scholarly journals Some Interesting Internet Resources and Activities for Teaching a Foreign Language (English) Online

2021 ◽  
pp. 188-194
Author(s):  
Khatuna Gelashvili ◽  
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching Practice ◽  
Teaching Resources ◽  
Teaching Online ◽  
Second Languages ◽  
Internet Resources ◽  
Correct Pronunciation ◽  
New Material ◽  
The One

Is online teaching worse than the one in the classroom? No, it is different and sometimes even better, only teachers should be aware of available resources and techniques in order to use peculiarities of online teaching effectively. We should know when and how to apply them and how to select the most effective ones for specific tasks to achieve the best results in teaching. The aim of this conference presentation is sharing some effective webpages, activities and techniques that work better while teaching online and that have been tested in my online teaching English and Georgian as second languages. The participants will practically get familiarized with some of the resources. More specifically, the presentation will cover the following topics: • some websites for presenting new material, practicing it and testing it • some websites and the activities or techniques for teaching, revising and activating vocabulary • some websites for correct pronunciation • some websites for getting students’ feedback The participants of this presentation will not only theoretically learn the presented resources, teaching activities and techniques, but also they will immediately use the most effective ones for online teaching at the conference session. They will be able to select some new resources of their interest and use them in their teaching practice. Keywords: online teaching, the second/foreign language, English as a Foreign Language (EFL), sharing experience, online teaching resources

scholarly journals Online resources in teaching Russian as a foreign language: expectations vs reality

2020 ◽  
Vol 18 (1) ◽  
pp. 69-84
Author(s):  
Victoria V. Vyazovskaya ◽  
Tatiana A. Danilevskaya ◽  
Margarita E. Trubchaninova
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching Practice ◽  
Educational Process ◽  
Independent Learning ◽  
Online Resources ◽  
Free Access ◽  
Teaching Resources ◽  
Teaching Aids ◽  
Russian Universities

The paper discusses using online resources in modern teaching Russian as a foreign language (henceforth - RFL). A lot of resources for teaching and learning Russian are uploaded online daily. However, the format of their integration into educational process has not been analyzed yet. The acuteness of the present study stems from the necessity to define effective educational online resources for teaching RFL. The study draws upon the data of free-access online resources developed for A0-B1 level students in leading Russian universities. The aim of the study is to analyse online RFL resources, including educational software, applications and sites, their structure and their chances to be integrated into teaching process. The research has resulted in estimating educational and functional value of online teaching resources for students who study Russian in order to enter Russian universities. The paper presents conclusions concerning practical application of online resources in RFL teaching practice in blended education of foreign students in the higher educational establishments. The theoretical significance of the research lies in the fact that the analysis of fundamental scientific articles and electronic materials allows us to expand and deepen our knowledge about the place of e-teaching aids in the sphere of teaching foreign languages and RFL, as well as to justify the need to include electronic teaching materials in order to intensify the learning process. The results of the research can be implemented in blended forms of learning, distance learning, as well as in organizing students' independent learning in the university environment.

Specifičnosti onlajn nastave leksikologije i sintakse srpskog jezika na Filološkom fakultetu: izazovi i perspektive

2021 ◽  
Author(s):  
Marija Raković ◽  
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching Practice ◽  
Teaching Process ◽  
Advantages And Disadvantages ◽  
Insufficient Time ◽  
The Subject ◽  
University Level ◽  
The University ◽  
Case Based

The paper deals with the observation of the specifics of online teaching of lexicology and syntax of the Serbian language at the Faculty of Philology of students studying a foreign language. The aim is to notice possibilities of realization of online teaching. The research was conducted on the basis of the implementation of the teaching process in the subject Serbian language 2 (lexicology and syntax) and a survey of students on the advantages and disadvantages of online teaching. The analysis showed that online teaching provides shortcomings in the form of insufficient time for the teacher to deal in more detail with student ambiguities, but also provides numerous opportunities for progress in education – mostly in terms of student time organization and uninterrupted questioning, which is not always the case. Based on the obtained results, we will try to give methodological implications for teaching practice, which concern the possibility of improving online teaching of the Serbian language at the university level.

The Journey from Dissenter to Advocate

2013 ◽  
pp. 1-15
Author(s):  
Terry S. Atkinson
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Teaching Practice ◽  
Online Courses ◽  
Teacher Preparation Program ◽  
Delivery Mode ◽  
Online Student ◽  
Teaching Online ◽  
The Social ◽  
University Professor

This chapter details the experiences of a university professor whose perspectives shifted from one of initial dissent to eventual advocacy for online learning as a delivery mode for her reading/literacy courses. Spanning eight years, her distance education teaching practices were shaped by her personal ventures as an online student, the outcomes gained by enhancing the social presence of her online courses, collaboration with colleagues, and systematic examination of her online teaching practice relative to its rigor, quality, and effectiveness within a teacher preparation program. Insights gained while teaching online conclude with recommendations for faculty members, institutions, systems, and organizations with vested interest in the future of teacher education.

