Dynamic assessment of correlation of number of actions and the time pace of educational activity in monitoring foreign language education

2020 ◽  
pp. 61-67
Author(s):  
I. P. Peregudova
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
Experimental Testing ◽  
Dynamic Assessment ◽  
Language Education ◽  
Educational Activity ◽  
Dynamic Parameters ◽  
Learning Potential ◽  
Educational Activities ◽  
Process Characteristics

The problem of studying the correlation between the complexity and the time pace of completing tasks for perceiving a foreign language by ear through dynamic adaptive audio test simulators is relevant for monitoring foreign or bilingual education. This is due to the fact that the complexity and the time pace are dynamic parameters of educational activity, and characterize human learning. Learning a foreign language is the main indicator of the linguistic abilities of students and can be considered as an indicator of the learning potential. The article discusses the construction of scattering diagrams of test subjects in space of the complexity and time parameters of completing tasks in a foreign language, the correlation between the complexity and the temporal pace of the tasks is investigated. The author‘s recommendations on the use of computer dynamic adaptive audio test simulators for monitoring educational activities in bilingual education are presented. The methodology of the work is the studies of Russian and foreign scientists dedicated to the psychological and pedagogical theories of human development, the practical use of dynamic adaptive test simulators as a tool for diagnosing the process characteristics of educational activities, as well as methods of statistical analysis of correlation relationships of the process characteristics of educational activities of students impact on learning potential. Analyzing the results of experimental testing of monitoring the dynamic parameters of educational activities in teaching a foreign language through dynamic adaptive audio test simulators, the author come to the conclusion that the correlation of labor intensity and tempo increases in the process of transition of students to autonomous educational activities. This allows us to differentiate the subjects according to the potential of learning to perceive a foreign language by ear and to reveal the dynamics of the development of learning a foreign language.

Dynamic adaptive audio training tests as a means of monitoring bilingual education

2019 ◽  
pp. 46-54
Author(s):  
M. V. Noskov ◽  
I. P. Peregudova ◽  
P. P. Dyachuk ◽  
O. I. Denisenko
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Educational Activities ◽  
Adaptive Tests ◽  
Evaluative Feedback ◽  
Adaptive Test

The article discusses the conditions for the use of computerized dynamic adaptive tests to provide developing training and monitoring in the field of foreign language education. Dynamic adaptive test simulators used as a tool for personalizing and monitoring foreign language education are still insufficiently represented in the educational practice of the Russian Federation. The authors of the article offer recommendations on the use of dynamic adaptive audio test simulators for monitoring foreign language education. As indicators of monitoring, the parameters characterizing the learning ability of students are considered: feedback coefficient; the complexity and time pace of learning activities of students of a foreign language.The purpose of the article is to present authors’ recommendations on the implementation of dynamic adaptive audio test simulators based on evaluative feedback in the field of foreign language education, providing for monitoring the quality of bilingual education based on the integration of individualized learning and dynamic adaptive testing of educational activities.The research methodology is an analysis of the use of existing dynamic adaptive test simulators in the field of foreign language education; studying the results of interdisciplinary studies of domestic and foreign scientists on the creation and use of dynamic adaptive tests for the learning process as a whole and the creation of dynamic adaptive tests for foreign education in particular; analysis and generalization of the author’s experience of using dynamic adaptive audio tests simulators as a tool for monitoring educational activities in the field of foreign language education.Results of the reseach are: authors developed computerized dynamic adaptive audio test simulators based on evaluative feedback in the field of foreign language education; indicators of monitoring the learning process in the field of foreign language education are identified, including the total feedback coefficient, actiograms, time pace and laboriousness; testing was carried out and recommendations were given for the use of dynamic adaptive audio test simulators for monitoring educational activities in the field of foreign language education.Analyzing the results of testing dynamic adaptive audio test simulators in a foreign language, the authors conclude that their use in practice implements personalized dynamic monitoring of the process of teaching foreign languages, thereby improving the quality of teaching foreign languages. Dynamic adaptive audio test simulators can provide monitoring of the dynamics of the process of teaching native and foreign languages.

scholarly journals COMPUTERIZED DYNAMIC ASSESSMENT OF STUDENTS’ APTITUDE FOR ENGLISH LANGUAGE TENSES

2021 ◽  
Vol 55 (1) ◽  
pp. 46-57
Author(s):  
I.P. PEREGUDOVA ◽  
◽  
P.P. DYACHUK ◽  
I.V. SHADRIN ◽  
S.A. VIDENIN ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Experimental Testing ◽  
Dynamic Assessment ◽  
Learning Activities ◽  
Educational Activity ◽  
Learning Activity ◽  
English Language Learning ◽  
Dynamic Learning

