scholarly journals application of digital technologies in teaching a foreign language in a blended learning environment

2021 ◽  
Vol 5 (S4) ◽  
pp. 114-127
Author(s):  
Olena Ihnatova ◽  
Kateryna Poseletska ◽  
Dmytro Matiiuk ◽  
Yana Hapchuk ◽  
Olena Borovska
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
English Language ◽  
Teaching Method ◽  
Digital Technologies ◽  
Quality Education ◽  
Educational Materials ◽  
Electronic Textbooks ◽  
Online Platforms ◽  
Distance Learning Environment

Currently, many different approaches to higher education are being discussed with the requirements of the educational authorities. The importance and necessity of meeting the educational needs of the population, ensuring access to quality education and integrating education and science and technology are usually emphasised. Purpose of the study: to identify the specific features of the use of electronic textbooks (interactive publications) for teaching a foreign language on different online platforms in a distance learning environment. A systematic review can be explained as a research method and process for identifying and critically evaluating relevant studies and for collecting and analysing data from identified studies. Educational materials need to be used on time and the spot. The Pinboard method can be used to increase the efficiency of the lesson. The word "pinboard" comes from the English language and means "pinboard backing", "pin board". The essence of this teaching method is that discussion and learning dialogue are connected practically. Its strengths are its developmental and educational functions. Students will develop a culture of communication and discussion, the ability to express themselves not only orally, but also in writing, and the ability to think logically and systematically.

scholarly journals Foreign Language Teaching of Ukrainian University Students in a Distance Learning Environment

2021 ◽  
Author(s):  
Olena Pylypenko ◽  
Liubov Kozub
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Information And Communications Technology ◽  
Distance Learning Environment ◽  
Face To Face Learning

The Covid-19 pandemic has forced Ukraine, like other countries, to move to distance education. The study aims to analyze the distance learning experience of Ukrainian philology students, to find out the pros and cons of distance education, those things that motivate students, and the challenges they face while studying online. The survey consisted of a questionnaire and embraced 105 respondents. The survey goal was to collect data that would allow concluding about the effectiveness of distance education for Ukrainian philology students at the National University of Life and Environmental Sciences of Ukraine, particularly for the study of foreign languages. The significant results of the survey include: obtaining reliable data on the effectiveness of distance learning of Ukrainian philology students through their feedback in questionnaires, online testing, a variety of writing assignments, and assessment in the online classroom, finding out the most effective distance learning tools, the main features of teacher – students interactions in a distance-learning environment. The research proves that Ukrainian philology students overall positively evaluate their distance learning experience. It does not negatively impact students’ foreign language learning motivation. Despite a positive attitude to distance learning, Ukrainian philology students face particular challenges connected with access to devices, lack of information and communications technology skills, Internet connection, and lack of communication with their peers. The finding reveals, whatever are the benefits of distance education, it cannot entirely replace face-to-face learning.

scholarly journals Project Based Learning in Teaching Communication Skills in English as a Foreign Language to Engineering Students

2016 ◽  
Vol 11 (04) ◽  
pp. 153 ◽  
Author(s):  
Yulia Yurievna Kovalyova ◽  
Alexandra Vladimirovna Soboleva ◽  
Argen Kerimkulov
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
English Language ◽  
Engineering Students ◽  
Teaching Method ◽  
Science Research ◽  
Research Area ◽  
Project Based Learning ◽  
Professional Activity ◽  
Written Communication

The aim of this paper is to consider project based learning as one of the most efficient and productive methods used in teaching English as a foreign language to engineering students of Russian technical universities. Special emphasis is put on communication skills to be mastered by future engineers through project based learning. It is of great importance to note that highly developed oral and written communication skills are valuable for engineering students wishing to become successful and competitive in the international arena. Hence, engineering students must be trained well to develop their communication skills in English in the field of professional activity, mainly in the science research area. An inter-disciplinary project designed on the basis of project based learning for the second year students of Tomsk Polytechnic University is reviewed in this work. The authors come to the conclusion that project based learning is an ideal teaching method since it allows engineering students to improve significantly their oral and written communication skills as well as apply the content knowledge in the field of their professional activity within the English language course.

scholarly journals STUDENT COACHING FOR RETENTION IN A DISTANCE LEARNING ENVIRONMENT

2009 ◽  
Vol 4 (2) ◽  
pp. 86-96
Author(s):  
Tamar Benaya ◽  
Ela Zur
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Teaching Method ◽  
Education Institution ◽  
Admission Policy ◽  
Web Based ◽  
Self Study ◽  
New Students ◽  
Distance Learning Environment ◽  
Learning Institutions

The Open University of Israel (OUI) is a higher education institution with an open admission policy which is based solely on distance learning and self-study. The teaching method practiced at the OUI is a combination of traditional and web-based distance learning. One of the issues of great concern in all institutions and even to a greater extent in open and distance learning institutions is student retention. In an attempt to deal with this problem, the OUI decided to embark on a Retention Project which aim is to help new students to overcome the hardships of the first course. The new students were offered to be paired up with senior students who would accompany and coach them throughout their first semesters. This paper describes the Retention Project, and it presents results concerning the performance of the coached students, their retention at the OUI and the means of communication used by the coached students and their coaches in a distance learning environment.

