scholarly journals The Role of Video in the Flipped Language Classroom

2021 ◽  
Vol 46 (3) ◽  
Author(s):  
Angelika Verch ◽  
Elke Nissen
Keyword(s):  
Language Learning ◽  
Direct Instruction ◽  
Language Class ◽  
Language Classes ◽  
Language Classroom ◽  
Flipped Classrooms ◽  
Definition Of

Flipped classrooms have become a widespread form of teaching. Yet, there is no consensus on how to define flipped (language) learning. Several authors consider the use of videos that prepares in-class activities as an essential principle. The article presents a study which examined the actual roles of videos in a corpus of 52 descriptions by L2 teachers of flipped language class settings and using Willis’ 1983 framework. In the corpus videos played a central role in before-class activities; a large number of videos were used. The roles that videos played in before-class activities in the settings did not all correspond to Willis’ framework; those which did not fit corresponded to direct instruction. The definition of a flipped setting was found to be unclear, as in a quarter of the descriptions the criteria did not apply. Video was not found to be necessarily constitutive for flipped language classes.

scholarly journals The Application of Virtual Simulations Using Second Life in a Foreign Language Classroom

2014 ◽  
Vol 2 (1) ◽  
pp. 67 ◽  
Author(s):  
Tecnam Yoon
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Community ◽  
Second Life ◽  
Virtual Simulation ◽  
English Learning ◽  
Language Class ◽  
Simulation Based ◽  
Language Classroom ◽  
Virtual Simulations

<p><em>The purpose of this paper is to investigate the effects of virtual simulation-based language learning in a foreign language class in Korea. Total 35 1st-year university students in Korea participated in this research to figure out the effect of simulations. A virtual English learning community, ‘Cypris Chat’ in Second Life was selected as a learning tool. For the data collection, a survey questionnaire was distributed and analyzed quantitatively. The result shows that the majority of the students had a positive attitude toward using a virtual simulation in English learning and had better understanding in learning English by experiencing an authentic practice. The first section of this paper provides a general overview of simulations in educational settings through an insightful literature review of the current research in the area. The review includes a comprehensive outlook on simulations, an example of successful classroom integration and some of the considerations researchers have found for their implementation. The latter section addresses the research method, results and conclusions.</em></p>

scholarly journals Strategy Instruction and Transfer in the EFL Classroom

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Robyn L. Najar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Strategy Instruction ◽  
Strategy Use ◽  
Mixed Design ◽  
Language Classroom ◽  
Learning Instruction ◽  
The Relationship ◽  
And Task

This study examines the generalizability of research in the areas of instruction; learning; and transfer of learning to the role these play in the area of the use of strategic competencies in foreign language contexts (FLC). While previous studies have tended towards a focus on learner variables, this study includes the conditions of applicability with a task that can impact learning and transfer as well. The contributions of both variables, learner and task, were investigated through note-taking strategy instruction and transfer, to ascertain the effect on reading comprehension of textual materials in the English as a foreign language (EFL) classroom. Learning was measured as a precursor to transfer. In order to investigate the role of instruction and transfer in the transfer of strategy use, a mixed design using both qualitative and quantitative approaches for design and analysis was used. Findings suggest that the relationship between instruction and transfer as represented by strategy use and task performance is a multidimensional one, and that there are implications for language learning instruction in the foreign language classroom.

Podcasting – Past, Present and Future

2011 ◽  
pp. 1-20 ◽  
Author(s):  
Lara Lomicka ◽  
Gillian Lord
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Future Trends ◽  
Language Classes ◽  
Language Classroom ◽  
Survey Results ◽  
K 12 ◽  
Published Research

This chapter explores current and potential pedagogical applications of academic podcasting in K-12 and higher education language learning classrooms. In order to fulfill the purpose of the chapter, it is composed of three primary sections: (1) Where we’ve been - a review of published research on podcasting; (2) Where we are - an investigation of what current teachers and researchers are doing with podcasting in their language classes based on survey results; and (3) Where we’re going - an assessment of future trends and applications. After reading the chapter, the reader should be eager to continue to explore the applications of academic podcasting in the language classroom.

scholarly journals FOREIGN LANGUAGE ANXIETY IN STUDENT LEARNING

2016 ◽  
Vol 3 (102) ◽  
pp. 18-23
Author(s):  
Asta Lileikienė ◽  
Lina Danilevičienė
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Low Achievement ◽  
Language Class ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
The University ◽  
Research Analysis

