THE IMPACT OF STUDENT BLOGS ON THEIR PROFESSIONAL AND SOCIAL COMPETENCIES

2020 ◽  
Author(s):  
Svetlana Khoroshilova ◽  
Ekaterina Kostina
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Public Speaking ◽  
Soft Skills ◽  
Target Language ◽  
Proficiency Level ◽  
Foreign Language Proficiency ◽  
Research Questions ◽  
Social Competences ◽  
The Impact

In digital era technology is constantly reshaping our future and creates new demands for educators to bridge the gap between old school methodology and digitally-oriented professional landscape. Digital natives, who are flooding our universities at the moment, can’t imagine their lives without mobile phones and social networks. The question that naturally arises is why not to use these ICT advances in and out of the classroom in order to enhance learners’ outcomes in both hard and soft skills? The paper presents the study which evaluates the impact of tertiary-level student blogs in English on the development of their professional and social competences from the students’ perspective. The research questions were: 1) to investigate the students’ experience with running an educational blog; 2) to evaluate the impact of a student educational blog in Public Speaking Course on students’ foreign language proficiency level perceived by language learners themselves; 3) to assess the students’ beliefs and evaluations of the development of their soft skills due to the blogging technology interwoven into the academic process in Public Speaking Course at the university. The method employed in the current research was a questionnaire study to find out learners’ opinions about the impact of students’ blogs on their professional and social competences. The experiment was conducted at Novosibirsk State Pedagogical University (Russia) in which two study groups participated with the total of 32 students. The participants as part of their Public Speaking course had to run a multi-media educational blog in the English language as a portfolio of their progress in this discipline. The questionnaire included demographic questions and research questions. Research questions addressed the respondents’ experience with blogs, their attitudes to blogging, and the perceived impact of blogging technology on their foreign language proficiency level and soft skills. The results of the study showed that most participants were interested in having more experience with both professional and personal blogs in the future and gave high ranking to the impact of such blogs on their foreign language acquisition. The research confirmed our hypothesis that students’ multimedia blogs in the target language would have a positive impact on students’ professional as well as social competences and would enhance their motivation and participation rates.

The effectiveness of game-based learning on English as a foreign language proficiency: A meta-analysis

2021 ◽  
Vol 71 (3) ◽  
pp. 78-89
Author(s):  
K.T. Kudarova ◽  
◽  
G.S. Bimasheva ◽  
Sh.G. Iskakova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Positive Impact ◽  
Meta Analysis ◽  
Foreign Language Learning ◽  
Combined Effect ◽  
Game Based Learning ◽  
Mathematical Methods ◽  
Foreign Language Proficiency ◽  
The Impact

This study was aimed to synthesize data on the impact of game-based learning on English as a foreign language learning outcome. To achieve the goal, a search for relevant studies was performed via Google Scholar electronic database, followed by the results extraction and their meta-analysis using Meta-Essentials statistical software. Since most of the relevant publications utilized the Test of English for International Communication (TOEIC) to assess the intervention effectiveness, only those studies that used TOEIC or a TOEIC-derived test were included in the present meta-analysis to unify the performance scale. The final analysis included four experimental interventions involving 148 individuals. According to the results, the combined effect (Hedges g = 0.56) of game-based learning on post-test TOEIC scores exceeds controls, but the difference is not statistically significant. Thus, concerning the study sample, it has to be said that there appears to be no positive impact of gamification on English language acquisition. The findings should be interpreted with caution due to the risk of heterogeneity between the included studies (I2 = 33.81%) and their low number. Nevertheless, to the best of the authors’ knowledge, the current meta-analysis is one of the few studies to date that employ mathematical methods to obtain a combined effect of gamified learning on English as a foreign language proficiency.

scholarly journals EFL Students' Preferences for Written Corrective Feedback: Do Error Types, Language Proficiency, and Foreign Language Enjoyment Matter?

2021 ◽  
Vol 12 ◽  
Author(s):  
Tiefu Zhang ◽  
Xuemei Chen ◽  
Jiehui Hu ◽  
Pattarapon Ketwan
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Corrective Feedback ◽  
Target Language ◽  
Linguistic Features ◽  
Context Analysis ◽  
Written Corrective Feedback ◽  
Proficiency Level ◽  
Qualitative Approaches ◽  
Error Types