What are Tutors' Experiences with Online Teaching?

2016 ◽  
Vol 8 (1) ◽  
pp. 18-33 ◽  
Author(s):  
Cvetanka Walter
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Asynchronous Communication ◽  
Online Course ◽  
Methodological Framework ◽  
Teaching English ◽  
Teaching Online ◽  
University Teachers ◽  
University Curriculum ◽  
The University

This study seeks an understanding of how tutors perceived the online part of a blended learning course in the context of teaching English as a foreign language at a German university. To gain knowledge about the ways in which the tutors experienced the phenomenon, a phenomenographic methodological framework was employed. Identified were four different ways of conceiving the online course as: A) a one-way street of communication: to provide students with extra materials to practice individually and for asynchronous communication, B) an add-on to on-campus classes; C) a distant relationship between students and online tutors; and D) an opportunity for tutor's professional development and team communication. The phenomenographic approach allowed to reveal variations of tutors' perceptions of teaching online with a view of enhancing the university curriculum. The findings may have implications for university teachers and educational designers.

Strategies to Support the Enhancement of Listening Comprehension (A Case of Ishik University English Preparatory School

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Naci YILDIZ
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Oral Communication ◽  
Listening Skills ◽  
Preparatory School ◽  
Comprehension Skills ◽  
Comprehensible Input ◽  
The One ◽  
Listening Strategies ◽  
Listening Process

Teaching listening while dealing with a foreign language has largely been neglected, as, on the one hand, it has been expected that L1 listening strategies would be automatically transferred on L2 and, on the other hand, as listening skills are sophisticated, hence, difficult to investigate and teach. However, as the skill which is prerequisite for two-sided oral communication and as a valuable source of comprehensible input, listening deserves much more attention than has got until today, either in teaching practice or in research. This study attempts to show the influence of developing learners’ listening strategies on the improvement of their comprehension skills. In an experimental study with 40 students at Ishik University (Iraq) it was found that the use of strategies in the listening process considerably enhanced the achievement of learners.

Effectiveness of ‘Pocket Mandarin’ for Online Learning among Mandarin as a Foreign Language Basic Learners

2021 ◽  
Vol 5 (3) ◽  
pp. 122-137
Author(s):  
Hie Ling Ting ◽  
◽  
Kum Yoke Soo ◽  
Lay Choo Siang ◽  
Sing Ee Ooi ◽  
...  
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning System ◽  
Survey Method ◽  
Teaching Online ◽  
Mandarin Language ◽  
The Face ◽  
The Impact

In the face of difficulties of teaching and learning due to the impact of Covid-19, online lessons have become vital. This has also affected the teaching of Mandarin as a foreign language at universities. Since Mandarin is considered as a difficult language to learn especially to non-native learners, teaching online has posted an even greater challenge to Mandarin language instructors. This study thus examines the use of a combination of platforms and applications online, customised to create an online learning system called ‘Pocket Mandarin’ to facilitate online Mandarin learning at the beginner level. The purpose is primarily to enable learning to take place in a fun and interactive manner by means of online flashcards, pronunciation, games and quizzes placed in an LMS platform called Padlet. To better understand how ‘Pocket Mandarin’ can effectively facilitate online teaching and learning among EFL basic learners at the tertiary level, a survey method was applied and it consisted of 5 parts which are students’ motivation, students’ attitude, cognitive development, design and interface as well as expectations. The results show that ‘Pocket Mandarin’ was positively accepted by the students who found the lessons motivating, upbuilding, cognitively applicable, with exceptional design and interface and was better than their initial expectations. Thus, there is great potential for the ‘Pocket Mandarin’ to be widely used at a greater scale.

scholarly journals Training future language teachers to develop online tutors’ competence through reflective analysis

ReCALL ◽  
2009 ◽  
Vol 21 (2) ◽  
pp. 166-185 ◽  
Author(s):  
Nicolas Guichon
Keyword(s):  
Online Teaching ◽  
Teacher Educators ◽  
Training Programme ◽  
Language Teachers ◽  
American University ◽  
Teaching Online ◽  
Online Tutoring ◽  
Key Competencies ◽  
The One ◽  
Synchronous Online

AbstractThis article sets out to identify key competencies which language tutors need to develop in order to manage synchronous online teaching. In order to aptly monitor interactions with distant learners, it is proposed that three types of regulation pertaining to socio-affective, pedagogical and multimedia aspects are required. On the one hand, this research aims at specifying these competencies and, on the other hand, it seeks to identify the relevance of reflective analysis for professional development.The context of this study is a teacher training programme for Masters Degree students in teaching French as a foreign language that provides trainees with the opportunity of teaching online to intermediate-level students of French from a North American university via a desktop videoconferencing platform. This programme first endeavours to put trainees in a professional situation by getting them to prepare and administer sessions in order to confront them with the specific challenges of synchronous online tutoring. Second, it seeks to help them to gain insight into their own activity by developing critical thinking towards their own practice.The data elicited for this research derive from the tutor trainees’ interpretations of their own practice when confronted with the film of their own situated activity. The episodes chosen by the trainees to feed the self-confrontation process constitute significant units because by being told and commented upon, they elucidate how and to what extent competencies are built. Three discursive strategies have been identified and used to organise the content analysis of the data: description; expression of a difficulty; reflective review of the activity. The strategies used by trainees to verbalise their own activity can inform teacher educators about the constraints of the work situation and about the resources trainees need to deploy to face up to this unknown professional situation.Results indicate that trainees concentrate particularly on pedagogical aspects that distance and faulty technology have rendered complex. The encountered difficulties are equally distributed between a repertoire of competencies pertaining to language teaching and competencies more directly linked with online teaching. Finally, this study has enabled us to assess the potential of self-confrontation for teacher practice and leads us to propose directions for improving this training device.

