scholarly journals Busuu e Babbel: reflexões acerca do potencial de contribuição de aplicativos para o processo de ensino e aprendizagem de inglês como língua estrangeira

2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Barbra Sabota ◽  
Sanderson Mendanha Peixoto
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Language Teaching ◽  
Digital Technologies ◽  
Educational Technologies ◽  
Teaching Resources ◽  
Multimedia Resources ◽  
Information And Communication ◽  
Multiple Challenges

Resumo Neste estudo bibliográfico documental propomos uma discussão sobre as possibilidades de uso de softwares educacionais, mais especificamente Busuu e Babbel, na aprendizagem de inglês como língua estrangeira (LE). Após apresentação do referencial teórico sobre ensino de línguas e tecnologias analisamos esses dois aplicativos sob as perspectivas de como eles se adéquam aos métodos de ensino de LE e do potencial de promoção de input que oferecem como recursos tecnológicos. Em última instância, buscamos perceber e evidenciar como em contextos virtuais de ensino de línguas a comunicação e a colaboração podem fazer com que os aprendizes desempenhem papéis de reciprocidade no processo de aprendizagem. Com base nas análises tecidas, observa-se que os aplicativos ora verificados são capazes de proporcionar atividades interativas e interacionais com potencial favorecedor da aprendizagem. Tendo como pressuposto que trabalhar a multimídia e as TDIC implica novos multidesafios que não podem ser desvinculados da discussão do aprendizado de línguas mediado pelas tecnologias digitais, apresentamos o artigo na intenção de colaborar com a pesquisa sobre utilização de recursos tecnológicos no processo de aprendizagem de inglês como LE. Palavras-chave: Inglês. Ensino-aprendizagem. Tecnologias educacionais.   Abstract In this documentary study, we propose a discussion about the possibilities of using educational softwares, specifically Busuu and Babbel in learning English as a foreign language (EFL). After presenting the theoretical framework for language teaching and digital technologies, we analyze these two mediating digital tools from the perspectives of how they fit to FL teaching methods and their potential to promote input as technological teaching resources. Finally, we seek to understand and show how virtual contexts of language teaching, communication and collaboration can cause learners to play reciprocal roles in the learning process. After triangulating data we observe that the above-mentioned applications are able to provide interactive and interactional activities favoring potential learning. Departing from the assumption that working with multimedia resources and the information and communication digital technologies (ICDT) together implies new and multiple challenges that cannot be disconnected from the discussion of language learning, mediated by digital technologies, we present this article aiming to collaborate with the research on the use of technological resources in the EFL learning process. Keywords: English. Learning & teaching. Educational technologies.

scholarly journals Unnötige Regeln

2002 ◽  
Vol 10 (1) ◽  
Author(s):  
Elke Hentschel
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Passive Voice ◽  
Learning Rules ◽  
The Difference

This paper argues that among the rules used in foreign language teaching there are often unnecessary ones. These rules offer detailed description of linguistic facts that probably could be learned easier without them. Although "explanatory rules" of this sort might be quite helpful when offered as additional explanations, they can hinder the language learning process when presented as rules to be learned and obeyed ("learning rules"). In order to show the difference between this set of rules more clearly, several examples are given. They belong to the context of German as a foreign language and concern the declension and comparison of the adjective, diminutives, and the passive voice.

Using a Task-Based Approach for Supporting a Blended Learning Model for English as a Foreign Language

2015 ◽  
pp. 1166-1184
Author(s):  
Anita Ferreira Ferreira ◽  
Jaime García Salinas ◽  
Sandra Morales
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Blended Learning ◽  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Model ◽  
Training Strategies ◽  
Language Teaching And Learning

As Computer-Assisted Language Learning (CALL) has taken an important role in foreign language teaching and learning, not only is concrete data about the usefulness of technology- mediated environments for these purposes necessary, but also how the learning process is improved in such environments when learner training for CALL. The objective of this paper is to present an investigation which sought to explore empirical evidence regarding the effectiveness of a blended learning model, and also the use of language learning strategies in this kind of learning environment in order to increase its methodological potency with language learners. Consequently, this paper shows the findings of 2 experimental studies which aimed to provide data on (1) the efficiency of a blended learning (BL) model for language teaching and learning which combined task-based instruction, cooperative learning and optimal methodological principles for online learning (Doughty & Long, 2003), and (2) the use of learner training strategies for CALL in order to support and enhance the language learning process in this blended learning environment. The results from both studies suggest that the experimental group improved their language proficiency when compared to the control group. As a result, it is possible to conclude that (1) the blended learning design that included online tasks and cooperative instruction was beneficial for the development of language skills and (2) the use of learner training strategies for the blended learning model was highly beneficial for the students' language learning experience.

