SIGNIFICANCE OF DISTANCE LEARNING TECHNOLOGIES FOR DEVELOPMENT OF POSITIVE MOTIVATION FOR FOREIGN LANGUAGE LEARNING OF FUTURE OFFICERS OF HIGHER MILITARY EDUCATIONAL ESTABLISHMENTS

The paper presents issues associated with the introduction of effective educational technologies to distance learning a foreign language at the university. The review of the author’s use of Zoom technology in medical education is presented. The current problems of introduction of distance learning technologies in teaching English language to medical students are determined. The experience of distance learning for teaching medical students a foreign language by the electronic educational resource Zoom is described.

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Foreign Language Teaching of Ukrainian University Students in a Distance Learning Environment

10.31235/osf.io/yw2sa ◽

2021 ◽

Author(s):

Olena Pylypenko ◽

Liubov Kozub

Keyword(s):

Distance Education ◽

Distance Learning ◽

Learning Environment ◽

Foreign Language ◽

Language Learning ◽

Learning Experience ◽

Foreign Language Learning ◽

Information And Communications Technology ◽

Distance Learning Environment ◽

Face To Face Learning

The Covid-19 pandemic has forced Ukraine, like other countries, to move to distance education. The study aims to analyze the distance learning experience of Ukrainian philology students, to find out the pros and cons of distance education, those things that motivate students, and the challenges they face while studying online. The survey consisted of a questionnaire and embraced 105 respondents. The survey goal was to collect data that would allow concluding about the effectiveness of distance education for Ukrainian philology students at the National University of Life and Environmental Sciences of Ukraine, particularly for the study of foreign languages. The significant results of the survey include: obtaining reliable data on the effectiveness of distance learning of Ukrainian philology students through their feedback in questionnaires, online testing, a variety of writing assignments, and assessment in the online classroom, finding out the most effective distance learning tools, the main features of teacher – students interactions in a distance-learning environment. The research proves that Ukrainian philology students overall positively evaluate their distance learning experience. It does not negatively impact students’ foreign language learning motivation. Despite a positive attitude to distance learning, Ukrainian philology students face particular challenges connected with access to devices, lack of information and communications technology skills, Internet connection, and lack of communication with their peers. The finding reveals, whatever are the benefits of distance education, it cannot entirely replace face-to-face learning.

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iCap: Intralingual Captioning for Writing and Vocabulary Enhancement

Revista Alicantina de Estudios Ingleses ◽

10.14198/raei.2016.29.13 ◽

2016 ◽

pp. 229 ◽

Cited By ~ 4

Author(s):

Noa Talaván ◽

Jennifer Lertola ◽

Tomás Costal

Keyword(s):

Distance Learning ◽

Foreign Language ◽

Language Learning ◽

Peer Assessment ◽

Foreign Language Learning ◽

Online Forums ◽

Written Production ◽

Vocabulary Skills ◽

Distance Learning Environment ◽

Expected Benefits

The research on the use of active captioning or subtitling in foreign language learning has considerably increased in the course of the last decade, although there is still lack of evidence as regards the potential advantages of intralingual captioning in this context. The present project attempts to fill this void by analysing the didactic use of intralingual subtitling in a distance learning environment both in terms of written production and vocabulary acquisition. To this end, a total number of 41 undergraduate English B1 students have been working on 10 sequenced subtitling activities using short pre-selected videos taken from an American sitcom in the course of a month and a half. Peer-to-peer assessment has also been fostered during the project through active use of online forums. The conclusions confirm the expected benefits as far as writing and vocabulary skills enhancement is concerned and provide further insights into how to best implement this practice.

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Investigating effective foreign language learning design and the implications for distance learning tools

XLinguae ◽

10.18355/xl.2017.10.03.22 ◽

2017 ◽

Vol 10 (3) ◽

pp. 273-284

Author(s):

Irina I. Klimova ◽

Olga A. Kalugina ◽

Svetlana N. Khalevina ◽

Anna N. Fedulova ◽

Anna A Trubcheninova

Keyword(s):

Distance Learning ◽

Foreign Language ◽

Language Learning ◽

Foreign Language Learning ◽

Learning Design ◽

Learning Tools

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FORMATION OF STUDENTS’ READINESS FOR INDEPENDENT WORK WITH A TEXT THROUGH DISTANCE EDUCATIONAL TECHNOLOGIES APPLIED IN TEACHING A FOREIGN LANGUAGE

Bulletin of Krasnoyarsk State Pedagogical University named after V P Astafiev ◽

10.25146/1995-0861-2021-56-2-275 ◽

2021 ◽

Vol 56 (2) ◽

pp. 93-100

Author(s):

M.G. Yanova ◽

◽

Yu.A. Olentsova ◽

Keyword(s):

