STUDENT ENGAGEMENT FOR LANGUAGE LEARNING IN A TRANSLATION COURSE

2021 ◽  
Author(s):  
Cristina Pardo-Ballester
Keyword(s):  
Student Engagement ◽  
Language Learning

Scaffolding student engagement with written corrective feedback: Transforming feedback sessions into learning affordances

2021 ◽  
pp. 136216882110409
Author(s):  
Chi-Duc Nguyen
Keyword(s):  
Student Engagement ◽  
Language Learning ◽  
Error Correction ◽  
Corrective Feedback ◽  
Attentional Focus ◽  
Assessment Practice ◽  
Writing Conference ◽  
Teacher Student ◽  
Written Corrective Feedback ◽  
Future Learning

This study proposed a three-step writing conference in which foreign/second language (L2) students, under the guidance of their writing instructor, first fastened their attentional focus on a form-related error, analysed a collection of standard L2 samples to deduce the underlying knowledge, and then planned for their error correction as well as future learning of this knowledge. The ultimate goal of this formative assessment practice was to scaffold student engagement with written corrective feedback (WCF). Using a between-group experiment design, the present study compared the effects on the success rate of error correction and L2 uptake of the above writing conference ( n = 14) against those brought about by a typical Teacher–Student ( n = 12) and a typical Student–Student one ( n = 12). Research participants were 38 intermediate learners of English as a Foreign Language (EFL) recruited from three intact classes at a language-learning center in Vietnam. The suggested writing conference was indeed found to yield better error correction and L2 uptake than the other counterparts. A closer look at the students’ mental engagement with WCF revealed that such engagement was moderately correlated with their L2 uptake. These findings altogether suggest that student engagement with WCF should not be taken for granted or, in other words, this engagement should be contingently supported by the writing instructor in order to foster learning from WCF.

World Language Learning

2018 ◽  
pp. 1-22
Author(s):  
Rachel Burns ◽  
Donald Rubin ◽  
Michael A Tarrant
Keyword(s):  
Deep Learning ◽  
Student Engagement ◽  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
World Language ◽  
Factorial Anova ◽  
World Languages ◽  
Post Test ◽  
Mixed Factorial Anova

Research on the impacts of study abroad participation on world language proficiency indicates positive and significant associations between sojourning abroad and students' self-reported language skills. In recent years, student engagement and “deep-learning” have been found to exert powerful effects on student learning outcomes. However, the extent to which student engagement serves as a pathway to mediate and enhance the impact of study abroad on language learning has not been examined. This chapter uses pre- and post-test surveys and applies experiential learning theory (ELT) to model gains in language proficiency for students who studied world languages abroad versus on-campus. Results of mixed factorial ANOVA and regression path analysis indicate that students who studied world languages abroad experienced significantly greater gains in deep-learning and world language proficiency than students who studied world languages on-campus. This chapter is among the first to connect student deep-learning and engagement to world language learning.

Studies of Flipping Classes with Asian Students

2017 ◽  
pp. 168-188
Author(s):  
John Paul Loucky
Keyword(s):  
Social Media ◽  
Student Engagement ◽  
Language Learning ◽  
Communication Skills ◽  
Flipped Classroom ◽  
Classroom Instruction ◽  
Asian Students ◽  
Educational Aims ◽  
Learning Responsibility ◽  
Classroom Time

This chapter offers definitions of “Flipping Classes” (FC), which are classes that shift learning responsibility towards students and employ more media outside of class to help learners prepare to contribute more during classroom time. Its primary purpose is to increase student engagement by the wiser use of CALL, TELL and SMALL (Social Media Enhanced Language Learning). In support of these aims, this chapter examines “Flipped Classroom” instruction with the purpose of mining applications and websites that can help teachers flip their classes more effectively. Using FC, students are more engaged and enjoy preparing for their lessons out of class. They also gain confidence and communication skills as they present in class. Various definitions and examples of flipped classes will be presented, and its educational aims discussed.

