scholarly journals Learning Foreign Languages Through Blended Learning

2018 ◽  
Vol 2 (02) ◽  
pp. 123
Author(s):  
Basori Basori
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Major Elements ◽  
Language Instruction ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Language Courses ◽  
Foreign Language Courses

<p align="center"><strong>ABSTRACT</strong>. Blended learning is gaining popularity as an effective method to deliver courses. Foreign language instruction is adopting opportunities to apply blended learning. This paper looks at the essence of blended learning and foreign language instruction by defining those two terms. The literature has clearly unveiled the principles of each learning method that constitutes foreign language delivered via blended learning. It leads to major elements that need to be considered when designing blended foreign language instruction. Sufficient input, adequate interaction, plenty of feedback, and meaningful tasks are major components of building blended foreign language courses. Some recent studies have successfully implemented those principles in designing blended learning foreign language instruction; however, the studies also disclose some challenges. </p><p> </p><p><strong>Keywords:</strong> Blended learning, foreign language learning, foreign language instructions  </p><p> </p><div class="WordSection1"><p align="center"><strong>ABSTRAK</strong></p><p> </p><p><em>Blended learning</em> semakin populer sebagai metode yang efektif dalam kegiatan pengajaran. Metode ini juga diterapkan dalam pengajaran bahasa asing. Artikel ini membahas esensi <em>blended learning</em> dan pengajaran bahasa asing dengan mendefinisikan kedua istilah tersebut. Telah banyak studi literatur yang membahas dan mendiskusikan tentang prinsip-prinsip metode pembelajaran bahasa asing yang disampaikan melalui <em>blended learning</em>. Ini mengarah pada elemen-elemen inti yang perlu dipertimbangkan dalam merancang pengajaran bahasa asing yang disampaikan melalui <em>blended learning</em>. Input yang cukup, interaksi yang memadai, adanya umpan balik yang memadai, dan tugas yang bermakna adalah komponen-komponen utama yang perlu diperhatikan dalam pengajaran bahasa asing yang menerapkan <em>blended learning</em>. Beberapa studi terbaru telah berhasil menerapkan prinsip-prinsip tersebut dalam merancang pembelajaran bahasa asing yang menerapkan <em>blended learning</em>. Di sisi yang lain, artikel ini juga memaparkan beberapa tantangan pengajaran bahasa asing yang menerapkan metode <em>blended learning</em>.</p><p> </p><p><strong>Kata kunci</strong>: <em>blended learning</em>, pembelajaran bahasa asing, pengajaran bahasa asing</p></div><p> </p><p> </p><p> </p>

scholarly journals Why Can’t We Learn Foreign Languages in Turkey? Some Psychological Reasons Behind It

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Ecenaz Yiğit ◽  
Ömer Faruk Keser ◽  
Levent Uzun
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learned Helplessness ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Courses ◽  
Foreign Language Courses

Foreign language learning is one of the most significant endeavours for people in all countries in the world. Turkey has given importance to foreign language learning for years. Nevertheless, it has been an unresolved problem for Turkish people. The purpose of the present study is to determine why people fail to learn foreign languages in Turkey and the psychological reasons behind it by focussing on perception, foreign language anxiety and learned helplessness. The participants were 100 volunteer students (56 female, 44 male) who were selected randomly from different faculties and departments at Bursa Uludag University. The data were collected from a questionnaire, which consisted of five main sections to identify participants’ background, perception of foreign language learning, level of foreign language anxiety, and level of learned helplessness. Both quantitative and qualitative data were collected. The data were analysed in relation to the research questions that guided the study. The results indicated that the participants’ perceptions of foreign language learning were positive owing to past positive experiences, but their level of foreign language anxiety was high due to lack of practice in language skills in the past; and their level of learned helplessness was low because of the positive perceptions they possessed. In addition, the findings suggested that the four language skills should be taken into consideration when the contents of foreign language lessons at schools and foreign language courses at universities are prepared and determined.

scholarly journals Developing Bilingualism in Nursing Students: Learning Foreign Languages beyond the Nursing Curriculum

Healthcare ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 326
Author(s):  
Luis M. Dos Santos
Keyword(s):  
Nursing Students ◽  
Foreign Language ◽  
Language Learning ◽  
Social Cognitive ◽  
Research Question ◽  
Foreign Language Learning ◽  
Nursing Curriculum ◽  
College Leaders ◽  
Language Courses ◽  
Foreign Language Courses