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 An Analysis of the Teachings of Muhammad (SAW) to Conceptualize National Professional Standards for Teachers: A Contemporary Issue

2020 ◽  
Vol 10 (101) ◽  
pp. 348-363
Author(s):  
Muhammad Qasim Ali ◽  
Muhammad Asghar Javed al-Azhari ◽  
Muhammad Imran
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Professional Standards ◽  
Quality Education ◽  
Major Objective ◽  
Modern Times ◽  
Contemporary Issue ◽  
Skilled Manpower ◽  
Practical Life ◽  
Teaching Learning

Presently, the nations are focusing on skilled manpower. For this purpose, nations are developing professional standards through education for better education. Teachers of a nation called social engineers. Muhammad's (SAW) life is a guiding light for all of humanity. In modern times, quality education and skilled manpower is the solution for social dilemmas. The major objective of the study is to analyze the teachings of Muhammad (SAW) in order to conceptualize national professional standards for teachers. It is concluded from the study that Prophet Muhammad (SAW) took practical life like examples and taught his followers/students through such example whereas the contemporary teachers are in a hurry to finish the syllabus and cover the mentioned curriculum. Basically, the contemporary teachers are not concentrating on the lifelong training of their learners/students. The Holy Prophet Muhammad (SAW) used multiple instructional techniques during his teachings to his followers. The life of Muhammad (SAW) personified that he (SAW) create a teaching-learning environment for the better learning of their followers. It is also perceived from the life of Muhammad (SAW) that he (SAW) stressed the learning of foreign language.

scholarly journals Bilateral Interpretation and Its Teaching Methods to Foreign Students

2020 ◽  
Author(s):  
Andrey Sotnykov ◽  
Tetiana Bogdanova ◽  
Liudmyla Vasylchuk
Keyword(s):  
International Students ◽  
Foreign Language ◽  
South Korea ◽  
21St Century ◽  
Teaching Methods ◽  
Foreign Students ◽  
English Language ◽  
Digital Technologies ◽  
Practical Experience

Teaching a foreign language is a challenge. In such a case, teaching translation is more than a challenge, primarily if students are taught the bilateral interpretation (Russian and English language combinations), and each of the mentioned above languages is a foreign one for them (our students are from China, Turkey, Japan, Algeria, Egypt, South Korea, and other countries). What are the invariant unbiased difficulties for foreigners determined by the grammatical system of the language combination? Should teachers consider phonetics and peculiar phonetic properties, or is it just enough to familiarize students with them? What are the optimal teaching methods and exercises? What is more important in translation, equivalence, or accuracy? Are the methods of consecutive interpretation’s teaching applicable in bilateral interpretation teaching? To answer these problematic questions, we dedicated our article to the specific features of teaching international students. The study is based on our practical experience of teaching international students. We also present our most productive teaching methods, exercises, and the use of available digital technologies of the 21st century.

scholarly journals THE ROLE OF WEBSITES AND INTERNET IN ENGLISH TEACHING

2021 ◽  
Author(s):  
Ainur Keldibay ◽  
Roza Zhussupova
Keyword(s):  
Information Technology ◽  
Foreign Language ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Internet Resources ◽  
Online Tools

The article is dedicated to using educational Internet resources for teaching English online. This article examined the concepts and essence of educational Internet resources, what criteria teachers should follow when choosing Internet resources, what features of using a foreign language with the help of Internet resources should be considered. The аrticlе fоcusеs оn thе usе оf intеrnеt rеsоurcеs to English language teaching. The information technology has played an important role in English language teaching and it has offered a better tool to explore the new teaching method. The purpose of the article is the use of information technology in increasing the effectiveness of teaching English, developing students' creative abilities at English lеssons. There given various available online tools in the Internet for the students and recommend the mоdern tools for English teachers.

scholarly journals Does Flipped Classroom Model Affect EFL Learners’ Anxiety in English Speaking Performance?

