scholarly journals Interactive Online Teaching of Phonetic Skills: Introductory Phonetic Course

2021 ◽  
Vol 7 (1) ◽  
pp. 94-112
Author(s):  
Inessa Azarova ◽  
Iuliia Ivanytska ◽  
Iryna Nykyforenko ◽  
Olena Vasylchenko
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Communication Skills ◽  
Social Presence ◽  
Learning Process ◽  
Mobile Applications ◽  
Online Teaching ◽  
Virtual Learning Environment ◽  
First Year Students ◽  
National University

This paper aims to develop a methodology for forming communication skills (specifically phonetic skills) through a virtual learning environment involving online learning platforms, online tools, and mobile applications, which determines the relevance and timeliness of the study. The authors present their experience of effective use of modern online resources and mobile applications to develop phonetic and communication skills in first-year students studying German as the first and second foreign language at the Department of German Philology at Odesa I.I. Mechnikov National University, Ukraine. According to the survey, modern digital tools and applications help students reveal interest and, more importantly, increase motivation in learning a foreign language. They enable students to keep in touch with their teachers, who provide them with feedback and support, creating the effect of social presence which is so vital in a distance learning environment. The significance of the research is to establish the background for the formation of students’ self-development and self-education skills, encourage the students to take responsibility for their learning process, and motivate their learning activities with the most effective tools and technologies that do not only complement traditional teaching methods, but also contribute to the learning process improvement and enhancement. Consequently, the research findings can apply to the development of communicative competence, which is the main goal in teaching any foreign language.

scholarly journals Interactive Online Teaching of Phonetic Skills: Introductory Phonetic Course

2021 ◽  
Author(s):  
Inessa Azarova ◽  
Iuliia Ivanytska ◽  
Iryna Nykyforenko ◽  
Olena Vasylchenko
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Communication Skills ◽  
Social Presence ◽  
Learning Process ◽  
Mobile Applications ◽  
Online Teaching ◽  
Virtual Learning Environment ◽  
First Year Students ◽  
National University

This paper aims to develop a methodology for forming communication skills (specifically phonetic skills) through a virtual learning environment involving online learning platforms, online tools, and mobile applications, which determines the relevance and timeliness of the study. The authors present their experience of effective use of modern online resources and mobile applications to develop phonetic and communication skills in first-year students studying German as the first and second foreign language at the Department of German Philology at Odesa I.I. Mechnikov National University, Ukraine. According to the survey, modern digital tools and applications help students reveal interest and, more importantly, increase motivation in learning a foreign language. They enable students to keep in touch with their teachers, who provide them with feedback and support, creating the effect of social presence which is so vital in a distance learning environment. The significance of the research is to establish the background for the formation of students’ self-development and self-education skills, encourage the students to take responsibility for their learning process, and motivate their learning activities with the most effective tools and technologies that do not only complement traditional teaching methods, but also contribute to the learning process improvement and enhancement. Consequently, the research findings can apply to the development of communicative competence, which is the main goal in teaching any foreign language.

scholarly journals The Importance of a Teacher in a Distance Education and the Progressive Methods of Teaching in a Virtual Learning Environment

2014 ◽  
Vol 22 (2) ◽  
pp. 97-104
Author(s):  
Olga MIŠČENKO
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Virtual Environment ◽  
Learning Strategies ◽  
Learning Process ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
The Internet ◽  
High Level ◽  
New Applications

The purpose of the article is to analyze the experience of the first work years of teaching the students, who study by distance, to compare other authors’ experience and to examine the advantages of Moodle virtual learning environment (VLE), searching for new applications of it. The relevance of e-learning is noted. It is affirmed that metacognitive learning strategies are typical for learning foreign languages in virtual environment. It is said that the Internet is a tool that ensures studies by distance. It is said that raising the qualification and learning by distance allows a responsible employee to improve foreign language skills while lifelong learning. VLE adaptability for teaching and studying English is being discussed. It is stated that the Internet conditions all types of methods in the virtual environment, application, and its existence expands and deepens the learning approach. In the paper it is claimed that the Moodle VLE function is to improve the learning process to ensure a high level of expertise and the objectivity of assessment. Studying in conventional way and in the virtual environment are briefly compared. Moodle virtual learning environment application objectives to learning outcomes, emphasizing the importance of the traditional teaching methods, the student’s responsibility to call attention to the learning process and system characteristics are defined. It is noted that learning in the virtual environment is based on the principles of epistemology, therefore the Moodle system meets the didactic tasks. The virtual learning environment possibilities ensure a very good feedback and increase students’ motivation, and, consequently, that provides better knowledge. It is emphasized that while teaching by distance, the teacher’s responsibility, his role in the development of educational material and the course tasks have increased. Some specific cases for various forms of studies and exercises to perform in the Moodle e-system are given. Some statistical data demonstrate the improvement of the quality of knowledge due to the Moodle system application for training foreign language.

scholarly journals Teacher Presence and Social Presence in Virtual and Blended Courses

10.28945/3965 ◽  
2018 ◽  
Keyword(s):  
Learning Environment ◽  
Learning Community ◽  
Social Presence ◽  
Learning Process ◽  
Self Efficacy ◽  
The Other ◽  
Future Research ◽  
Blended Courses ◽  
Challenge And Threat ◽  
Teacher Presence

