scholarly journals EFL SPEAKING PRACTICE IN DISTANCE LEANING DURING THE CORONAVIRUS PANDEMIC 2020-2021

2021 ◽  
Vol 9 (7) ◽  
Author(s):  
Reima Al-Jarf
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Real Life ◽  
Role Playing ◽  
College Instructors ◽  
Face To Face ◽  
Group Activities ◽  
Speaking Skill ◽  
Survey Results ◽  
Listening And Speaking

Students at languages and translation departments at Saudi universities take listening and speaking courses. Before the pandemic, the students used to complete the activities in the textbooks which required them to engage in many real-life, face-to-face individual and/or collaborative small-group activities in the classroom such as role-playing, dramatization, inviting a guest, conducting interviews and others. However, due to the Coronavirus Pandemic, there was an emergency shift to distance learning at Saudi universities starting March 2020 , where all courses are being delivered online. Several platforms are being used in distance education such as Blackboard, Zoom, Microsoft Teams and others. The current study explores the types of online speaking activities that a sample of college instructors at some language and translation departments are currently using in distance education and how they engage students online in the absence of face-to-face activities, interaction, and communication. Survey results showed that EFL college instructors are using a variety of online speaking activities such as: (i) assigning a topic which the students research and prepare at home and then give an online oral presentation about it online through the platform; (ii) using online debates about some issues; (iii) answering problem-solving questions; (iv) student-created podcast on a topic of their choice and them in Speaking Center on Twitter; (v) combining listening and speaking activities; (vi) using . free online audio recording creator to record conversations and presentations; (vii) using the app and others. Students and instructors’ views on the effects of the online speaking activities on students’ speaking skill development in the distance learning environments are reported.

scholarly journals The implementation of virtual choir recordings during distance learning

2020 ◽  
Vol 15 (5) ◽  
pp. 1117-1127
Author(s):  
Hakki Cengiz Eren ◽  
Emine Kıvanç Öztuğ
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Music Education ◽  
Real Life ◽  
Music Technology ◽  
Sound Recording ◽  
Student Opinions ◽  
Future Potential ◽  
Education Tool ◽  
Question Survey

This study investigates the implementation of virtual choir recordings in a choir class during distance learning. In this particular study, a virtual choir is defined to be a computer-generated sound recording that emulates a realistic choir sound. Students practiced their parts using virtual choir recordings for a period of eight weeks; each student received a recording that excluded his/her own part but included the rest of the parts. After eight weeks of progressive study, students recorded their own voices on top of the virtual choir recordings and submitted them as final projects. Student opinions regarding the virtual choir recordings were obtained through a 12-question survey. In addition, two experts evaluated the final submissions turned in by the students. The data suggests that virtual choir recordings can be helpful to students with efficiency of practice and can provide a suitable audio environment to foster conscious-listening, accurate intonation and perception of pacing. Improvements are suggested to make the virtual choir recordings also more encouraging of musicality, highlighting its future potential not only as a reliable distance education tool, but also as a supplementary device for real-life choir classes, when in-person learning resumes.   Keywords: music education, distance learning, choir, virtual choir, music technology

scholarly journals Approaching Listening and Speaking Skills Using Online to Facilitate Interactive Learning from Students’ Perspectives

2021 ◽  
Vol 17 (2) ◽  
pp. 203
Author(s):  
Sheema Liza Idris ◽  
Puteri Rohani Megat-Abdul-Rahim ◽  
Zarinatun Ilyani Abdul Rahman ◽  
Mohamed Syafiq Ya Shaq ◽  
Nur Farhana Nasir
Keyword(s):  
Online Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Interactive Learning ◽  
Face To Face ◽  
Listening Skill ◽  
Information And Communication ◽  
Speaking Skill ◽  
Listening And Speaking

Abstract: Teaching and learning process is constantly transforming due to the ever-increasing globalization. In the educational sector the use of information and communication technology (ICT) is constantly changing due to the increasing trend in globalization. This has resulted in the change and transformation the facet of education in this 21st century. The various usage of technologies and other forms of learning materials that have been extensively used has created a medium where students able to be interactive because it is learner centred, and the environment of online learning is more open and flexible. However, several studies showed that students prefer traditional classroom more because they would prefer face-to-face communication with their instructor. Thus, this study intends to explore the perspective of learning listening and speaking using online among L2 learners. A total number of 102 university students at UiTM Perak Branch took part in this study. They were instructed to answer a set of questionnaires which was created using google document. From the findings the students reported that they do see the benefits of online learning. In addition, they found learning through this interactive medium as interesting and provide them space to progress at their own pace in learning. However, this does not portray students’ eagerness in which may be due to several factors.  This study is hoped to able to highlight the positive aspects of using online as an alternative to the traditional way of teaching listening and speaking.    Keywords: Interactive Learning, Listening Skill, Online Learning, Second language learners, Speaking Skill.