Using both quantitative and qualitative approaches, this study investigated the preference of learners of English as a foreign language (EFL) for four types of written corrective feedback (WCF), which are often discussed in the literature, on grammatical, lexical, orthographic, and pragmatic errors. In particular, it concerned whether such preference is influenced by two learner variables, namely, foreign language enjoyment (FLE) and proficiency level. The preference for selective vs. comprehensive WCF was also examined. The participants in the study were 117 University students in a Thai EFL context. Analysis of questionnaire data revealed a tendency for learners to prefer more explicit types of WCF (i.e., metalinguistic explanation and overt correction) for most error types, irrespective of their proficiency and FLE level. High proficiency level learners rated less explicit WCF types (i.e., underlining and error code) as useful to some degree, whereas their low proficiency level counterparts did not. Similar results were found for the two FLE groups. Besides, the FLE level seemed to play a role in perceiving the value of WCF in terms of scope. The results of follow-up interviews showed that the linguistic features of learners' first language, existing knowledge of the target language, affective feelings, and teacher's role were the main factors contributing to variation in learners' preferences. Possible pedagogical implications are discussed.

scholarly journals PERANAN PSIKOLOGI DAN KONSELING DALAM PENINGKATAN KUALITAS SUMBER DAYA MANUSIA (SDM) MENUJU KESEJAHTERAAN MASYARAKAT EKONOMI ASEAN

2018 ◽  
Author(s):  
Firman - Firman
Keyword(s):  
Foreign Language ◽  
Human Resource Development ◽  
Human Resource ◽  
Language Proficiency ◽  
Group Counseling ◽  
Public Speaking ◽  
Counseling Training ◽  
Foreign Language Proficiency ◽  
Speaking Skill ◽  
Leadership Capability

The implementation of ASEAN economic cooperation policy that is tagged along with the development of technology of information would apparently be savored by those having qualified human resource, and vise versa. The competencies required in that era include leadership capability, public speaking skill, foreign language proficiency, project design ability, negotiation and mediation skills, networking skill, and professionalism. Such competencies should be supported by adaptive and responsive human resource that has capability in technology. Psychology and Counseling are needed in the plan and the implementation of human resource development, and in dealing with the potential impacts that are likely to arise. For years, to develop human resource, Psychology and Counseling have been used for assessing, recruiting and selecting, consulting, individual and group counseling, training and other relevant activities. Essentially, Psychology and Counseling could be widely used to intervene the development of human resource to create social welfare.

scholarly journals Study on the Continuation Task of China’s New College Entrance Examination Based on the Interactive Alignment Theory

2021 ◽  
Vol 4 (10) ◽  
pp. 89-91
Author(s):  
Ying Ouyang
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Education ◽  
Foreign Language Education ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
Proficiency Level ◽  
Foreign Language Proficiency ◽  
Examination Policy

With the extensive implementation of China’s new college entrance examination policy, the Continuation Task in the new college entrance examination has attracted wide attention from the academic circle, which also gives rise to plentiful relevant research. In the past, most of the research only focused on university foreign language education, which was rarely involved in English teaching in primary and secondary schools. Based on the Interactive Alignment Theory, this paper is going to analyze and study the Continuation Task, and try to put forward some teaching strategies for the teaching of the new task, so as to improve student's English proficiency level. According to the research, this paper finds out that "The Continuation Task" can give full play to the alignment effect between reading and writing, promote writing through reading, and thus promote the improvement of students' foreign language proficiency. Therefore, this essay can provide some insights into the teaching of English in high schools.

scholarly journals The impact of interactive game resources on enhancing students’ terminological competence and foreign language proficiency

2020 ◽  
Vol 10 (3) ◽  
pp. 144-163
Author(s):  
Irina Sergeevna Zlobina ◽  
◽  
Natalya Vladimirovna Rezepova ◽  
Natalya Anatolevna Sergeeva ◽  
Nadezda Veniaminovna Utkina ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Interactive Game ◽  
Foreign Language Proficiency ◽  
The Impact

Problems and solutions in the classification of compensatory strategies

1987 ◽  
Vol 3 (2) ◽  
pp. 141-153 ◽  
Author(s):  
Nanda Poulisse
Keyword(s):  
Language Proficiency ◽  
Target Language ◽  
Compensatory Strategies ◽  
Proficiency Level ◽  
Foreign Language Proficiency ◽  
Problems And Solutions ◽  
Process Oriented ◽  
Strategy Types ◽  
Achievement Strategies

It has been common practice to classify communication strategies (CmS) by means of taxonomies which are largely product-oriented. In such taxonomies different types of achievement strategies (also known as compensatory strategies (CpS)) are distinguished on the basis of the resources (source language, target language, gestures) which are used to encode the strategy, and the linguistic structure in which the strategy is couched. In this paper it will be argued that these taxonomies are inadequate for a number of practical and theoretical reasons. As an alternative, a process-oriented approach towards the classification and study of CpS will be proposed. This approach distinguishes between two basic strategy types only, conceptual and linguistic. It will be demonstrated that the choice between these two strategies is largely constrained by the nature of the experimental task and, to a much smaller extent, by the subjects' foreign language proficiency level. It is expected that a systematic study of these constraints in terms of the process-oriented taxonomy described here will increase our ability to explain and predict CpS use.

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