scholarly journals THE USE OF THE MOBILE APPLICATION "DROPS" IN THE PROCESS OF LEARNING FOREIGN LANGUAGES

2020 ◽  
pp. 107-120
Author(s):  
Oleksii Nalyvaiko ◽  
Anastasiia Vakulenko ◽  
Uliya Zemlin
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Mobile Applications ◽  
Mobile Application ◽  
English Language ◽  
Age Groups ◽  
Language Education ◽  
Mobile App ◽  
Educational Process ◽  
Foreign Languages

The article deals with the issues of modernization of the educational process and outlines one of the most effective ways of implementing modern methods and techniques of language learning that are crucial for a successful person today. It is determined that despite the fact that in Ukraine there is an educational program for primary, secondary and higher education institutions, it is considered rather outdated and, unfortunately, negatively affects not only the knowledge base, but also the attitude of people to the educational process. The article analyzes the works of domestic and foreign scientists who have studied the process of introduction of digital technologies and mobile applications in the educational process. The research is a confirmation of previous scientific research and is aimed directly at the question of learning foreign languages, especially English, using personal computer (PCs) programs, tablets, smartphones and other gadgets. The study focuses on exploring the benefits and weaknesses of the Drops mobile app and analyzing its impact on users' level of knowledge and prospects for future interactions with users and mobile apps to successfully learn foreign languages. The article demonstrates the functionalities of the Drops mobile application and identifies the ability to apply it among three different age groups of users with different levels of English, as well as make predictions about the further progress of users in learning the language if the Drops mobile application is used regularly. The experiment analyzes the conditions, which determined: download the Drops application; to study a specific block of vocabulary of the British English language "City & Shops" within one week, the recipients of the experiment were "users" of different age and level of language proficiency. The main problems faced by language learners are highlighted, which confirms the benefits and highlights more of the program's disadvantages that the creators of the Drops mobile application should work on. It was noted that the success in learning a foreign language by using the Drops mobile application was improved, and the effectiveness of using modern technologies in the process of acquiring new knowledge of English was demonstrated. The widespread introduction of mobile applications in English language education programs is recommended.

scholarly journals Foreign Language Education in the Military

2018 ◽  
Vol 24 (2) ◽  
pp. 351-355
Author(s):  
Marioara Pateşan ◽  
Dana Zechia
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Cultural Awareness ◽  
English Language ◽  
Language Education ◽  
Foreign Languages ◽  
Written Text ◽  
Oral Speech ◽  
The Military

Abstract As teachers of English in the military, we totally believe that today’s military should have foreign language skills and cultural expertise besides military competencies, needed to face the challenges of our present security. Foreign languages and cultural awareness can be considered ‘critical capabilities’. But proficiency in a foreign language is difficult to be acquired when you are not allotted sufficient class hours or the linguistic level of your students is pretty low. The English language proficiency training is a complex process involving time as well as human and financial resources. Each army needs literate military in foreign languages that can speak and write, comprehend oral speech or written text, in the literal and figurative forms of the language. Not being able to speak the NATO prime language of communication can be considered a real barrier for any military participant in international missions. The present study is a theoretical approach presenting some priorities in language learning education at home and abroad

scholarly journals Students’ Perceptions towards Using Mobile Application in Learning Speaking

2019 ◽  
Vol 2 (4) ◽  
pp. 499-514
Author(s):  
Desika Rinanda ◽  
Suparno Suparno ◽  
Sri Samiati Tarjana
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Mobile Applications ◽  
Mobile Application ◽  
English Language ◽  
Learning Experience ◽  
School Students ◽  
Central Java ◽  
Innovative Learning ◽  
Teaching Learning

The dramatic advancement technologies, particularly mobile applications, have influenced the education sector. The integration of mobile applications in education to change the teaching-learning process has taken place and led to innovative learning, including English language learning. Hence, this study aimed to find out the students’ perceptions and the factors influencing students’ perceptions toward the use of mobile application in learning English particularly speaking. To reach the objectives, this study used case study as the research method. The data were collected mainly through interview and observation. The participants were five vocational school students in Surakarta, Central Java, Indonesia. They were purposively selected because they had been familiar with mobile application and they had been taught speaking English using mobile application by their teacher, so that they could give adequate information.  The research findings showed positive perception from the students toward the use of Learn English Conversation application in learning speaking. They declared that the use of Learn English Conversation application could facilitate them in practicing speaking, bring fun and enjoyable learning during the learning process. Moreover, their positive perceptions were influenced by several factors such as the flexibility and the new learning experience given by the mobile application, the ease to run the mobile application and unrequired a lot of internet quota when the students run the mobile application.