Fostering Student Engagement and Oral Practise in an Online French Course During COVID-19

2022 ◽  
pp. 270-287
Author(s):  
Annelise Ly
Keyword(s):  
Student Engagement ◽  
Foreign Language ◽  
Language Learning ◽  
Sense Of Community ◽  
Flipped Classroom ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Target Language ◽  
Foreign Language Teachers ◽  
Class Time

Effective foreign language learning requires students to be engaged and to interact with the teacher and peer students in the target language during class. How can this be achieved effectively when the course is suddenly moved online? This chapter reports on the implementation of a Business French course in a business school in Norway using the flipped classroom method online during COVID-19. The author designed the course focusing on two key elements: fostering student engagement and creating a space for oral practise. Several measures were implemented: grammar and vocabulary lessons were moved out of class time, classes were synchronous and not recorded with activities in breakout rooms, and digital lunches were held to build a sense of community. The chapter provides an empirical case of course adaptation and draws on this experience to offer some recommendations that other foreign language teachers can use to implement an engaging course online.

scholarly journals Using Shakespeare Drama to Foster Student Engagement and Language Learning

2016 ◽  
Author(s):  
DANIEL TAN ◽  
HANSINI THEDCHANAMOORTHY ◽  
LEE LING ◽  
LISA SU ◽  
PHAWANI VIJAYARATNAM ◽  
...  
Keyword(s):  
Student Engagement ◽  
Language Learning

scholarly journals Enhancing engagement, enjoyment and learning experiences through gamification on an English course for health care students

Seminar.net ◽  
2018 ◽  
Vol 14 (1) ◽  
pp. 13-30
Author(s):  
Kirsi Korkealehto ◽  
Pirkko Siklander
Keyword(s):  
Student Engagement ◽  
Language Learning ◽  
Course Design ◽  
Learning Experiences ◽  
Traditional Learning ◽  
Health Care Students ◽  
Open Questions ◽  
Content Analysis Method ◽  
On Line ◽  
Gamified Learning

Student engagement in traditional learning environments is in decline resulting in decreased learning results and lack of engagement. Gamification is one option to trigger interest and enhance engagement in learning activities. Aim of this study was to investigate the potential of gamified course design in language learning from students’ perspective. Particularly, we explored students’ experiences of engagement, enjoyability and language learning. Theoretical framework consists of process of interest and engagement, and gamification in language learning. Language learning is understood through socio-cultural and ecological approaches. The research was conducted and data were collected at a 3-credit field-specific English course. The participants (N = 23) were 1st-year healthcare students conducting their studies with a blended learning approach. The used applications were Seppo, Kahoot, Padlet and Quizlet. The data includes students’ learning diaries and a post-course on-line questionnaire. The diaries and the open questions of the questionnaire were analysed according to content analysis method. The results suggest that gamified course design and related applications can enhance student engagement, foster language learning, and offer positive learning experiences.  However, there are differences between gamified applications. Supporting collaboration and creating positive atmosphere are important in gamified learning process. Implications for teachers are discussed.  

Online Tools for Feedback Engagement in Second Language Learning

2019 ◽  
Vol 9 (1) ◽  
pp. 58-78 ◽  
Author(s):  
Marinella Caruso ◽  
Nicola Fraschini ◽  
Sabine Kuuse
Keyword(s):  
Second Language ◽  
Student Engagement ◽  
Language Learning ◽  
Second Language Learning ◽  
Learning Experience ◽  
Corrective Feedback ◽  
Data Bank ◽  
Online Data ◽  
Time Saving ◽  
Online Tools

Feedback is one of the most important influences on second language learning. While much research has been undertaken in the field of corrective feedback, the study of student engagement with feedback in languages remains understudied. This article addresses the need for more interactive, effective and time-saving feedback, achieving more student engagement and ultimately enhancing their learning experience. Considering that engagement with feedback goes hand-in-hand with both awareness of the learning process and literacy about the feedback process itself, a range of interactive materials was developed embracing technology as a useful partner: three short videos to support feedback and language literacy, an online coversheet to establish a dialogical relation between student and instructor and an online data-bank of feedback comments. The students' evaluation of the materials support the conclusion that this communicative feedback lead to students feeling more aware and engaged with the feedback, thus becoming more responsible and active participants in their own language learning.

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