scholarly journals The use of educational technology platform Edmodo as the way of developing foreign grammar competence of high school students

2020 ◽  
pp. 36-48
Author(s):  
Victoria Kukovska ◽  
Yulia Hunko
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
School Students ◽  
Grammatical Competence ◽  
Motivation For Learning ◽  
Technological Platform ◽  
The Impact

The article is devoted to the study of foreign language grammatical competence in high school. The article describes the concept of "competence", the main components and components of foreign grammatical competence, the concept of "blended learning" and the role of information and communication technologies during English lessons. Particular attention is given to the Edmodo educational and technological platform as the effective tool for the formation of foreign language grammatical competence in high school students. Blended learning and its definition have been studied in this article. The options of blended learning for facilitating homework and for providing "at home" or "outside-the-lesson" support for students have been explored. The area of the focus is Edmodo itself. Reasons for choosing it as a platform for assigning and facilitating homework have been suggested. Moreover, a description of how it functions has been provided along with reasons for providing benefits to the students that would deal with the problems of "traditional" homework. Those benefits are expected to fulfil the needs of high school students, enhance their motivation, and improve rapport between a teacher and students. Motivation and its connection to homework has been covered in the following article. The impact of homework on students' motivation for learning and vice versa, and whether students need motivation in order to complete their homework have been examined.

scholarly journals Strengthening Local Identity by Writing Chronicles in the EFL Classroom

2018 ◽  
Vol 20 (2) ◽  
pp. 185-195
Author(s):  
Alba Milena Flórez González
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Local Identity ◽  
School Students ◽  
Active Involvement ◽  
The Impact

This action research study sought to incorporate students’ local identity as the set of traditions, language, history and norms of conduct as a potential element to enhance the foreign language learning process. The purpose of this study was to strengthen local cultural identity in high school students, facilitating a meaningful foreign language learning process and promoting the active participation of students in their local communities (Sharkey, Clavijo, & Ramirez, 2016), through inter-generational dialogue. The research questions proposed were: a) what were the perceptions students had about their local identity? and b) how did high school students strengthen their identity by writing chronicles in English class about their family history? Findings posit the impact of the study on students’ perception about their local identity, how they proudly identify themselves as Villanuevas (people from Villanueva), their active involvement in the community by fostering an intergenerational communication, the improvement on the students’ L2 competence as well as the impact of the sutdy on the researcher teaching process and its cross curricular influence. 

Formation of foreign language grammatical competence among high school students

2019 ◽  
pp. 14-23
Author(s):  
Svetlana Elovskaya ◽  
Liudmila Karandeeva ◽  
Nadezhda Hausmann-Ushkova
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
General Education ◽  
Language Proficiency ◽  
Threshold Level ◽  
Federal State ◽  
School Students ◽  
Grammatical Competence ◽  
State Educational

We substantiate the need for the foreign language grammatical competence formation among high school students. We consider personal, meta-subject, subject results of mastering the main educational program “Foreign Language”, reflected in the Federal State Educational Standard of Secondary General Education, the European system of levels of foreign language proficiency. Based on the fact that the result of mastering the basic course of a foreign language is the achievement of a threshold level of proficiency in a foreign language, the main criteria (the speed of individual operations, the number of grammatical constructions used, variability, accuracy) and the levels of formation of foreign language grammatical competence among high school students were determined. We focus on a complex of grammar exercises and tasks aimed at the reproduction, combined with the substitution; the expansion of a speech sample, the transformation and the combination. The topic “Conditional sentences” was chosen for a more accurate description of the complex of exercises and tasks. It is one of the most difficult grammatical topics proposed for study at school. We prove that methodically competently organized work on the foreign language grammatical competence formation among high school students makes the process of teaching foreign language effective and creative.

Development of socio-cultural competence among high school students in foreign language lessons through authentic feature films

2021 ◽  
pp. 73-80
Author(s):  
Svetlana V. Popova ◽  
Liudmila G. Karandeeva ◽  
Sergey S. Ulyanov
Keyword(s):  
High School ◽  
High School Students ◽  
Cultural Competence ◽  
Foreign Language ◽  
Blended Learning ◽  
Interactive Methods ◽  
Activity Levels ◽  
School Students ◽  
Inverted Classroom ◽  
Feature Films

We substantiate the necessity of the formation of socio-cultural competence among high school students in foreign language lessons through authentic feature films. We carry out the analysis of the concept of “sociocultural competence”, its aspect composition (axiological, informational, activity), levels (critical, adaptive and productive), reflecting the formation of sociocultural competence in high school students, and criteria (motivation, cognition, functionality and beha-vior) are determined, based on which these levels are highlighted. We consider the issues of using the technology of blended learning in teaching foreign languages. The main focus is on the selec-tion of educational technology “flipped class”, which is referred to as blended learning models. The teaching model based on the inverted classroom technology consists of the following compo-nents: updated content, interactive methods, organizational forms, means of traditional and dis-tance learning and a set of independently developed tasks and exercises for three stages of working with feature films (interrogation, viewing, post-viewing). The testing of this complex is carried out within the framework of a specially conducted pedagogical experiment, as a result of which the complex has confirmed its effectiveness. We prove that methodologically well-organized work on the formation of socio-cultural competence among high school students in foreign language lessons through authentic feature films makes the process of teaching a foreign language creative and constructive.

