language Learning (MALL) for ESL Learners: A Review of Affordances and Constraints

2017 ◽  
Vol 9 (1-5) ◽  
Author(s):  
Harwati Hashim ◽  
Melor Md. Yunus ◽  
Mohamed Amin Embi ◽  
Nor Azwa Mohamed Ozir
Keyword(s):  
Second Language ◽  
Learning Styles ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
English Language ◽  
English As Second Language ◽  
Mobile Assisted Language Learning ◽  
Esl Learners

Nowadays, mobile technology is changing the landscape of language learning and is seen as the next frontier being researched for its potential in enhancing the teaching and learning of English language.  The portability of mobile devices is believed to bring new methods that can shape learning styles and pedagogies which could become more personalised and allow learners to learn on the move; thus, enhance English language teaching and learning.  This creates the potential for significant change in the teaching and learning of English as Second Language (ESL). Taking mobile learning as the setting within which developments in Mobile-assisted Language Learning (MALL) may be understood, this paper offers reflections on what Mobile-assisted Language Learning (MALL) has potentially offered and the constraints that might be faced by the English as Second Language (ESL) learners when using MALL.  Above all, it was a challenging issue to cover learning tasks by using a mobile device particularly in learning English as Second Language (ESL).  Nevertheless, mobile devices which are popular among students are motivational tools to be used in education as well as various learning activities.  This was proven by many researchers who have shown the positive outcomes.  Hence, we should admit that mobile devices are finding their way into classrooms in the student’s pockets, and we have to ensure that educational practice can include this mobile technology in effective and productive ways particularly for English as Second Language (ESL) learning.

scholarly journals Designing interaction tasks in Second Life for Chinese as a foreign language learners: A preliminary exploration

2013 ◽  
Vol 29 (2) ◽  
Author(s):  
Yu-Ju Lan ◽  
Yu-Hsuan Kan ◽  
Indy Y.T. Hsiao ◽  
Stephen J.H. Yang ◽  
Kuo-En Chang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Interactions ◽  
Second Life ◽  
Oral Communication ◽  
Video Data ◽  
Learning Activities ◽  
Future Research ◽  
Foreign Language Learners ◽  
Teaching Learning

<p>The aims of this research were to develop guidelines for designing interaction tasks for learners of Chinese as a foreign language (CFL) and to investigate the attitudes of CFL learners toward a full CFL class in Second Life (SL). Three research questions were addressed in this research: (1) what are the attitudes of CFL learners toward the language learning tasks in SL? (2) what kinds of social interactions emerge from learning activities in a CFL class in SL? (3) how do those activities benefit CFL learners in the learning of Chinese in SL? Two studies were conducted to tackle these questions. The cognition, usage, and expansion (CUE) model was proposed based on the findings obtained from study 1 and then implemented and evaluated in study 2. The findings of study 2 indicated that the activities run in the CUE model were effective at motivating CFL beginners and improving their oral communication and social interactions. Based on the video data analysis, three criteria were proposed for designing learning activities. Suggestions are also made for future research on CFL teaching/learning in SL.</p>

English Language Teaching Approaches: A Comparison of the Grammar-translation, Audiolingual, Communicative, and Natural Approaches

2017 ◽  
Vol 7 (11) ◽  
pp. 965
Author(s):  
Jessenia A. Matamoros-González ◽  
María Asunción Rojas ◽  
Johanna Pizarro Romero ◽  
Sara Vera-Quiñonez ◽  
Sandy T. Soto
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Language ◽  
Mother Tongue ◽  
Visual Representation ◽  
English Language Teaching ◽  
Teaching Approaches ◽  
Teaching Learning

This work compares four of the most widely used teaching approaches in foreign language contexts; Grammar-Translation, Audiolingual, Communicative, and Natural Approaches. For the comparison, seven features were considered; supporting theories, creation purpose, materials and techniques used, and the roles of teachers, students, and students´ mother tongue in the teaching-learning process. A checklist was created to provide a visual representation of the characterization of the features compared in each approach. Several texts and articles were reviewed to be accurate in the characterization of the information. The results show that the characteristics of each approach were determined for the epoch in which they were proposed and promoted. Some characteristics such as the use of books overlapped all approaches compared in this work; others were unique to certain approaches, supporting theories, for instance; and, others were common in two or three approaches, as in the case of the use of conversations and the role of learners as active learners, to cite some examples.