Distance Learning ◽

Foreign Language ◽

Learning Technologies ◽

Educational Process ◽

Educational Technologies ◽

Analysis And Synthesis ◽

Distance Learning Technologies ◽

Foreign Text ◽

Effective Organization ◽

Independent Work

Statement of the problem. The article studies the problem of formation of students’ readiness for independent work when studying a foreign language. The article substantiates the necessity of using distance learning technologies for the effective organization of students’ independent work in foreign language classes. The article analyzes the work with a foreign text in the formation of students’ readiness for independent work through distance educational technologies. The purpose of the article is to identify methods and tools for step-by-step work on the text of a foreign language through distance educational technologies for the formation of students’ readiness for independent work. The methodology is based on the analysis and synthesis of the experience gained in science and practice of teaching a foreign language to students of various specializations. Research results. Based on the analysis of published scientific studies, the methods and tools of working with a text in a foreign language are identified. The choice of the methods and tools is determined by the purpose of the lesson, the type of text chosen for reading, and the stages of working with the text. A system of exercises for students’ independent work on the development of reading skills based on the electronic platform LMS Moodle is proposed. LMS Moodle has many tools for creating these exercises. One can select tools that correspond to the level of students’ training, the type of text and technical capabilities. Conclusion. The use of distance learning technologies in teaching a foreign language significantly increases the intensity of the educational process. It contributes to the formation of students’ readiness for independent work when learning a foreign language in general, and, in particular, when working with a text.

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Adaptation of non-linguistic students to online foreign language learning

Perspectives of science and education ◽

10.32744/pse.2021.3.13 ◽

2021 ◽

Vol 51 (3) ◽

pp. 188-198

Author(s):

Irina E. Abramova ◽

◽

Elena P. Shishmolina ◽

Keyword(s):

Online Learning ◽

Foreign Language ◽

Language Learning ◽

Time Management ◽

Pearson Correlation ◽

Foreign Language Learning ◽

Learning Technologies ◽

Digital Format ◽

Regional Universities ◽

Student’S T

Introduction. Accelerated transition to online learning takes place in the context of transformations in economics, introduction of digital technologies, as well as the emergence of new professions. This requires a timely response to labor market trends both in terms of training content and the use of new pedagogical technologies. This study examines the strengths and weaknesses of integrating online learning into higher education. The aim of the article is to analyze the peculiarities of nonlinguistic students' adaptation to digital format of foreign language learning in one of the regional universities of Russia. Materials and methods. The methodology includes a comparative analysis of the data, formalized open and closed questionnaire surveys (April, 2020 and January, 2021). A survey was conducted among 400 students of Petrozavodsk State University. Methods of mathematical statistics: r-Pearson correlation coefficient, Student's t-test. Results. The study found that the majority of respondents (81,9%) highly rated their level of adaptation to online learning, their stress tolerance (55.6%), self-organization (61.2%), self-motivation (54.4%), and degree of time management (58.7%). The academic achievements of students who learn a foreign language online and offline were compared. Students' level of adaptation correlated with their level of stress and academic performance (r= 0.54; p < 0,01 and r=0.55; p < 0,01). Discussion and conclusion. The conducted research proved the universality and effectiveness of professionally integrated project methods and blended learning technologies in both online and offline formats.

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Profiling language learners in hybrid learning contexts: Learners’ perceptions

The EuroCALL Review ◽

10.4995/eurocall.2017.7145 ◽

2017 ◽

Vol 25 (1) ◽

pp. 61

Author(s):

Pekka Lintunen ◽

Maarit Mutta ◽

Sanna Pelttari

Keyword(s):

Foreign Language ◽

University Students ◽

Language Learning ◽

Language Learners ◽

Online Survey ◽

Foreign Language Learning ◽

Language Instruction ◽

Learning Technologies ◽

Digital Learning ◽

Digital Competence

<p>This article discusses formal and informal foreign language learning before university level. The focus is on beginning university students’ perceptions of their earlier learning experiences, especially in digital contexts. Language learners’ digital competence is a part of their everyday lives, but its relationship to learning in and outside educational settings is still relatively seldom studied. The article discusses learning in formal and informal (i.e., hybrid) contexts and digital learning profiles −that is, a learner’s own personalized style in acquiring language competence by creating affordances in personalized digital or mobile learning environments− in primary and secondary education identified in a language learning survey. The results are based on an online survey sent to all beginning university students majoring in languages at a Finnish university (N= 87/192), which was complemented by a short narrative task (N=47) a few months later focusing on earlier education and the use of language learning technologies. The results suggest that the use of technologies seems to differ between extramural and in-school language learning. The learners were well aware of various possibilities to create affordances for learning, and their own involvement increased with age. Most participants had positive attitudes towards the use of technologies to enhance language learning, but critical views emphasized the importance of inspiring contact teaching. Three different digital learning profiles were identified: a digiage learner, a hybrid learner, and an in-school learner. These can be useful when planning differentiated foreign language instruction.</p>

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