scholarly journals On the Organization of «Union of Russian students in Egypt» (1920–1922)

2020 ◽  
Vol 12 (4) ◽  
pp. 942-958
Author(s):  
O. V. Moskalets
Keyword(s):  
Foreign Language ◽  
Islamic Education ◽  
Public Organization ◽  
Cultural Life ◽  
Archival Documents ◽  
Language Courses ◽  
History Of ◽  
Group A ◽  
Foreign Language Courses ◽  
Russian Universities

On the basis of archival documents, the article traces the history of public organization «Union of Russian Students in Egypt», established in 1920 among the Russian emigrant community. After the Revolution of 1917, there was a mass departure of Russian refugees from the country. Among the refugees were also the students of Russian universities. By the turn of fate, some of them arrived in Egypt, a country that had a rich tradition of Islamic education, but not the European one. Russian emigrants had to unite in special societies and unions, so that they could together resist the hardships and destitution they experienced. Russian students also decided to create their own organization. Its purpose was to provide the members with the opportunity to continue their education, as well as to off er them fi nancial assistance when it was possible. However, the organization was faced with many social and fi nancial problems. The association took the initiative to fi nd work for students, and to organize foreign language courses. In addition, they organized the cultural life and activities of students as much as possible. Due to the eff orts of the initiative group, a library was created, a hostel was organized, and a canteen was put into function, while students participated in theatrical productions and musical evenings. This article reveals the motives to establish the “Union of Russian Students in Egypt”, follows its activities, and its attempts to save Russian cultural and educational traditions in emigration. The article also traces the reasons for the split of this public organization and, as a result, the end of its activities in 1922.The author declares that there is no conflict of interest.

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 СУЧАСНІ ТЕХНОЛОГІЇ ТА СТРАТЕГІЇ В ОНЛАЙН ВИКЛАДАННІ АНГЛІЙСЬКОЇ МОВИ ДЛЯ ГУМАНІТАРНИХ ФАКУЛЬТЕТІВ

2021 ◽  
Author(s):  
Svitlana O. Chernyshova ◽  
Olena P. Tokmenko ◽  
Olena A. Sydorenko
Keyword(s):  
Online Education ◽  
Foreign Language ◽  
Geographical Location ◽  
Close Correlation ◽  
Full Time ◽  
Online Technologies ◽  
Advantages And Disadvantages ◽  
Offline Learning ◽  
Language Courses ◽  
Foreign Language Courses

The article is devoted to the use of online technologies and strategies in learning a foreign language. In particular, in close correlation with full-time education, the article considers the leading strategies and technologies used by higher education institutions in building online foreign language courses. These are mainly lectures, discussions, games, simulations, blog technologies, wiki technologies, etc. The article mentions the work of the world's leading online universities. Quotes from their supervisors and lecturers are given, which analyze the main concepts that distinguish or, conversely, resemble online and offline learning. We can say that today the technology has reached a sufficient level for students to receive a proper education, even in distance learning. Even more, thanks to the synchronous and asynchronous method of teaching, students get additional opportunities that are not always available in the classroom. However, it is worth noting that mastering, selecting and successfully using existing technologies is another challenge for teachers working online.The article also discusses the advantages and disadvantages that accompany online learning. The article analyzes the methods and means of learning a foreign language online. According to the author of the article, the number of online courses, online faculties and online universities will grow steadily every year. Because they do not require significant investment and allow people to be educated regardless of their geographical location. However, online education relies heavily on traditional education, it creates space for the preservation, development and improvement of traditional learning models, as well as selectivity in choosing more effective methods.

scholarly journals Designing a Successful MOOC – An Empirical Study of the Foreign Language Courses On a MOOCs Platform

2021 ◽  
Author(s):  
Jia Kuang ◽  
Lan He
Keyword(s):  
Foreign Language ◽  
Linear Regression Analysis ◽  
Self Regulation ◽  
Classroom Interaction ◽  
Multiple Linear Regression Analysis ◽  
Traditional Classroom ◽  
Temporal Contiguity ◽  
Communication Mode ◽  
Language Courses ◽  
Foreign Language Courses

Abstract MOOCs have achieved great development in the last five to seven years. However, MOOCs present unique features of their own which distinguish themselves from the traditional classroom interaction. In this article, in order to find out the factors influencing the design of successful MOOCs, we examined the communication mode of MOOCs from the perspective of symbolic interactionism by combining the features of the communication mode of MOOCs as well as that of the traditional classroom interaction. Multiple linear regression analysis was conducted on 280 sample MOOCs from the foreign language courses category of a major Chinese MOOCs platform. The findings indicate that providing options for comprehension, providing options for self-regulation, coherence and temporal contiguity are the key factors for a successful design of MOOCs.

scholarly journals Reconsidering the Assessment of Self-Regulated Learning in Foreign Language Courses

2014 ◽  
pp. 443-459
Author(s):  
Kristen Sullivan
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Assessment Practices ◽  
Learner Engagement ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Language Courses ◽  
Foreign Language Courses

This paper addresses the issue of how to assess learners’ engagement with activities designed to develop self-regulatory learning strategies in the context of foreign language teaching and learning. The argument is that, if the aim of these activities is the development of learners’ self-regulation, then the assessment practices used must also reflect this orientation. The problem herein is that traditional assessment practices are typically normative in nature, endorsing understandings of intelligence as fixed and failure as unacceptable. Using such approaches to assess learner engagement with self-regulated learning activities will undermine efforts to promote learner development, and may demotivate learners. This paper will discuss these issues through a critical reflection on assessment practices used to evaluate EFL learners’ engagement with an assessable homework activity designed to develop their self-regulatory strategies. It is argued that learning-oriented assessment principles and practices are most suited to the evaluation of self-regulated learning in EFL. Potential issues related to the application of learning-oriented assessment in EFL contexts are also discussed.

Attitudes and motivation of hotel management undergraduate students towards foreign language courses

1997 ◽  
Vol 3 (1) ◽  
pp. 73-86
Author(s):  
Dolores Miškulin Čubrić
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Language Teachers ◽  
Hotel Management ◽  
Italian Language ◽  
Cultural Aspect ◽  
Language Courses ◽  
Written Form ◽  
Foreign Language Courses ◽  
Educational Aspect

As a first stage of the project regarding an investigation of attitudes and motivation of Hotel management undergraduate students towards foreign language courses, in this paper attitudes and motivation of HM students towards the Italian language are examined. The results of the study involving three groups with 178 students show which aspects of the language they consider to be the most important for them, as well as which of them are most highly evaluated according to their opinion. The most important for them is "the instrumental aspect" (enabling students to use their knowledge in their future profession), followed by "the educational aspect", "the communicative aspect" and "the cultural aspect", while the written form of the language is completely neglected. These facts should be taken into consideration by language teachers when planning lectures, new language courses and curricula.

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