THE ENGLISH LANGUAGE LEARNING AS A PROCESS OF SOCIALISATION

2019 ◽  
pp. 56-59
Author(s):  
I. Shestopalova
Keyword(s):  
Foreign Language ◽  
Multicultural Education ◽  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
Professional Socialization ◽  
Educational Process ◽  
Foreign Languages ◽  
Solid Base ◽  
Moral Norms

The article is devoted to the problem of socialization of an individual in the process of studying a foreign language, which is a part of multicultural education and is considered as an important tool for a person’s adaptation in a multicultural society. The leading idea of the article is the assertion that foreign language as a discipline has a huge socializing potential, as in the process of studying a foreign language, not only in terms of the active development of inherent capabilities, abilities, initiative, independence, take place, but also, in terms of assimilating and activating the generally accepted in a society socio-cultural rules and moral norms, which play a crucial role in the process of socialization. Since the main goal of the educational process in foreign languages is the formation of high communicative skills, its contribution to the process of socialization of a person is indisputable. In this sense, the following characteristics of the learning process in a foreign language are important: the focus on communication, respect for the identity and culture of other people, the focus on social activities, the acquisition of social experience in solving life and social problems, and the creation of its own system of life priorities. The communicative method of teaching foreign languages is based on the fact that the learning process is a model of communication. The learning process in foreign languages is based on the linguistic partnership, creative collaboration, constant motivation of communication, based on a combination of such interconnected factors as activity, creativity, autonomy, individualization, which contribute to the intensification of cognitive and educational processes. That is, organization of training in the form of communication is the main methodological task of a modern teacher of foreign languages. It is this specificity of the discipline "foreign language" that is capable of effective implementing educational socialization, helping to complete the formation of the students' ability to communicate, co-exist and cooperate in the professional activities of people of different ethnic groups, the formation of a rich experience of social and cultural communication, which is a solid base for the involvement of learners to the global values of civilization.Key words: socialization; foreign language; multicultural education; polycultural person; professional socialization

The use of social networking and learning management systems in English language teaching in higher education

2014 ◽  
Vol 31 (4) ◽  
pp. 254-263 ◽  
Author(s):  
Evriklea Dogoriti ◽  
Jenny Pange ◽  
Gregory S. Anderson
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
Internet Technology ◽  
Content Type ◽  
Learning Platform ◽  
Learning Management

Purpose – The use of web-enhanced teaching of the English as a foreign language in higher education in Greece is addressed in this case study which examines the student's perceptions of online instruction using Moodle as a learning management system (LMS), with and without the use of Facebook (FB) as an adjunctive learning platform. The merging of this collaborative and interactive social platform with a LMS is explored, examining the attitudes of higher education foreign language learners toward Moodle as a LMS, and FB as an adjunctive informal learning environment. The paper aims to discuss these issues. Design/methodology/approach – Results are drawn from a pre-FB questionnaire after a term using Moodle only, and a post-FB questionnaire following a term using Moodle and FB. Findings – Results suggest that the use of web-based tools and social media changed the way students viewed the role of internet technology in the development of their English language learning. Most students (76 percent) agreed that the addition of FB to the course helped build a sense of community within a learning environment, while 69 percent suggested it enhanced the learning process. Originality/value – Results suggest FB may reinforce communication skills and engagement in the learning process and may support participation and collaborative learning in the formal learning environment provided by Moodle.

scholarly journals The Relationship between English Pronunciation Self-Concept and English Learning

2015 ◽  
Vol 60 ◽  
pp. 54-59
Author(s):  
Hossein Talebzadeh ◽  
Leila Gholami
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Self Concept ◽  
Global English ◽  
English Pronunciation ◽  
Iranian Context ◽  
Teaching Learning ◽  
The Relationship

English pronunciation self-concept refers to self-evaluation of a person’s English pronunciation proficiency which is shaped during the time spent for pronunciation learning (Gimson, 1980). The present paper aims at investigating the possible correlation between English pronunciation self-concept and English language learning. Furthermore, the relationship between global English self-concept and classroom anxieties are examined in the Iranian context. To this end, Xiuquan zhu’s (2005) questionnaire was administrated to the total of 100 English as a foreign language (EFL) students. Moreover, to assess students general English performance and their pronunciation proficiency two kinds of tests were taken by the participants. Descriptive statistics was used to turn the raw data to the interpretable forms. The analysis revealed statistically significant correlation between English pronunciation self-concept and global English self-concept with in turn leads to efficient English language performance. However, negative correlation is obtained regarding English classroom anxiety and English pronunciation self-concept. Because of facilitating role of pronunciation self-concept in English language acquisition, the findings of the present study suggest that due attention should be paid on the English pronunciation self-concept in foreign language learning teaching-learning environments

scholarly journals PODEJŚCIE DO BŁĘDU W NAUCE JĘZYKÓW OBCYCH – PERSPEKTYWA UCZNIA

Neofilolog ◽  
2019 ◽  
pp. 263-280
Author(s):  
Ewa Półtorak
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Subject Categories ◽  
Teaching Learning ◽  
The University ◽  
Learner’S Perspective ◽  
Beliefs And Attitudes

The aim of the paper is to reflect on the problem of errors in the foreign language teaching-learning process from the learner’s perspective. The author proposes to investigate learners’ beliefs and opinions related to the role of errors in foreign language learning process. The problem will be discussed in the context of the teaching-learning process of French as a second language to adult beginners. The study was conducted among the students of the Institute of Romance Languages and Translation Studies at the University of Silesia. The data collected was analysed and divided into subject categories in order to provide an overall view of students’ beliefs and attitudes towards errors.

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