scholarly journals Organization of Foreign Languages Blended Learning in COVID-19 Conditions by Means of Mobile Applications

2021 ◽  
Vol 13 (2) ◽  
pp. 268-287
Author(s):  
Irina Bardus ◽  
Yuliia Herasymenko ◽  
Oleksii Nalyvaiko ◽  
Tetiana Rozumna ◽  
Yuliia Vaseiko ◽  
...  
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Mobile Applications ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Foreign Languages ◽  
Effective Work ◽  
Advantages And Disadvantages ◽  
Survey Results ◽  
Points Of View

The article discusses the theoretical aspects of the organization of blended foreign language learning caused COVID-19 under the conditions of the quarantine. We analyzed different points of view on the process of using mobile applications in the study of foreign languages. We considered the possibilities of four mobile applications Duolingo, Simpler, Hello Talk, EWA with their main advantages and disadvantages. In the context of the research topic, conducted a survey of first and fifth-year students, in which 100 students took part from Karazin and Berdyansk universities. The survey was conducted among students of philological specialties in order to determine the most acceptable conditions for using mobile applications in the process of learning foreign languages. The survey results showed that students, in general, positively perceive the use of mobile applications in the educational process, taking into account the possibility of teachers’ support. The study showed the need to use mobile applications in the process of learning foreign languages in the context of the introduction of quarantine and blended learning as a forceful way to organize effective work with students.

scholarly journals Mobile Language Learning Applications from the Perspectives of Adult Language Learners in Turkey

2021 ◽  
Vol 9 (4) ◽  
pp. 259-264
Author(s):  
Arzu Ekoç
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Language Learners ◽  
Mobile Application ◽  
English Language ◽  
Mobile App ◽  
English Language Teaching ◽  
Easy Access ◽  
Adult Language Learners ◽  
Application Developers

Mobile language learning applications have changed how language is learned and have opened new windows for potential learners. At the convenience of our time, place, comfort and pace, we can learn or revise a language through our mobile gadgets. From the reviewed literature, it is evident that more data is needed to understand the users’ views about mobile applications. Instead of focusing on a single mobile application, the researcher attempted to elicit the general perceptions of Turkish adult learners about mobile language learning apps. In line with this thought, a selfadministered questionnaire was sent to potential mobile app users and 231 participants replied to the questionnaire. The aim of this study is to find out what perceptions adult learners in Turkey have and what their suggestions are to enhance future mobile language learning applications. For the close-ended questions, frequencies and percentages were taken, while for the open-ended question, content analysis was done. Easy access was considered as the greatest strength, while internet connection requirements and scarcity of interactivity were considered among the shortcomings. The participants offered some suggestions which can yield new paths for application developers, teachers and practitioners in the field of English language teaching and adult learning.

EFL Pre-Service Teachers’ Perception toward the Use of Mobile Assisted Language Learning in Teaching English

2020 ◽  
Vol 4 (2) ◽  
pp. 38 ◽  
Author(s):  
Ni Putu Linda Nariyati ◽  
Sudirman Sudirman ◽  
Ni Putu Astiti Pratiwi
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
English Language ◽  
Learning Strategy ◽  
Language Education ◽  
Educational Process ◽  
Teaching English ◽  
English As Foreign Language ◽  
Mobile Assisted Language Learning ◽  
Education Data

In 21st century, educational process has been changed by the development of technology. One of the strategies that can be applied to support educational process in digital era is that the use of Mobile Learning strategy. Related to language learning, Mobile learning is further developed into the term Mobile Assisted Language Learning (MALL). This study aimed at investigating EFL pre-service teachers’ perception toward the use of Mobile Assisted Language Learning in teaching English as Foreign Language. Explanatory sequential mixed method design was used as the method of this study. The participants of this study were 70 participants from semester 8 students of English Language Education in Ganesha University of Education. Data of this study were collected through questionnaire and interview. As the result, EFL pre-service teachers had positive perceptions toward the use of MALL in teaching English. It shows that EFL pre-service teachers understand and aware toward MALL in teaching English.