scholarly journals ENHANCING INTERCULTURAL COMMUNICATION DURING FOREIGN LANGUAGE LEARNING VIA DIGITAL TECHNOLOGIES

2021 ◽  
pp. 415-418
Author(s):  
Vadym Tynnyi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Communication ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Intercultural Competence ◽  
Digital Technologies ◽  
Foreign Language Learning ◽  
Knowledge And Skills ◽  
Information And Communication

The article analyzes the essence and content of terms «intercultural communication», «intercultural competence», the ways of efficient foreign language learning through constructing communication knowledge and skills under conditions of intercultural communication through information and communication technology.

scholarly journals Research on Technology Competencies in EFL Language Instructors: Technology-Pedagogy-Content in Language Teaching

2020 ◽  
Vol 5 (1) ◽  
pp. 32-43
Author(s):  
Rodrigo Tovar Viera ◽  
Diego Ismael Velasco Sánchez
Keyword(s):  
Language Learning ◽  
Information And Communication Technologies ◽  
Language Teaching ◽  
Assessment Instruments ◽  
Teaching Resources ◽  
Pedagogical Content ◽  
Digital Era ◽  
Information And Communication ◽  
Language Instructors ◽  
Computer Literate

Background:Living in the digital era where the information and communication technologies (ICTs) have extensively changed the way of teaching, language instructors, in particular, should be computer literate to put their technical knowledge into practice in such a way they effectively integrate technology into language learning classrooms.Methodology:The research contextualizes teachers’ beliefs and competencies of using the Technological Pedagogical Content Knowledge (TPCK) in teaching English as a foreign language. The study is an extension of previous research carried out by Tovar et at., (2019), and Tovar (2019). It applied a survey-based questionnaire, an unstructured interview, and classroom observations for data collection. The assessment instruments were administrated to EFL language instructors, who work in the Language Center at the Technical University of Cotopaxi.Findings:Results revealed that a high percentage of the EFL language instructors are not familiar with the use of the TPCK model and its integration into their classroom practices. This support the claim that teachers probably have technological knowledge, but they are not well-prepared to combine teaching resources and appropriate pedagogical methods for language teaching and learning.Conclusions:The study hopes that research outcomes arise linguistic implications and pedagogical applications for developing teachers’ TPCK competencies when integrating technology in EFL classroom settings. Limitations, as well as considerations for further research, are discussed.

Genesis of digital technologies in teaching students a foreign language in a blended learning environment

2021 ◽  
pp. 59-68
Author(s):  
Irina S. Nikolaenko ◽  
Anna A. Pribytkova ◽  
Tatiana A. Pustovalova
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Language Teaching ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Wiki Technology ◽  
Web Forum ◽  
Information And Communication ◽  
E Mail

Digital technologies quickly and organically entered the life of a modern person. Moreover, the informatization of society has influenced the digitalization of education. Over the past 10–15 years, a solid body of scientific methodic works has appeared on the use of modern digital technologies in the development of foreign language speech skills and the development of students’ language skills, the development of their socio-cultural, intercultural, pragmatic and other types of competencies. Despite the linguodidactic potential and innovativeness of new methods of language teaching based on digital technologies, until 2019 the volume of use of information and communication technologies in the educational process was small. The 2019 coronavirus pandemic forced scientists and practicing teachers in extreme conditions to realistically assess the richness of the choice of digital technologies and rethink the need for each specific technology to solve specific educational problems. This is how the process of “withering away” of some technologies or “absorption” of some technologies by others began. A review of methodic works on the development of methods of foreign language teaching based on e-mail, web forum, blog technology, social service “Twitter”, wiki technology, podcasts and electronic text corpus is carried out. As a result, a conclusion is made about the relevance of four digital technologies that are integrated into modern university educational platforms. These include: blog technology, wiki technology, podcasts, and electronic corpus.