Background. Anxiety includes uncomfortable feelings when learning or using the new language. It continues to exist in the university foreign language classroom as well. A number of foreign language students report feeling anxious about language learning. Research aim was to investigate the foreign language anxiety (in our case, English as a foreign language, EFL) in the classroom context at tertiary level in relation to its effect on foreign language acquisition as well as to design recommendations of how to reduce or exclude foreign language anxiety from the university foreign language classroom. Methods. The Foreign Language Classroom Anxiety Scale developed by E. K. Horwitz, M. B. Horwitz, and Cope (1986) was used. The questionnaire consisted of 5 statements about the respondents’ general background and 33 statements which were evaluated on the Likert scale from 1 to 5 by the research participants. The research sample involved 200 first and second year students of Lithuanian Sports University . Results. The research analysis revealed that the respondents generally felt anxious speaking in the language class, making mistakes and being corrected by the teacher, worrying about the consequences of failing foreign language class and speaking with native speakers. The correlation between the students’ level of knowledge and their feeling of anxiety was established: students of lower level (A2 and B1) tended to feel higher levels of anxiety. Moreover, female participants of this study exhibited higher levels of foreign language anxiety. Conclusions. Foreign language anxiety proved to be a powerful predictor for demotivation in foreign language learning and impeded the acquisition of foreign languages. The research analysis revealed that the majority of younger respondents demonstrated a higher degree of anxiety. The more mature the students were, the more confident they felt in EFL classes. It was found that female students felt higher level of anxiety in learning English as a foreign language than male students. They were more inclined to hesitate and felt anxious in the language classroom, while male undergraduates were more confident and had a greater ability to cope with the feelings of anxiety and nervousness. Students with higher knowledge of English language (level B2) showed lower levels of anxiety and felt more confident in language class. A large number of failures was observed at the pre-intermediate and lower intermediate (A2/B1) levels. Therefore, the learners with high anxiety often got low achievement and low achievement made them more anxious about learning.

scholarly journals SONGS, RHYME, GAMES: Getting Children Drawn in the Language Class Through Fun Activities

ELT-Lectura ◽  
2014 ◽  
Vol 1 (2) ◽  
Author(s):  
A. Wahyuni Ratu
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Effective Technique ◽  
Language Class ◽  
Language Classroom ◽  
Free Environment ◽  
Free Language

Boredom makes children disinterested in the language classroom. Certain fun activities could be appliedas the strategy of getting children drawn in the language class and to ensure a natural anxiety-free language learning environment. Songs, rhymes and games were fun activities and effective technique to be used for children in the language class. This paper gives a perspective on the useful of Songs, rhymes and games in English language class especially in SMP level to ensure a stress-free environment for beginner English learners by providing the required conditions so that the children learn English with a lot of amusement in the classroom.

scholarly journals Pengaruh Program Kelas Bahasa Arab pada Lembaga CELAD terhadap Penguasaan Mufrodat (Kosa Kata) Mahasiswa

2019 ◽  
Vol 16 (1) ◽  
pp. 58-77
Author(s):  
Mawardi Ahmad ◽  
Ismail Akzam ◽  
Yenni Yunita
Keyword(s):  
Language Learning ◽  
Student Learning ◽  
Quantitative Research ◽  
Descriptive Analysis ◽  
Arabic Language ◽  
Quantitative Descriptive Analysis ◽  
Islamic Studies ◽  
Language Class ◽  
Language Classes ◽  
Language Mastery

This study was motivated by the problem of mastering Arabic in the Faculty of Islamic studies (FAI), Islamic university of Riau (UIR). This problem focused on the students’ quality and learning interest of FAI UIR on language mastery, both Arabic and English. This foreign language or second language mastery program such as Arabic or English is made in the form of language classes. Language classes are initially unattended by a special institution such as a language center now under the supervision of the FAI UIR language center, the forerunner of the UIR language center called CELAD (Center for Languages ​​and Academic Development). Formulation The problem of this research is how the implementation of Arabic learning and the influence of the Arabic language class on the mastery of student learning in the Faculty of Islamic Studies UIR. The purpose of this study was to find out the implementation of Arabic learning and the influence of the Arabic language class on the mastery of student learning in the Faculty of Islamic studies. The type of this research is descriptive as well as qualitiative and quantitative research. The literature review used is language learning, the influence of the Arabic language class, and vocabulary mastery (al-mufradat). Then based on the results of the study using quantitative descriptive analysis, it found that the implementation of Arabic learning and the influence of the Arabic class on students’ vocabulary mastery of FAI UIR can be said to be "good".

scholarly journals Outwit, Outlast, Outplay: Survival Techniques (for Teachers and Students) in the Large Language Classroom

2016 ◽  
Author(s):  
Teresa Lobalsamo ◽  
Ramón A. Victoriano-Martínez
Keyword(s):  
Learning Environment ◽  
Student Body ◽  
Large Classes ◽  
Language Class ◽  
Language Classes ◽  
Language Classroom ◽  
Teachers And Students