THE ENGLISH LANGUAGE LEARNING AS A PROCESS OF SOCIALISATION

2019 ◽  
pp. 56-59
Author(s):  
I. Shestopalova
Keyword(s):  
Foreign Language ◽  
Multicultural Education ◽  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
Professional Socialization ◽  
Educational Process ◽  
Foreign Languages ◽  
Solid Base ◽  
Moral Norms

The article is devoted to the problem of socialization of an individual in the process of studying a foreign language, which is a part of multicultural education and is considered as an important tool for a person’s adaptation in a multicultural society. The leading idea of the article is the assertion that foreign language as a discipline has a huge socializing potential, as in the process of studying a foreign language, not only in terms of the active development of inherent capabilities, abilities, initiative, independence, take place, but also, in terms of assimilating and activating the generally accepted in a society socio-cultural rules and moral norms, which play a crucial role in the process of socialization. Since the main goal of the educational process in foreign languages is the formation of high communicative skills, its contribution to the process of socialization of a person is indisputable. In this sense, the following characteristics of the learning process in a foreign language are important: the focus on communication, respect for the identity and culture of other people, the focus on social activities, the acquisition of social experience in solving life and social problems, and the creation of its own system of life priorities. The communicative method of teaching foreign languages is based on the fact that the learning process is a model of communication. The learning process in foreign languages is based on the linguistic partnership, creative collaboration, constant motivation of communication, based on a combination of such interconnected factors as activity, creativity, autonomy, individualization, which contribute to the intensification of cognitive and educational processes. That is, organization of training in the form of communication is the main methodological task of a modern teacher of foreign languages. It is this specificity of the discipline "foreign language" that is capable of effective implementing educational socialization, helping to complete the formation of the students' ability to communicate, co-exist and cooperate in the professional activities of people of different ethnic groups, the formation of a rich experience of social and cultural communication, which is a solid base for the involvement of learners to the global values of civilization.Key words: socialization; foreign language; multicultural education; polycultural person; professional socialization

Mobile technologies in educational process Chinese universities

2019 ◽  
Vol 6 (5) ◽  
pp. 1-7
Author(s):  
Marina Y. Antropova ◽  
Andrei A. Vlasov ◽  
Elena F. Kasyanenko
Keyword(s):  
Undergraduate Students ◽  
Mobile Applications ◽  
Information Exchange ◽  
Mobile App ◽  
Educational Process ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Chinese Universities ◽  
Teaching Activities

Mobile training facilitates communication and information exchange without reference to stationary equipment. The purpose of the study is to find effective resources and mobile programs for use by Chinese undergraduate students in the study of Russian and English as foreign languages. The study was conducted in the Chinese universities of Guangzhou, Zhuhai and Wuhan. Observation, survey, survey and problem-oriented search showed that 95% of respondents prefer to use the mobile communication system WeChat (Weixin). Mobile programs and applications based on it—Xiumi, dictionaries Youdao and Qianyi, mini-program Ruclub, ‘Russian centre’—are widely used in the classroom and outside the classroom, in various forms of student and teaching activities. The results of the study showed that WeChat (Weixin) is the leading mobile platform for learning foreign languages in China. It is important to create a methodological classification of mobile applications used for teaching purposes on the WeChat platform. Keywords: Mobile learning, mobile programs, mobile app, WeChat, Chinese students.

A Study on English Language Education in Rural Schools of India: The Situation, the Policy and the Curriculum

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Md. Nazeer Hussain Khan
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Rural Schools ◽  
Andhra Pradesh ◽  
English Language ◽  
Language Education ◽  
School Education ◽  
Upward Movement ◽  
Indian Languages ◽  
English Language Education

The language policy in school education emerged as a political and social consensus, though established equality among the languages in school education, is somehow heading for a competitive bi / multilingualism in which the English language is (perceived to be) over taking Indian languages. On the contrary the quality of English language education in majority of Indian schools presents a very appalling picture. Teacher’s language proficiency, exposure to language and materials are major concerns for quality English language learning. An analysis of curricular statements and syllabi of the states of Andhra Pradesh, Madhya Pradesh, Mizoram, Manipur and Nagaland reveals how planning for language in education is not looked at holistically in terms of basic assumptions about language learning / acquisition (how language learning takes place), learner profiles and the contexts in which learning takes place, and the recent developments in language learning-teaching. Most states refuse to move beyond the good old structural approach of the 1950s and the 60s, while they stress for communication skills to help the learner for an upward movement. This, in reality, reveals the paradoxical situations of an English language education which would further place the rural learner in a very disadvantaged situation. There are so many curricular packages in the Andhra Pradesh to reach the goals. English will continue to dominate the school curriculum not only as a language, but as a medium of learning too. Given the important roles to English in education and in the larger society (Tickoo 1996), this will have greater implications for language education, particularly English language education in rural settings. While some of our native languages are losing their battle for survival where English is taking the ‘killer’ role and the curricular documents calling for collaborative bi-/multilingualism, what in reality felt is subtractive bilingualism? This dangerous trend may lead to mass conversion to English medium instruction in our schools, both urban and rural schools. We must ensure that English as a language in education is fully realized in terms of the basic conditions for learning the language and those educated through native medium schools attain the proficiency that would not hamper them to move forward to higher education and employment any other urban English medium educated child would compete.