scholarly journals The Influence of the Leading Hemisphere on the Learning Foreign Language

2019 ◽  
Vol 6 (4) ◽  
pp. 77-80
Author(s):  
A.M. Eremenko
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Training Plan ◽  
Intercultural Interactions ◽  
The Brain

The relevance of the chosen topic is determined by the interest of teachers in effective foreign language teaching in the conditions of modern globalization and intercultural interactions. For competent and effective language learning, it is necessary to take into account the leading hemisphere of the brain. Based on the functions of the hemispheres, it is possible to rationally draw up a training plan that will give results and facilitate the learning process of language acquisition.

scholarly journals USE OF INNOVATIVE FORMS OF INSTRUCTION IN ENGLISH LESSONS

2021 ◽  
Vol 1 (194) ◽  
pp. 126-129
Author(s):  
Tetiana Kapitan ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Computer Programs ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Educational Technologies ◽  
Language Training

Nowadays foreign language is not just a part of nation's culture, it is also the guarantee of student’s successful career in the future. The achievement of high level proficiency of foreign language is not possible without fundamental language training in higher education institution. Most of them in our country provide students with at least two or even three foreign languages. In the context of higher school reforming, important changes in the educational technologies of foreign language teaching are envisaged. Modern language education is also gradually being modernized, introducing a modular rating system for teaching foreign languages. Interdisciplinary integration, democratization and economization of education determine the manifestation of innovative components in the teaching of the foreign languages. All this requires the formulation of the new claims for teaching and a foreign language teacher in the Free Economic Zone. At the current stage of society development, the purpose of foreign language teaching in higher education institutions is students' mastering of communicative competencies that will allow them to implement their knowledge, skills and abilities to solve specific communicative tasks in real life situations. The introduction of the new effective methods of foreign language teaching in the process of preparing students of humanities and technical specialties has become not only desirable but also necessary. Innovative orientation requires teachers to master and apply the pedagogical innovations, as well as stimulate the search for new forms and methods of educational process organization. High-quality language training of students is impossible without the use of modern educational technologies. The most effective are the professionally-oriented foreign language learning, the project work in teaching, the application of information and telecommunication technologies, the work with educational computer programs in foreign languages (multimedia system), the distance technologies in foreign language learning, the use of Internet resources, the foreign language teaching in the computer environment (forums, blogs, e-mail, etc.). Nowadays, the methodology of the use of computer programs is being developed actively getting more used. Computer programs offer ample opportunities to improve the process of foreign language learning, increasing its efficiency. The computer program provides the perception of information through auditory and visual channels, so it also allows you to organize teaching and control the foreign language acquisition in different modes of independent search and at different levels of complexity. Foreign language teaching means are important to ensure the full and effective organization of students' learning in the classroom to master foreign language activities.

Using a Task-Based Approach for Supporting a Blended Learning Model for English as a Foreign Language

2014 ◽  
Vol 4 (1) ◽  
pp. 44-62 ◽  
Author(s):  
Anita Ferreira Ferreira ◽  
Jaime García Salinas ◽  
Sandra Morales
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Blended Learning ◽  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Model ◽  
Training Strategies ◽  
Language Teaching And Learning

As Computer-Assisted Language Learning (CALL) has taken an important role in foreign language teaching and learning, not only is concrete data about the usefulness of technology- mediated environments for these purposes necessary, but also how the learning process is improved in such environments when learner training for CALL. The objective of this paper is to present an investigation which sought to explore empirical evidence regarding the effectiveness of a blended learning model, and also the use of language learning strategies in this kind of learning environment in order to increase its methodological potency with language learners. Consequently, this paper shows the findings of 2 experimental studies which aimed to provide data on (1) the efficiency of a blended learning (BL) model for language teaching and learning which combined task-based instruction, cooperative learning and optimal methodological principles for online learning (Doughty & Long, 2003), and (2) the use of learner training strategies for CALL in order to support and enhance the language learning process in this blended learning environment. The results from both studies suggest that the experimental group improved their language proficiency when compared to the control group. As a result, it is possible to conclude that (1) the blended learning design that included online tasks and cooperative instruction was beneficial for the development of language skills and (2) the use of learner training strategies for the blended learning model was highly beneficial for the students' language learning experience.

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