scholarly journals School performance: New multimedia resources versus traditional notes

Comunicar ◽  
2020 ◽  
Vol 28 (64) ◽  
pp. 39-48
Author(s):  
Daniel Halpern ◽  
Martina Piña ◽  
Constanza Ortega-Gunckel
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Focus Groups ◽  
Information And Communication Technologies ◽  
Positive Impact ◽  
The Internet ◽  
School Students ◽  
Digital Resources ◽  
Motivation For Learning ◽  
The Impact

With the increasing adoption of information and communication technologies among youngsters, it has become common for high school students to incorporate the use of multiple devices and digital platforms in their study habits. Although these digital resources support and motivate them to learn, these are also a source of continuous distraction. This research analyzes the impact of studying with handwritten notes, WhatsApp, YouTube and searching the Internet in academic performance, through a mixed method that combines 31 focus groups and a survey of 7,217 students from 12 to 18 years of age in Chile. The results of the focus groups show that the positive impact of technologies in learning would depend on the students’ motivation for learning, their ability to efficiently control and manage the available digital resources, and their capacity to search and evaluate information on the Internet. The survey concludes that those who study with their notes more frequently have better academic performance, whereas those who frequently study with YouTube and WhatsApp have a lower GPA, with no significant differences when it comes to internet browsing. These results reinforce the need raised by scholars to generate policies that promote digital literacy both inside and outside the school. Con la creciente masificación de las tecnologías de información y comunicación entre los jóvenes, es cada vez más común que los estudiantes de secundaria incorporen el uso de múltiples dispositivos y plataformas en sus hábitos de estudio, lo que sería una fuente de apoyo y motivación, pero también de constante distracción. Esta investigación compara el impacto que tiene estudiar con apuntes escritos a mano, WhatsApp, YouTube y navegando por Internet, en el rendimiento académico, a través de un método mixto que combina 31 grupos focales y una encuesta a 7.217 estudiantes de 12 a 18 años en Chile. El análisis de los grupos focales muestra que el buen uso de tecnologías al estudiar dependería de la capacidad de los estudiantes para controlar y hacer un uso eficiente de los recursos digitales disponibles, de sus motivaciones individuales y de la habilidad que tienen para buscar y evaluar la información en Internet. Por su parte, los resultados de la encuesta concluyen que aquellos jóvenes que estudian con mayor frecuencia con sus apuntes presentan un promedio de calificaciones más alto y los que estudian frecuentemente con YouTube y WhatsApp, un promedio de calificaciones más bajo, sin encontrar diferencias significativas en el caso de los navegadores de Internet. Esto reforzaría la necesidad observada por académicos de generar políticas que promuevan la alfabetización digital tanto dentro como fuera del colegio.

scholarly journals Augmented Reality as a Resource for Improving Learning in the Physical Education Classroom

2020 ◽  
Vol 17 (10) ◽  
pp. 3637 ◽  
Author(s):  
Antonio-José Moreno-Guerrero ◽  
Santiago Alonso García ◽  
Magdalena Ramos Navas-Parejo ◽  
María Natalia Campos-Soto ◽  
Gerardo Gómez García
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Augmented Reality ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
School Students ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

Recently, there has been a proliferation of technopedagogical practices, based on the application of active teaching and learning processes through the use of information and communication technologies (ICT). The main objective of this work is to analyse the impact of training action through the use of augmented reality in physical education for the development and acquisition of spatial orientation, as opposed to more traditional training based on the exhibition method. The methodology developed is quantitative, through a quasi-experimental design post-test in 140 high school students in the field of physical education. The results indicate that all of the dimensions show a very high, significant relationship. The greatest difference in average is observed in motivation. In contrast, the smallest difference, although significant, is observed in the grades given by the teachers themselves. It can be concluded that the method of teaching through augmented reality is effective in teaching high school students in the subject of physical education, especially for the acquisition of spatially oriented content.

scholarly journals The use of immersive 360° videos for foreign language learning: a study on usage and efficacy among high-school students

2021 ◽  
pp. 1-16
Author(s):  
Claudia Repetto ◽  
Anna Flavia Di Natale ◽  
Daniela Villani ◽  
Stefano Triberti ◽  
Serena Germagnoli ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
School Students

scholarly journals Social Psychological Theories and Sustainable Second Language Learning: A Model Comparison Approach

2018 ◽  
Vol 11 (1) ◽  
pp. 16
Author(s):  
Kyung Kim ◽  
Tae-Il Pae
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Equation Modeling ◽  
Social Psychological ◽  
School Students ◽  
South Korean

The purposes of the present study are two-fold: (1) To examine whether social psychological variables, such as attitude and subjective norm, can predict South Korean English as a foreign language high school students’ intention to learn English, and (2) to identify the best social psychological model for sustainable second language learning in the context of South Korean English as a foreign language (EFL) learning. A total of 614 South Korean high school learners of English participated in the present study. Data collected from a survey questionnaire were analyzed using a structural equation modeling procedure. Results of the present study indicate that South Korean high school students’ attitudes toward learning English and subjective norms made a significant and independent contribution to the variance in their intention to study English. Among the three competing social psychological models examined in the current study, the theory of Planned Behavior and an expanded model of Gardner’s Socio-educational Model proved to be the most effective in terms of the strength of path coefficients and explanatory power. Theoretical and pedagogical implications are provided.

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