scholarly journals Dyskurs edukacyjny w kształceniu przyszłych nauczycieli

Neofilolog ◽  
1970 ◽  
pp. 167-184
Author(s):  
Wiesława Burlińska Wiesława Burlińska
Keyword(s):  
Foreign Language ◽  
Formative Evaluation ◽  
Teaching Practice ◽  
Language Teachers ◽  
Foreign Languages ◽  
Feedback Session ◽  
Foreign Language Teachers ◽  
Teacher Trainee ◽  
The One ◽  
Theoretical Dimension

In the training of future foreign language teachers discourse appears mainly in its theoretical dimension in relation to text discourse connected with teaching various skills. Discourse, however, might be also useful in the context of Teaching Practice. On the one hand, the analysis of classroom discourse could be used in deeper formative evaluation of the trainee. Analysis of this evaluational dialogue could support not only the growth of teaching strategies but could also significantly contribute to the formation of a reflective attitude of the future teacher.In this paper I present an analysis of a feedback session which refers to a lesson conducted by a teacher trainee form Bydgoszcz Teacher Training College of Foreign Languages and answer the question how useful this element can be in the creation of the reflective practitioner’s attitude.

scholarly journals A Qualitative Analysis of Students’ Reflections on the Current Use of Digital Media in Foreign Language Classes

2021 ◽  
Vol 13 (16) ◽  
pp. 9082
Author(s):  
Blanka Klimova ◽  
Marcel Pikhart ◽  
Anna Cierniak-Emerych ◽  
Szymon Dziuba
Keyword(s):  
Foreign Language ◽  
Digital Media ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Qualitative Content Analysis ◽  
Social Contact ◽  
Learning Material ◽  
Advantages And Disadvantages ◽  
Language Classes

Teaching and learning have radically changed in the COVID-19 era and highlighted many novel aspects of online teaching and learning. Based on a qualitative content analysis of central European university students’ responses, the aim of this study is to discuss their reflections on the use of digital media in foreign language classes during the COVID-19 pandemic. The key method of this qualitative study includes focus group interviews. The results reveal both advantages and disadvantages of online foreign language teaching and their impact on students’ second language (L2) acquisition. The positive aspects involve satisfaction with being able to study a foreign language from the comfort from their homes, avoidance of commuting to school, ample opportunities to review the learning material, or improvement of listening skills. On the contrary, the negative aspects included a striking lack of social contact in the form of face-to-face classes, absence of collaboration between the teacher and students and between the students themselves in order to share and build on their knowledge and experience, health issues associated with a frequent exposure to technologies, or a lack of possibility to develop speaking skills. In conclusion, the authors of this study provide several implications for teaching practice, technology experts, and other stakeholders, which must be considered very seriously, as they represent the opinion of the users of online learning.

scholarly journals TED talks as resources for the development of listening, speaking and interaction skills in teaching EFL to university students

Neofilolog ◽  
2021 ◽  
pp. 201-221
Author(s):  
Katarzyna Kozińska
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
University Students ◽  
Online Teaching ◽  
Teaching Practice ◽  
Oral Communication ◽  
Research Literature ◽  
Online Questionnaire ◽  
Ted Talks ◽  
Interaction Skills

The article presents a study conducted on 27 university students and 5 of their teachers in the Winter semester 2020/21. The study was conducted because of recommended online teaching at Polish universities and almost four decades after the first TED event, when the TED community has become worldwide and the recordings of the events can be accessed online cost-free by anybody. The popularity of TEDs and the need to teach online prompted the author to incorporate it in teaching practice and review research literature from the areas of SLA (Second Language Acquisition), EFL (English as a Foreign Language) teaching and learning, socio-constructivism and adult learning. Based on this review, a hypothesis was formulated: TED talks support the development of listening, speaking, and interaction skills when used as a supplementary resource in teaching English as a foreign language to university students. Three supplementary questions were formed to test the hypothesis. Data was obtained in an online questionnaire and analysed using the qualitative data analysis framework of Miles and Huberman (1994). The study confirmed the hypothesis. Lessons with TEDs are valued as varied, interesting, inspiring and supporting oral communication skills’ development. Results are discussed, conclusions drawn and further research explored.  

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