Statement of the problem. Computerized dynamic assessment of aptitude for learning foreign languages ​​is insufficiently represented in educational practice. The paper reveals new possibilities of using information technologies for solving a topical issue of diagnosing aptitude for learning a foreign language as an integral dynamic indicator for monitoring the quality of foreign language teaching. The instrumental basis for the computerized dynamic assessment of learning criteria is the dynamic computerized test simulators (DCTS) of educational activity. The purpose of the article is to study the potential of dynamic computer test simulators “English Language Tenses” as an instrument of dynamic assessment of students’ aptitude for learning the English language verbal tenses. Research methodology includes analysis of studies by Russian and international scientists on computerization of dynamic assessment of English language learning. The methods used in the computerization of dynamic learning assessment are based on the theory of development by J. Piaget, reinforcement learning, activity and environment approaches to the analysis of procedural characteristics of learning activities. Research results. We developed instrumental tools for diagnostics of learning aptitude – DCTS “English Language Tenses”. Experimentally, two groups of subjects were chosen so that they differed from each other in the dynamics of procedural characteristics of educational activity: the first group was characterized by a monotonous decrease in the number of errors with an increase in the number of the task being performed; the second group was characterized by a non-monotonous decrease in the number of errors, disturbed by an abrupt increase in the number of errors. The subjects of the first student group, as a rule, have a greater learning potential or learning aptitude, in comparison with the subjects of the second group. Approbation was carried out and recommendations were given for the use of the DCTS “English Language Tenses” for monitoring the process of teaching English. Conclusions. Analyzing the results of experimental testing of the DCTS “English Language Tenses” in the dynamic assessment of English learning, the authors come to the conclusion that it is advisable to use the procedural characteristics of learning activities: labor intensity, temporal pace, frequency of errors and reinforcement of learning activities as indicators for monitoring English language learning. The considered approach to the diagnostics of students’ aptitude for learning the tenses of the English language provides information about features of developing cognitive functions in students.

scholarly journals Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky

2017 ◽  
Vol 5 (2) ◽  
pp. 25-39
Author(s):  
Liaquat A. Channa ◽  
Daniel Gilhooly ◽  
Charles A. Lynn ◽  
Syed A. Manan ◽  
Niaz Hussain Soomro
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Bilingual Education ◽  
Sociocultural Theory ◽  
Review Paper ◽  
First Language ◽  
Language Education ◽  
Target Language

Abstract This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.

Moscow megapolis as an educational environment in the system of intercultural foreign language education

2021 ◽  
pp. 27-33
Author(s):  
V.A. Goncharova ◽  
◽  
V.V. Alpatov
Keyword(s):  
Foreign Language ◽  
Urban Space ◽  
Personal Development ◽  
Meaning Making ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Environment ◽  
Educational Activity ◽  
Native Culture ◽  
The Social

Substantiated is the thesis for necessity and possibility of using the social cultural resources of Moscow city to establish an educational environment suitable for building intercultural communicative competence when teaching students foreign languages from the perspective of the intercultural approach. As a key point, the authors put forward the thesis that it is regional culture which is the only one available to the student to abide and understand by their national native culture (which comes equal with learning a foreign language culture within the goal-setting of intercultural foreign language education). At the same time, Moscow is grounded as a resource space for intercultural foreign language education, being a place for building the social environment and communication relations, the center of the regional level of native culture, and the city of intercultural communication. The authors define the related educational urbanistics as interdisciplinary field of designing socio-humanitarian knowledge and experience in the context of the mutually enriching integration of urban space and value-specific (educational) trajectories of personal development of the citizen. As a result, the authors formulate the basic principles of urban educational environment in the context of foreign language intercultural communicative training of students, including the following: knowledge of the universal (global) through the single (local), methodological work with space as a resource and a factor in educational activity design, taking an educational environment as an individually perceived value, designing individual educational trajectory on the basis of mapping, contextual learning, the priority of spontaneous meaning-making, a conscious distinction between education and vocational training.

scholarly journals Possibilities of using chatted sites in the process of teaching Russian as a foreign language in a Vietnamese audience

KANT ◽  
2020 ◽  
Vol 35 (2) ◽  
pp. 325-329
Author(s):  
Thi Pham
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Traditional Classroom ◽  
Educational Activity ◽  
Educational Activities ◽  
Electronic Learning ◽  
Self Development ◽  
The Future

The possibilities of using chatted sites in the process of teaching Russian as a foreign language in a Vietnamese audience are examined, combining the advantages of traditional classroom and electronic learning, ensuring the development of a student as a subject of self-educational activity and shaping his readiness for self-development in the future. It is concluded that the use of chatted sites in the process of teaching Russian as a foreign language in a Vietnamese audience allows you to create conditions for a active educational activities of the student, to optimize the time spent by the teacher and increase the effectiveness of the learning process as a whole.

EFL Learning Potential: General or Modular?

2018 ◽  
Vol 17 (1) ◽  
pp. 16-27
Author(s):  
Alex Kozulin ◽  
Tziona Levi
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Dynamic Assessment ◽  
Research Question ◽  
Oral Proficiency ◽  
Learning Potential ◽  
Reading And Writing ◽  
Main Research ◽  
Writing Scores ◽  
Efl Learning

Little attention has been paid to the question about generality versus modularity of the learning potential (LP). The main research question of our study was: Is the students’ LP established with the help of a dynamic assessment of their English as a foreign language (EFL) oral proficiency general enough to predict their subsequent EFL reading and writing scores? Eighty students (38 boys, 42 girls) received a dynamic assessment of their EFL oral proficiency in a pretest – mediation – posttest format. Six months later they took a standard EFL reading comprehension and writing exam. The results indicate that the correlations between oral LP scores and both reading (r = .42) and writing (r = .45) are significant and much stronger than the correlations with the static oral pretest. Oral LP appears to be general enough to predict students’ subsequent reading and writing achievements.

