THE ROLE OF GAMIFICATION IN LANGUAGE LEARNING IN HIGHER EDUCATION

2020 ◽  
Author(s):  
Tomislav Ivanjko ◽  
Krešimir Pavlina ◽  
Iva Grubješić
Keyword(s):  
Higher Education ◽  
Language Learning

The Role of Social Networking Sites for Language Learning in UK Higher Education

2014 ◽  
pp. 1745-1764
Author(s):  
Billy Brick
Keyword(s):  
Higher Education ◽  
Social Networking ◽  
Language Learning ◽  
Peer Review ◽  
Social Networking Sites ◽  
Language Education ◽  
Text Chat ◽  
The Uk ◽  
Uk Higher Education

This paper seeks to assess the potential for Social Networking Sites (SNSs) to play a role in language learning in the UK Higher Education (HE) sector. These sites are characterised by certain features including learning materials, synchronous and asynchronous video and text chat facilities, a peer review feature, and some sites also incorporate an award system, in the form of points (http://www.livemocha.com) or ‘berries' (http://www.busuu.com). This serves to motivate participants by rewarding them for their progress and for their peer review activities. In order to consider if, or how, to integrate SNSs into the UK HE curriculum it is important to consider the views of practitioners and learners towards such sites and whether they consider them to have a potential role in HE language education. The paper will report on the outcomes of two small research projects which have sought to establish the view of both practitioners and students towards SNSs in the HE context. When considered overall the practitioners were more positive about the site than the learners.

Use of the Codes of Audio-Visual Media

2020 ◽  
pp. 411-423
Author(s):  
Mykola Yeromin ◽  
Igor Charskykh
Keyword(s):  
Higher Education ◽  
New Media ◽  
Language Learning ◽  
Cultural Background ◽  
Visual Media ◽  
Wide Spread ◽  
Field Of Study ◽  
University Professors ◽  
College And University

This chapter has a purpose to persuade college and university professors to re-consider the role of audio-visual media in the processes of higher education and language learning and give it a try as a great way for educating and building close multi-cultural relation between students and professors, regardless of national and/or cultural background. Its contents are highlighted by examples of successful use of audio-visual media in language learning and intentions to formulate the path, which methodology will follow in the recent future, considering the wide-spread of “new media” and Internet, which make communications more global and international than ever. Also included are the recommendations, based on authors experience in the field of study and exclusive quotations (some of which were previously unpublished and gathered in-field by authors).

The Role of Social Networking Sites for Language Learning in UK Higher Education

2012 ◽  
Vol 2 (3) ◽  
pp. 35-53 ◽  
Author(s):  
Billy Brick
Keyword(s):  
Higher Education ◽  
Social Networking ◽  
Language Learning ◽  
Peer Review ◽  
Social Networking Sites ◽  
Potential Role ◽  
Language Education ◽  
The Uk ◽  
Uk Higher Education

This paper seeks to assess the potential for Social Networking Sites (SNSs) to play a role in language learning in the UK Higher Education (HE) sector. These sites are characterised by certain features including learning materials, synchronous and asynchronous video and text chat facilities, a peer review feature, and some sites also incorporate an award system, in the form of points (http://www.livemocha.com) or ‘berries’ (http://www.busuu.com). This serves to motivate participants by rewarding them for their progress and for their peer review activities. In order to consider if, or how, to integrate SNSs into the UK HE curriculum it is important to consider the views of practitioners and learners towards such sites and whether they consider them to have a potential role in HE language education. The paper will report on the outcomes of two small research projects which have sought to establish the view of both practitioners and students towards SNSs in the HE context. When considered overall the practitioners were more positive about the site than the learners.

Use of the Codes of Audio-Visual Media

2017 ◽  
pp. 116-128 ◽  
Author(s):  
Mykola Yeromin ◽  
Igor Charskykh
Keyword(s):  
Higher Education ◽  
New Media ◽  
Language Learning ◽  
Cultural Background ◽  
Visual Media ◽  
Wide Spread ◽  
Field Of Study ◽  
University Professors ◽  
College And University

This chapter has a purpose to persuade college and university professors to re-consider the role of audio-visual media in the processes of higher education and language learning and give it a try as a great way for educating and building close multi-cultural relation between students and professors, regardless of national and/or cultural background. Its contents are highlighted by examples of successful use of audio-visual media in language learning and intentions to formulate the path, which methodology will follow in the recent future, considering the wide-spread of “new media” and Internet, which make communications more global and international than ever. Also included are the recommendations, based on authors experience in the field of study and exclusive quotations (some of which were previously unpublished and gathered in-field by authors).

Self-assessment and Language Learner Autonomy: An Exploratory Study in a Vietnamese University

2021 ◽  
Vol 5 (3) ◽  
pp. 72-83
Author(s):  
Thao Thi Thanh Phan
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
English Language ◽  
Learner Autonomy ◽  
Language Learner ◽  
Local Context ◽  
Self Assessment ◽  
Academic Context ◽  
Vietnamese Higher Education

This paper aims to explore the role of self-assessment in developing language learner autonomy in the Vietnamese higher education context. Specifically, it focuses on how the assessment for English language learning is currently conducted and how this relates to learner autonomy. Despite the Vietnamese government’s official requirement for learner autonomy, Vietnamese higher education’s language academic context provides presently little space for autonomous learning. The idea of self-assessment is relatively unfamiliar and has, therefore, been little investigated. Based on qualitative data from observations and interviews with 38 university students, this paper presents the understanding of learner autonomy in Vietnamese higher education. In particular, the findings suggest that self-assessment may be a useful operational approach for fostering language learner autonomy in Vietnam and other similar settings. Also, they highlight the demand of promoting self-assessment literacy and the importance of self-assessment principles within the local context.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

THE ROLE OF A HIGHER EDUCATION DIPLOMA IN THE PROFESSIONAL CAREER OF THE SPECIALIST IN THE FUTURE

2020 ◽  
Vol 3 (1) ◽  
pp. 456-466
Author(s):  
Kateryna Kolesnikova ◽  
Dmytro Lukianov ◽  
Tatyana Olekh
Keyword(s):  
Higher Education ◽  
Professional Career ◽  
The Future
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