Nursing curriculum usually focuses on vocational development to train students to become nursing professionals after graduation. However, due to the packed major schedule and curriculum, many students are not required to take additional foreign language courses for their associate degree. Based on the lens of social cognitive career theory, the researcher sought to understand the motivations and reasons behind the learning behaviours. One research question was guided in this study, which was, what are the motivations and reasons for taking foreign language courses beyond their (i.e., nursing students) major curriculum and coursework plan? A qualitative research method was employed to collect interview data from 60 nursing students. The finding of this study indicated that the interest in career development and personal consideration were two of the most important factors for foreign language learning for these groups of nursing students. The results of this study provided recommendations for college leaders, government agencies, and policymakers to reform and polish foreign language courses and offer directions to contemporary students of the nursing curriculum. Students may also be benefitted as the study outlined the motivations and reasons for foreign language learning. Therefore, all parties may take this study as a blueprint to exercise their future developments.

scholarly journals Technology-assisted foreign language learning (TALL) in the digital age

2020 ◽  
Vol 88 ◽  
pp. 02005
Author(s):  
Anna Melkonyan ◽  
Armine Matevosyan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Media ◽  
Foreign Language Learning ◽  
Digital Age ◽  
Language Instruction ◽  
Language Teachers ◽  
Foreign Language Instruction ◽  
Learning Software ◽  
The Way

The article goes along the lines of language learning in the digital age. Technology and the advancement of digital media not only have the potential to change the way we learn languages, but also the way foreign language teachers learn to teach. Managing learning platforms, using learning software and educational apps effectively, designing complex web–based tasks are just a few examples of digital media use in the foreign language instruction of today’s schools. The article aims at showing of what types of skills and knowledge language teachers need to become digitally literate. Also we will focus on some challenges that an educator faces while teaching foreign language in the digital age.

Qualitätsentwicklung in der sprachpraktischen Ausbildung der Studiengänge fremdsprachlicher Fächer im Jahr 2010

2011 ◽  
Vol 56 (1) ◽  
Author(s):  
Franz-Joseph Meißner
Keyword(s):  
Foreign Language ◽  
Oral Communication ◽  
Test Construction ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Self Assessment ◽  
Modern Language ◽  
Language Courses ◽  
Foreign Language Courses ◽  
Professional Fields

AbstractIn the light of the current situation, the following paper discusses some central questions related to foreign language training so far as university students of modern language subjects are concerned. This affects the education of teachers as well as of specialists who combine particular foreign language skills with other academic competences. What do these students need in their future professional fields that should be learned in foreign language courses? What are their demands concerning foreign language instruction? It goes without saying that these questions are related to much more than language and languages. Thus teachers need didactical and methodical knowledge, knowledge about test construction, self-assessment and computer literacies. The importance of oral communication has constantly increased during the last forty years, but university courses often still focus writing. And what about translation? What are the criteria for good language teaching?

scholarly journals PRAGMATICS: WHY USE AUDIOVISUAL INPUT IN SECOND AND FOREIGN LANGUAGE LEARNING CONTEXTS?

2020 ◽  
Vol 4 (3) ◽  
pp. 161-178
Author(s):  
Manuel Rodríguez Peñarroja
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Learning Contexts ◽  
Input Source ◽  
Static Images

The teaching and acquisition of pragmatics in second and foreign language learning contexts has been traditionally reduced to coursebooks’ decontextualized dialogue samples and static images with almost no effects on learners’ communicative competence. This paper outlines rationale on the teaching of pragmatics since it has become of essential importance as specified in different language proficiency paradigms i.e. the CEFR. Thus, attention is centered on the use of audiovisual materials as a rich input source used for that aim. With this in mind, a review of studies appraising for the validity of language used in audiovisual genres is provided. In addition, an overview of its applicability and effects as a part of the general education curricula and in second and foreign language instruction is presented. Results from the studies reviewed reported overall advantageous outcomes when using this type of input for different instructional aims and more specifically with pragmatics’ acquisition purposes.

scholarly journals Introducing blended learning in the English language classroom: Students’ attitudes and perceptions before and after the course

2017 ◽  
pp. 33-49
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Language Learning ◽  
Research University ◽  
English Language ◽  
Foreign Language Learning ◽  
Language Instruction ◽  
Language Classroom ◽  
Attitudes And Perceptions ◽  
Before And After

The increased demands for foreign language learning and the dwindling number of contact hours have urged teachers to look for innovative methods of instruction such as blended learning (BL). A study was conducted at a Russian university (The National Research University Higher School of Economics) in order to explore the attitudes and perceptions of the students toward blended learning in the English language classroom. The research instruments were tests and questionnaires administered to students before and after the course. The online portion of the course was realized through the corporate learning management system (LMS). The study revealed a noticeable evolution in students’ perceptions and attitudes towards using blended learning in foreign language instruction. This shift and the consequential outcomes of the study are discussed.