What once began as experimental has now become a trend whereby large classes (50 students or more) are the norm. Language classes, where a small student body is ever more preferred, is also part of the same growing movement. Literature tells us, however, that students feel the larger the size of the class, the more negatively it will affect their ability to learn; yet, universities are reluctant to provide the small classes that are essential for an effective and organic learning environment. The following paper provides readers with 1. a brief summary of the research conducted on the effectiveness or otherwise of large classes; 2. practices that the authors have found to be most effective for the successful delivery of a large language class - practices which can also be implemented in lectures with fewer students.

scholarly journals PECULIARITIES OF THE DEVELOPMENT OF THE LITERATURE OF THE GERMAN LANGUAGE. PHONETIC ASPECTS

2020 ◽  
pp. 25-28
Author(s):  
N. Levitska ◽  
Keyword(s):  
Language Learning ◽  
Social Life ◽  
German Language ◽  
Social Changes ◽  
German Standard ◽  
Language Norms ◽  
Written Word ◽  
Definition Of ◽  
Norm Evolution

Linguists emphasize the importance of a structural-systematic approach to language learning, which helps to increase interest in solving the problem of language normativeness. The term “norm”, like many other terms in linguistics, is polysemous. At the same time, an important and still insufficiently disclosed aspect of the study of language norms is the definition of its essence in nationally heterogeneous languages, in particular in German standard language, which actualizes the study of autonomous norms of national variants of German, their identical and nationally specific features. Understanding the uniqueness of the codification of phonetic realities in the German language is relevant in the context of the traditions of Western European lexicography and the process of globalization and increasingly affects the linguistic spheres. The article is dedicated to the study of the notion of German orthoepic norm, the problem of its definition and mechanisms of its formation. The notion of the norm is rather ambiguous and its different aspects are usually highlighted by scientists when giving its definition. Generally they mark out two principal dimensions in the notion of the norm: the objective norm and the subjective norm. In conditions of community development, continuous linguistic and social changes, interdependent and interacting, the norm is a fundamental regulator of speech activity. It is clear that normative speech is the obligatory sign of well-educated, cultured person and the culture of sounding speech is an important aspect of national culture such as the culture of written word, communication or social life in general. The orthoepic German norm has been evolved in the process of Germanlanguage development. It is absolutely related to historical, social and culture processes. The norms are not invented by philologists, they reflect a certain stage of literary language development. In the article the role of the norm and its place in the language is defined and norm evolution in the process of language establishment and development is considered

scholarly journals Conceptions of Assessment as an Integral Part of Language Learning: A Case Study of Finnish and Chinese University Students

Languages ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 202
Author(s):  
Magdalini Liontou
Keyword(s):  
Language Learning ◽  
English For Specific Purposes ◽  
Self Report ◽  
Future Aspirations ◽  
Chinese University ◽  
Conceptions Of Assessment ◽  
Starting Point ◽  
Language Classroom

Assessment is viewed as an internal and pivotal part of learning, where cultural factors, previous experiences, and future aspirations affect learners’ perceptions. In recent years, an increasing number of western universities have established their campuses or “dual” programmes in China. In the first Sino–Finnish programme, 293 Finnish and Chinese students participated in the same English for Specific Purposes (ESP) course. This study investigated students’ perceptions of assessment through an adapted version of the “Students’ Conceptions of Assessment” inventory, and it explored if the responses on each conception differ between the groups. The self-report inventory included statements based on four main conceptions of assessment: improvement, external factors, affect/benefit, and irrelevance, while open-ended questions were also included. The analysis of the open-ended questions raised the issues of teacher fairness, learner autonomy, and feedback. Additionally, differences appeared between the role of assessment and its relation to future aspirations, as well as the role of the parents. This study is a starting point for exploring the conceptions for distinct groups of students regarding assessment, providing a better understanding of students’ perceptions and discussing the implications for the language classroom.

The use of English as a lingua franca in the Japanese second language classroom

2018 ◽  
Vol 7 (1) ◽  
pp. 131-151 ◽  
Author(s):  
Blake Turnbull
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Environments ◽  
First Language ◽  
Lingua Franca ◽  
Proficiency Level ◽  
Language Classroom ◽  
English Speaking

AbstractDespite the growing interest surrounding the use and role of the first language in the second language classroom, the vast majority of research in the field has been conducted in classrooms where English is taught as a second language in English-speaking countries. Very little research has investigated the role of English as a lingua franca (ELF) in other language learning environments, such as those in which Japanese is learnt as a second language (JSL) in Japan. This paper investigates the purposes for which ELF is employed, and the perspectives of learners from multilingual and multicultural backgrounds on the use of ELF, in the JSL classroom. The findings show that English is employed to varying degrees in relation to proficiency level, and that learners themselves are generally welcoming of this use. The author suggests that learners seek security and comfort in what they already know, with ELF easing the gap between their L1 and their developing Japanese skills.

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