Activation of a student’s individual educational activity in a foreign language in conditions of distance learning

2020 ◽  
Vol 45 (4) ◽  
pp. 77-90
Author(s):  
L. Seri ◽  
◽  
T. Karpenko ◽  
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Adult Students ◽  
Online Discussions ◽  
Educational Activity ◽  
Practical Significance ◽  
General Interest ◽  
Educational Activities ◽  
Expert Opinions ◽  
The Individual

The relevance of this article is determined by the general interest into modern distance technologies in higher education and the need to develop distance education in foreign languages for adult students. Distance learning is closely related to the individual independent educational activities of the student. This article aims to analyze how active techniques can be integrated and effectively used in the individual educational activities of a distant university student. The article presents some possible methods of enhancing the individual educational activities of students who study in a university system applying distance technologies such as participation in online discussions, expert opinions, intellect-maps and reflection, which allows students to effectively learn a foreign language and to develop professional and intercultural-communicative competencies. The didactic possibilities of activating the individual educational activities of students are considered, examples from the practice of e-learning using the distance educational technologies (DET) are given. The practical significance of the article lies in the idea of using active techniques in preparing classes in a foreign language for distance students studying mainly individually.

Asynchronous Online Networking

2011 ◽  
pp. 63-70
Author(s):  
Kosmas Vlachos ◽  
Sofia Papaefthimiou-Lytra
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Computer Mediated Communication ◽  
Foreign Language Learning ◽  
Language Education ◽  
Computer Assisted ◽  
Learning Potential ◽  
Mediated Communication ◽  
Language And Culture ◽  
Development Of Language

Computer assisted language learning (CALL) has been at the forefront of foreign language education since the early 1980s. More recently researchers’ and practioners’ attention has centered on the sociocognitive approaches to CALL, that is, on the classroom practices and the electronic applications that make use of students’ interaction via the computer to promote the foreign language learning potential. This article addresses the issues of cross cultural collaboration and computer mediated communication (CMC) and explores how asynchronous online networking can foster a) the collaboration across partner classes and b) the cooperation of students within partner classrooms with the aim of enhancing the learning of English as a foreign language and in particular the development of language and culture awareness and mediation skills and ultimately intercultural communicative competence.

Introductory Remarks

1984 ◽  
Vol 5 ◽  
pp. 1-9 ◽  
Author(s):  
G. Richard Tucker
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
Graduate Programs ◽  
Applied Linguistics ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Scholarly Publications ◽  
Speakers Of Other Languages ◽  
The Moment

Research within the domain of applied linguistics is at the moment lively and vigorous. Exciting work is being conducted in many settings by scholars trained in diverse areas of specialization. Certainly the inclusion of separate strands in (at least) psycholinguistics and sociolinguistics is now obligatory in most graduate programs in linguistics, bilingual education, foreign language education, or English as a second or foreign language, whereas the subjects were just beginning to be introduced two decades ago. The vitality of the Linguistic Society of America (LSA), the American Council on the Teaching of Foreign Languages (ACTFL), Teachers of English to Speakers of Other Languages (TESOL) and other organizations bodes well for the strength of our discipline. Annual or semi-annual meetings of each of these groups are well attended and offer broad, stimulating programs for participants. These organizations directly or indirectly sponsor a range of scholarly publications widely distributed to a broad membership.

Personality as the Object of Designing a Pedagogical Technology in Foreign Language Education

2016 ◽  
Vol 5 (5) ◽  
pp. 30-36
Author(s):  
Богатырёва ◽  
M. Bogatyreva
Keyword(s):  
Educational Technology ◽  
Foreign Language ◽  
Creative Thinking ◽  
Language Education ◽  
Foreign Language Education ◽  
Willingness To Accept ◽  
Educational Activities ◽  
Scientific Principles ◽  
Strategic Factors ◽  
Critical And Creative Thinking

Humanistic tendencies of FL education require a dramatic change in the “didactic landscape” of technologies, their channeling into the professional’s personality. The analysis of the strategic factors and scientific principles of designing pedagogical technologies shows that the educational technology is essentially anthropic and focused on the psychology of acquiring knowledge and learnings skills. Given the “extra-subject” properties of the FL learner, it involves managing educational activities in a reflexive way, i.e. through the formation of critical and creative thinking, tactics of mental activity and speech behavior. The essence of technology largely manifests itself in the intensification of the process of FL learning / teaching by using engineering technologies and is aimed at upgrading students’ intellectual level,their responsibility, morality, willingness to accept challenges and overcomehardships of life.

Sign in / Sign up

Export Citation Format

Share Document