scholarly journals FORMATION OF READING SKILLS IN THE ENGLISH LANGUAGE REMOTE TEACHING PROCESS

2020 ◽  
Vol 1 (10(78)) ◽  
pp. 184-187
Author(s):  
Maryna Bohachyk
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Reading Strategies ◽  
English Language ◽  
Reading Skills ◽  
Native Language ◽  
Text Processing ◽  
Educational Process ◽  
Full Understanding ◽  
Age Features

The role of reading in the process of formation of communicative competence was analyzed. The essence of the concept of competence in reading was defined. The main factors influencing the effectiveness of formation of reading skills in English were defined (the features of perception of written texts – time spent on text processing and length of the text; psychophysiological and individual age features of the students – visual perception of the text, the features of mental operations – ability to analyze and make the conclusions, memory, in particular, visual, attention, intelligence, ability to use the experience of reading in the native language, motivation, the presence of cognitive interest, the ability to apply different reading strategies, etc.; the characteristics of the text – authentic, semi-authentic, adapted texts, compliance with cognitive interests, age and level of language proficiency of the students, etc.). Different classifications of types of reading and their application at different stages of English language learning were analyzed (by the target: educational and introductory search; by the method of content disclosure: analytical and synthetic; by the participation of the native language: translated and non-translated; by the nature of the implementation of the semantic side of perception and processing of the text: reading with incomplete understanding and reading with full understanding; by the nature of the organization of activity: prepared with the removed difficulties – training and unprepared without previously removed difficulties – control; depending on the length: extensive and intensive; by the fact of relation to the educational process: educational and real; by the way of using a bilingual dictionary: reading with or without a dictionary; by the place of organization of reading: classwork or homework). The features of different reading strategies were analyzed (predicting, monitoring, confirming, connecting, questioning, skimming, scanning, distinguishing, using context clues, paraphrasing or summarizing, visualizing). The features of different stages of learning to read were described (pre-reading, while-reading, after-reading). The requirements for the texts for reading in English were generalized. The levels of comprehension of the texts and typical tasks appropriate for each level was given (fragmentary understanding, general understanding, full understanding, critical understanding).

scholarly journals Foreign language learning and education in minority circumstances. Problems and possible solutions

2011 ◽  
Vol 2 (1) ◽  
pp. 29-41
Author(s):  
Szilvia Batyi
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Language Education ◽  
The State ◽  
Foreign Languages ◽  
Foreign Language Acquisition

Some form of bi- and multilingualism means the naturallingual condition for more than the half of the population of the Earth. It is a substantial linguistic aim of the Transcarpathian Hungarian community that beside preservation of their mother tongue (the Hungarian), acquire the state language (the Ukrainian language) and the basis of at least one world language. But this aim is hindered by a lot of things in Transcarpathia. The goal of the study isto shed light on these problems and to find possible solutions based on two researches. The first research, which was carried out in the Tanscarpathian Hungarian schools, was to reveal the conditions and problems of foreign language education. The research threwlight on numerous problems that approve the low level of foreign language knowledge of the Tanscarpathian Hungarian youth. Attitudes and stereotypes influence the success of foreign language acquisition. For this reason in the second part of the study I would like to show, what kind of stereotypes and attitudes can be discovered in the parents (who are lay linguistically and language pedagogically) concerning foreign languages, and within this especially concerning the English language. It appears from the interviews, that nor the attitudes of the state towards foreign languages that was inherited from the soviet system, neither the impassiveness of the parents improves the positive attitudes in the Transcarpathian Hungarian students towards foreign languages, and nor the state, neither the parents approve the motivation of foreign language acquisition.

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