2021 ◽  
Vol 16 (01) ◽  
pp. 94
Author(s):  
Mohamad Yahya Abdullah ◽  
Supyan Hussin ◽  
Kemboja Ismail
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Mixed Methods Research ◽  
Flipped Classroom ◽  
English Language ◽  
Teaching Method ◽  
Efl Learners ◽  
Significant Difference ◽  
English Speaking ◽  
Speaking Performance

Learners of English as a foreign language (EFL) face various challenges which impede their efforts to achieve English proficiency, especially in speaking performance. In response, this study sets out to use the Flipped Classroom Model (FCM) as a teaching method to investigate the effective-ness of the FCM on EFL learners’ anxiety in English speaking performance. A mixed-methods research design was utilized whereby 27 Omani under-graduate students majoring in English as a foreign language at Buraimi Uni-versity College (BUC), Sultanate of Oman were selected purposively as the subjects of the study. The collected data involved the Anxiety in English Speaking Performance Questionnaire (AESPQ) that was distributed in three stages: pre, midway and post the implementation of FCM. Another set of da-ta was elicited in the focus group interviews and students’ reflective jour-nals. Findings indicated that after twelve weeks of using FCM, a considera-ble improvement occurred on EFL learners’ anxiety in English speaking per-formance across time. The results of the One-way ANOVA showed that there were significant differences among the EFL learners’ levels of anxiety in speaking English, F (₂, ₅₂) = 111.492, P<0.001, η2= 0.811), and MANOVA results revealed that there was a significant difference between the four di-mensions of AESPQ over time (Wilks Lambda =0.017, F= 134.718, 2=0.983). FCM was found to be appropriate to all the students in this study since it satisfied their needs and suited their learning styles. Essentially, the findings reported in this research would contribute to advancing English language teaching, not only in instructional design but also in promoting EFL instructors to be more interested in using FCM.

scholarly journals FOREIGN LANGUAGE TEACHING WITH E-LEARNING ONLINE SYSTEM: FAR EASTERN FEDERAL UNIVERSITY’S EXPERIENCE

2021 ◽  
pp. 7-17
Author(s):  
Наталья Александровна Глушко ◽  
Екатерина Алексеевна Карцева
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Real Life ◽  
Educational Process ◽  
Language Classes ◽  
E Learning ◽  
The University

Введение. Анализируется опыт внедрения дистанционных технологий на занятиях по английскому языку в вузе в условиях вынужденного перехода на удаленный формат работы. Цель – обобщение результатов анкетирования, направленного на выявление отношения студенческого и преподавательского сообществ к переводу образовательного процесса в электронный формат. Материал и методы. Материалом исследования послужили результаты анкетирования, проведенного в первые недели дистанционного обучения английскому языку и по окончании весеннего семестра 2019/20 учебного года. Для решения поставленных задач применялись следующие методы: анализ учебно-методической литературы по вопросам внедрения технологий в образовательный процесс по иностранному языку, анкетирование профессорско-преподавательского состава и студенческого контингента. Результаты и обсуждение. Впервые собраны и обобщены данные опроса об опыте использования электронной среды взамен аудиторной работы при проведении занятий по английскому языку в вузе. Рассматриваются достоинства и недостатки дистанционного обучения иностранным языкам в вузе; выявляется степень удовлетворенности участников образовательного процесса качеством преподавания иностранного языка в новом формате; описываются аспекты и особенности обучения английскому языку в онлайн-среде. Установлено, что основные сложности, с которыми столкнулись преподаватели и студенты на онлайн-занятиях, сопряжены с отсутствием живого общения, при котором задействованы как вербальные, так и невербальные каналы получения информации. В качестве несомненного преимущества удаленного способа работы перед аудиторным выступает организационно-бытовой аспект проведения занятий, что проявляется, прежде всего, в экономии временных затрат. Заключение. Проведение занятий по английскому языку в удаленном формате видится как высококачественная альтернатива традиционным занятиям в тех случаях, когда невозможна организация очной формы обучения в силу различных обстоятельств (пандемия, погодные условия и т. д.). Это обусловлено практической направленностью дисциплины «иностранный язык», при которой особую значимость приобретает живое общение, коммуникация «лицом к лицу». Introduction. The article provides the survey of distance technologies implementation experience in response to forced transition to e-learning environment at the university classes of the English language. The objective of the work is to consolidate and summarize the findings of the questionnaire aimed at identifying students and teachers’ attitude towards the educational process transition to electronic format. Material and methods. Research statistics was taken from the questionnaire conducted in the first couple of weeks of online English classes and at the end of 2019–2020 academic year spring term. In order to solve the task the authors applied the following methods: the analysis of methodological literature on technologies introduction into educational process at English language classes, questionnaire given to university students and teachers. Results and discussion. The paper combines and generalizes the replies to the questionnaire about the very first experience of using e-learning environment fully instead of in-class activities for the English language classes at the university. Advantages and drawbacks of a distance education are mentioned as well as the level of educational process participants’ satisfaction with the language teaching quality within a new format. There are also some special aspects of teaching English online shown. It was defined that during these classes students and teachers had faced the major challenge – the lack of a real-life communication with verbal and nonverbal channels of information exchange. One of the undeniable benefits of a distance education when compared to classroom sessions is organizational aspect, especially time saving. Conclusion. Remote format of the English language classes is considered as a high quality alternative to in-class learning in situations when classroom settings are impossible to be organized due to different circumstances (pandemics, weather conditions, etc.). Practical focus of a “Foreign language” as a subject determines the significance of a real-life face-to-face communication during the classes.

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