scholarly journals Teknik-teknik yang Fungsional dalam Memadukan Pembelajaran Keterampilan Berbahasa Lisan Bahasa Indonesia di Tingkat SLTP

2012 ◽  
Vol 9 (2) ◽  
Author(s):  
Emidar Emidar
Keyword(s):  
Junior High School ◽  
Role Playing ◽  
Story Retelling ◽  
Listening Skill ◽  
Practice Teaching ◽  
Speaking Skill ◽  
Integrated Practice ◽  
Teaching Learning ◽  
Spoken Language Skills ◽  
Listening And Speaking

The discussion of this paper is about simple and practical techniques of in integrating the teaching of Indonesian spoken language skills (listening and speaking) at Junior High School. The focus of teaching is developing speaking skill. The techniques are description technique, comprehension question, continuing story, series of story, retelling the story, guessing pictured story, giving clues and role playing. Keywords: speaking skill, listening skill, technique, integrated, practice, teaching learning process, Indonesian lesson

A Futurist Approach for Open and Distance 21st Century Learners

2018 ◽  
pp. 281-291
Author(s):  
Aysun Güneş ◽  
Harun Bozna
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
21St Century ◽  
Face To Face ◽  
Wearable Technologies ◽  
Meaningful Information ◽  
Open And Distance Learning ◽  
21St Century Learners ◽  
Future Of Education

The future of education is being shaped today. The learners of 21st Century have many options to reach information. Accessing information is not that difficult as that of the past. Today's individuals can readily access meaningful information even from their wearable technologies like smart watches or glasses. A redefinition for education is inevitable in this age of technology and at this point open and distance education is one spearhead compared to face-to-face education. Open and distance learning gives the learners of 21st Century the chance to make use of the technologies of today as well. This chapter aims to draw an outline about the learners of the 21st century, their innate skills, the learning environment they are in and how to benefit from open and distance education in 21st Century.

Web-Based Learning

2011 ◽  
pp. 1084-1090
Author(s):  
James O. Danenberg ◽  
Kuanchin Chen
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Department Of Education ◽  
University Professors ◽  
Web Based ◽  
Face To Face ◽  
Web Based Learning ◽  
Training Courses ◽  
Audio Video ◽  
The U.S

Web-based learning (a major subcomponent of the broader term “distance learning”) is one of the tools with which education is delivered at a distance electronically. There seems to be many definitions, as well as terms, for distance learning, such as “distance education,” “distributed learning,” “remote education,” “online learning” and “Web-based learning,” which all may refer to the similar education deliverables. In the mid-1990s, the U.S. Department of Education defined distance education as “education or training courses delivered to remote off-campus location(s) via audio, video or computer technologies” (Lewis, Farris & Levin, 1999). Later in the 1990s, the American Association of University Professors (AAUP) defined distance learning as education in which “the teacher and the student are separated geographically so that face-to-face communication is absent; communication is accomplished instead by one or more technological media, most often electronic” (AAUP, 1999).

“This is like an RPG where you pick up friends along the way”

2021 ◽  
pp. 122-151
Author(s):  
Sylvia Sierra
Keyword(s):  
Video Games ◽  
Identity Construction ◽  
Video Game ◽  
Real Life ◽  
Role Playing ◽  
Face To Face ◽  
Oregon Trail ◽  
Role Playing Games ◽  
Constructed Dialogue ◽  
The Oregon Trail

This chapter examines how Millennial friends in their late twenties appropriate texts from video games they have played to serve particular social interactive functions in their everyday face-to-face conversations. Speakers use references to the video games Papers, Please, The Oregon Trail, Minecraft, and Role Playing Games (RPGS) to shift the epistemic territories of conversations when they encounter interactional dilemmas. These epistemic shifts simultaneously rekey formerly problematic talk (on topics like rent, money, and injuries) to lighter, humorous talk, reframing these issues as being part of a lived video game experience. Overlapping game frames are laminated upon real-life frames and are strengthened by embedded frames containing constructed dialogue. This chapter contributes to understanding how epistemic shifts relying on intertextual ties can shift frames during interactional dilemmas in everyday conversation, which is ultimately conducive to group identity construction.

scholarly journals Web-based lecture technologies: blurring the boundaries between face-to-face and distance learning

2008 ◽  
Vol 16 (2) ◽  
Author(s):  
Karen Woo ◽  
Maree Gosper ◽  
Margot McNeill ◽  
Greg Preston ◽  
David Green ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Real Time ◽  
Teaching And Learning ◽  
Student Perception ◽  
Web Based ◽  
Face To Face ◽  
Lecture Recordings ◽  
The Impact ◽  
Selection Of