scholarly journals A STUDY ON THE ATTITUDE OF STUDENTS FROM THE NATIONAL SPORTS ACADEMY TO FOREIGN LANGUAGE ACQUISITION IN CONNECTION WITH THEIR FUTURE PROFESSIONAL REALIZATION

2020 ◽  
Vol 1 ◽  
pp. 88-92
Author(s):  
Tatiana Hristakieva
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Computer Games ◽  
Foreign Language Learning ◽  
Learning Needs ◽  
Alternative Analysis ◽  
Important Conclusion ◽  
Language Courses ◽  
Foreign Language Courses

The purpose of the research was to study the attitude of students from the National Sports Academy “V. Levski”, Sofia, to foreign language learning in connection with their future profession as sport specialists, and their interest in using interactive learning techniques in the foreign language courses of the Academy. An enquiry was conducted at the end of the winter term of 2019-2020 academic year with students in the undergraduate programs of the Faculty of Pedagogy and the Faculty of Sport of the National Sports Academy. A questionnaire was used with 12 questions related to the evaluation of students’ foreign language learning needs and the most appropriate sources and strategies for language acquisition. The subjects of the study were 65 students, 44 men and 21 women, at the age of 19-20. The statistical methods used for the research were alternative analysis, variance analysis and  Pearson’s chi-squared test (x{\displaystyle \chi ^{2}}χ²).The results from the study show that students are mostly interested in the practical application of foreign language learning. They need to develop their productive language skills - oral communicative and writing skills, in order to use the language directly. Computer games and activities in the internet can act as a close to natural environment enhancing language acquisition. Another important conclusion from the survey is that students recognize using foreign languages as an important part of their professional qualification with reference to future career development.

scholarly journals Intensive online foreign language learning at the advanced level

2017 ◽  
Vol 11 (1) ◽  
pp. 67-86
Author(s):  
Elizabeth Enkin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Advanced Level ◽  
Course Content ◽  
End Of Course Test ◽  
Language Courses ◽  
Survey Results ◽  
Foreign Language Courses ◽  
Insight Into

Hybrid and online foreign language courses are becoming increasingly more important for students. However, several gaps in the literature point to needing studies investigating courses taught online, at the advanced level, and during intensive summer timeframes, since these classes can be advantageous for learners. This paper discusses an advanced-level online Spanish grammar course that was taught during the summer, and examines: (1) learning gains from a beginning-ofcourse test to end-of-course test (i.e., a pretest-posttest covering course content), and (2) students’ perceptions of the course gleaned from an end-of-course survey, which collected both quantitative and qualitative data. The pretest-posttest results showed a significant improvement in learners’ scores, and the survey results indicated mixed opinions. Specifically, positive course attributes included the course’s self-paced nature and practical benefits, however the course’s fast-paced nature may have led to several drawbacks. These findings offer insight into these types of courses, and may prove helpful for instructors who want to plan similar classes.

scholarly journals A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary

2021 ◽  
pp. 136216882110450
Author(s):  
Eva Olsson
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
First Language ◽  
Foreign Language Learning ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Academic Vocabulary ◽  
Language Of Instruction ◽  
Upper Secondary ◽  
L1 And L2

Although research on content and language integrated learning (CLIL) has shown that CLIL instruction may enhance students’ second or foreign language learning compared to regular foreign language instruction, there are also studies that have indicated similar language development between CLIL and non-CLIL students. However, CLIL can be organized and implemented in many different ways and thus, it is necessary to identify the specific features of various CLIL contexts when comparing learning outcomes. In this study, CLIL implementation at three Swedish upper secondary schools was explored and compared. Further, students’ development of second language (L2) English productive academic vocabulary was compared over three years between CLIL groups at different schools as well as between CLIL and non-CLIL groups ( n = 230), using corpus-based methods. The results revealed significant differences in the progression of L2 academic vocabulary between CLIL groups that may be attributed to substantial differences in CLIL implementation, e.g. with regard to the time allotted for CLIL, teacher availability and the balance between first language (L1) and L2. At the school where the CLIL group’s L2 productive academic vocabulary progressed more than in other groups, both Swedish and English were languages of instruction, increasing the proportion of English over the three years; in the third year, English dominated as the language of instruction. The results indicated similar development of L2 academic vocabulary between CLIL and non-CLIL groups when CLIL implementation was very limited in scale and scope. Further, the results showed that apart from vocabulary, CLIL teachers of non-language subjects generally paid very little attention to other aspects of language.

Sign in / Sign up

Export Citation Format

Share Document