[This Proceedings paper was revised and published in the 2018 issue of Journal of Information Technology Education: Research, Volume 17] Aim/Purpose: The purpose of the study was to examine the relationship between teacher presence and social presence on one hand, and feelings of challenge and threat, self-efficacy, and motivation among students studying in virtual and blended courses on the other. Background: In this study we examined two types of courses, virtual courses (VCs) and blended courses (BCs). Physical separation between teacher and learners may lead to transactional distance, which should be reduced through teacher presence (TP) and social presence (SP). Methodology: This is a mixed-method study. Participants completed a threat/challenge questionnaire, a motivation questionnaire, a self-efficacy questionnaire, and answered open-ended questions. The sample included 484 students from two academic institutions in the Israel. Contribution: The study highlights the connection between critical factors involved in learning and teaching in VCs and BCs (teacher presence, social presence, feelings of challenge and threat, self-efficacy, and motivation) from the point of view of students studying in VCs and BCs. Findings: We found a link between teacher presence and social presence on one hand and feelings of challenge and threat, self-efficacy, and motivation of students in VCs and BCs on the other. At the same time, we found that the perceptions of motivation, challenge, and threat associated with VCs and BCs are interrelated, that is, students have similar perceptions in relation to both types of courses. Recommendations for Practitioners : It is preferable to create a learning environment that supports the learners and is attentive to their needs and to the creation of an active learning community. It has been found that these factors greatly influence the process and the quality of learning in the course. Recommendation for Researchers: The study examined the subjective feelings of the students about the learning process in virtual and blended environments. We recommend continuing to explore the characteristics of the virtual environment and of teaching methods in these environments. Impact on Society: The combination of virtual and blended learning environments in the learning process may lead to the realization of the educational vision of creating a learning environment that supports students and responds to their needs, enabling autonomous and collaborative learning while creating a learning community. Future Research: It is advisable to examine the issue from the perspective of the teachers in VCs and BCs to elucidate the topic from other angles.

Engaging Engineering Students in the Educational Process Using Moodle Learning Environment

2020 ◽  
pp. 239-263
Author(s):  
Oksana Labanova ◽  
Anne Uukkivi ◽  
Elena Safiulina ◽  
Marina Latõnina
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Engineering Students ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Self Control ◽  
Pedagogical Practice ◽  
Instructional Videos ◽  
Use Of Technology ◽  
Training Control

Modern pedagogical practice emphasizes the use of technology as an opportunity to personalize the learning process and the need to take into account students' new needs. The purpose of this chapter is to offer a model of presenting online learning materials in mathematics that involves students in a continuous learning process. This model consists of textual materials, video materials, and tests in Moodle virtual learning environment (VLE). Textual materials include short theoretical materials with examples, self-control exercises, and worksheets with step-by-step solutions. The model includes five different types of videos: mini-lectures, problem solving walkthroughs, instructional videos, interactive videos, and individual videos. The testing system includes training, control, and bonus tests. Creating all parts of the model requires the use of specific didactical techniques. The students' feedback to this model has been highly positive.

Exploring embodied social presence of youth with Autism in 3D collaborative virtual learning environment: A case study

2016 ◽  
Vol 55 ◽  
pp. 310-321 ◽  
Author(s):  
Xianhui Wang ◽  
James Laffey ◽  
Wanli Xing ◽  
Yanfei Ma ◽  
Janine Stichter
Keyword(s):  
Learning Environment ◽  
Social Presence ◽  
Virtual Learning ◽  
Virtual Learning Environment

scholarly journals Developing intonation skills in English: A systemic functional linguistics perspective

2018 ◽  
Vol 8 (1) ◽  
pp. 11-20
Author(s):  
Renata Fabiana Cardinali ◽  
Maria Celina Barbeito
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Systemic Functional Linguistics ◽  
First Year ◽  
First Year Students ◽  
Functional Linguistics ◽  
Oral Production ◽  
Foreign Language Learners ◽  
National University ◽  
Oral Skills

This paper explores whether the teaching of English intonation within the framework of systemic functional linguistics (SFL) contributes to the development of intonation skills of Argentine Spanish speakers to become teachers of English as a Foreign Language. The findings of the study that focused on the oral production of students in the first course of phonetics in the programme offered at the National University of Rio Cuarto are presented. This paper reports the analysis of recordings of first-year students reading an English text aloud and the results obtained in the pre- and post-tests reveal that there was improvement in students’ oral production such as in tone system considering the three systems of intonation in SFL after a series of training sessions. Hence, this approach seems promising for the development of intonation skills and oral skills in foreign language learners. These results favour for teacher trainers as well as for trainers   Keywords: EFL, intonation, systemic functional linguistics, teacher training.

scholarly journals BLENDED LEARNING ENVIRONMENT: PROMOTING LEARNERS' SELF-EFFICACY

2021 ◽  
Vol 2 (1) ◽  
pp. 39
Author(s):  
Desi Puspitasari
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Blended Learning ◽  
Self Efficacy ◽  
Virtual Learning Environment ◽  
Academic Goals ◽  
Face To Face ◽  
Teaching Learning ◽  
And Training ◽  
Pedagogical Approaches

In recent years, blended learning has been utilizing in a variety of contexts. It emerges as one of the most popular pedagogical approaches which integrate face-to-face classes with the virtual learning environment. It offers learners considerable resources and materials. Many researchers have reported on it since it thrived. It offers learners flexibility. It also gives the learners choices about when and where they learn and participate in online learning. Therefore, it is used for teaching and training worldwide since many researchers found it an effective way to be used in the teaching-learning process. It is believed to enhance learners' understanding of learning a foreign language. Some researchers also found that blended learning affects learners' self-efficacy stronger than the other instructional modes. This study employed qualitative research. It was used to determine how blended learning was applied in a class to boost learners' self-efficacy. In conclusion, the developments of technology recently encourage educators to apply a blended learning environment in the classroom. One of the important things is how it should be implemented to help the learners develop their self-efficacy and achieve their academic goals.

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