Web-based lecture technologies (WBLT) have gained popularity amongst universities in Australia as a tool for delivering lecture recordings to students in close to real time. This paper reports on a selection of results from a larger research project investigating the impact of WBLT on teaching and learning. Results show that while staff see the advantages for external students, they question the extent to which these advantages apply to internal students. In contrast both cohorts of students were positive about the benefits of the technologies for their learning and they adopted similar strategies for their use. With the help of other technologies, some external students and staff even found WBLT useful for fostering communication between internal and external students. As such, while the traditional boundary between internal and external students seems to remain for some staff, students seem to find the boundary much less clear.Keywords: web-based lecture technologies; staff perception; student perception; distance education; external students; internal students; LectopiaDOI: 10.1080/09687760802315895

scholarly journals “WhatsApp” as a Learner Support tool for distance education: Implications for Policy and Practice at University of Zambia

2018 ◽  
Vol 2 (2) ◽  
pp. 36-44 ◽  
Author(s):  
Francis Simui ◽  
Godfrey Mwewa ◽  
Amos Chota ◽  
Fabian Kakana ◽  
Kasonde Mundende ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Social Interactions ◽  
Policy And Practice ◽  
Learner Support ◽  
Support Tool ◽  
Postgraduate Students ◽  
Face To Face ◽  
The University ◽  
Drop Outs

One of the norms of distance education is that learners are the drivers of their learning and teachers merely facilitate the learning process. To this effect, learners are expected to be fully engaged in their studies throughout for them to perform well in their studies. However, the ‘distance’ factor inherent in distance education has been identified as one of the major challenges for learners studying in this mode. The geographical isolation significantly detracts from the need for social interactions that are usually afforded by face-to-face situations. Consequently, the void leads to isolation, confusion, stress and ultimately contributing to high failure rate and drop-outs from the academic programmes. In this study, we document the use of “WhatsApp” as a tool for learner support among postgraduate students on the distance learning mode within the University of Zambia. The study, through “WhatsApp”, follows students where they are found and learns from them without disrupting their privacy and culture to inform ODL policy and practice.  It is now clear that the University should be proactive to encourage the creation of self-generated social networks to mitigate vexing emergent issues students face on the distance learning mode.

scholarly journals Marketing Management DIII Students' Distance Education Effectiveness For Citizens With Special Needs

2021 ◽  
Vol 1 (11) ◽  
Author(s):  
Rahma Nur Praptiwi ◽  
Maria Nino Istia ◽  
Kristin Lukitaningrum
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Face To Face ◽  
Online Lectures ◽  
E Learning ◽  
Face To Face Learning ◽  
High Level ◽  
Almost All

The existence of individuals with developmental and sensory disabilities (DIII MP-WNBK students) at the Jakarta State Polytechnic is a concern, especially when it is observed how they interact, the way they receive and attend lectures in class. So the situation that is completely online like this, becomes a challenge for them. The purpose of this study is to examine the effectiveness of distance education for MP-WNBK DIII students, and to explain efforts to improve their skills in accessing online lectures through the elearning.pnj.ac.id platform. This study uses an intervention method with a quantitative approach. The design of this research is a cross sectional study. The sample in this study was PS DIII MP-WNBK PNJ students. The number of samples taken as many as 76 students from a population of 92 students. The results of this study conclude that both lecturers and students enjoy using e-learning as a learning medium during distance learning. Learning with a high level of interaction is fun for both lecturers and students because it approaches face-to-face learning. Almost all students are able to use e-learning. E-learning is quite effective for distance learning.

scholarly journals PEMANFAATAN TEKNOLOGI DALAM PENYELENGGARAAN PENDIDIKAN TERBUKA/JARAK JAUH

2019 ◽  
pp. 019
Author(s):  
Sudirman Siahaan
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Internet Technology ◽  
Educational Institutions ◽  
Face To Face ◽  
Limited Budget ◽  
The People ◽  
Communications Technologies ◽  
Potential Alternative ◽  
Almost All

The idea of implementing Distance Education (DE) is to educationally serve the people who cannot be served by the existing face-to-face educational institutions due to one and some other reasons. Some of the constraints faced, as generally exposed, are in term of geographical distance and difficulty, transportation, time, limited budget, and physical disadvantages. In the very beginning stage, the learners of DE programs were adults. In the later development, DE institutions serve people not only adults but also those who are still at the school-age stage, from kindergarten to higher education. Not only the learners vary but also the technology/media used to deliver the learning contents, from the very old one (print technology) to the newest one (electronic technology). Currently many distance education institutions in developing countries use printbased technology as the main DE medium as the use of communications technologies is often cost-prohibitive. Almost all institutions in the Southeast Asian Countries that have already implemented distance education approach in their educational development still use print technology as a very important medium in delivering the programs. Even though some countries have used the internet technology as another potential alternative in delivering their distance learning contents. In this paper, the discussion will focus on the use of technologies in delivering distance learning contents, starting from print up to internet technologies.

Sign in / Sign up

Export Citation Format

Share Document