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 Learning Foreign Languages Through Blended Learning

2018 ◽  
Vol 2 (02) ◽  
pp. 123
Author(s):  
Basori Basori
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Major Elements ◽  
Language Instruction ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Language Courses ◽  
Foreign Language Courses

<p align="center"><strong>ABSTRACT</strong>. Blended learning is gaining popularity as an effective method to deliver courses. Foreign language instruction is adopting opportunities to apply blended learning. This paper looks at the essence of blended learning and foreign language instruction by defining those two terms. The literature has clearly unveiled the principles of each learning method that constitutes foreign language delivered via blended learning. It leads to major elements that need to be considered when designing blended foreign language instruction. Sufficient input, adequate interaction, plenty of feedback, and meaningful tasks are major components of building blended foreign language courses. Some recent studies have successfully implemented those principles in designing blended learning foreign language instruction; however, the studies also disclose some challenges. </p><p> </p><p><strong>Keywords:</strong> Blended learning, foreign language learning, foreign language instructions  </p><p> </p><div class="WordSection1"><p align="center"><strong>ABSTRAK</strong></p><p> </p><p><em>Blended learning</em> semakin populer sebagai metode yang efektif dalam kegiatan pengajaran. Metode ini juga diterapkan dalam pengajaran bahasa asing. Artikel ini membahas esensi <em>blended learning</em> dan pengajaran bahasa asing dengan mendefinisikan kedua istilah tersebut. Telah banyak studi literatur yang membahas dan mendiskusikan tentang prinsip-prinsip metode pembelajaran bahasa asing yang disampaikan melalui <em>blended learning</em>. Ini mengarah pada elemen-elemen inti yang perlu dipertimbangkan dalam merancang pengajaran bahasa asing yang disampaikan melalui <em>blended learning</em>. Input yang cukup, interaksi yang memadai, adanya umpan balik yang memadai, dan tugas yang bermakna adalah komponen-komponen utama yang perlu diperhatikan dalam pengajaran bahasa asing yang menerapkan <em>blended learning</em>. Beberapa studi terbaru telah berhasil menerapkan prinsip-prinsip tersebut dalam merancang pembelajaran bahasa asing yang menerapkan <em>blended learning</em>. Di sisi yang lain, artikel ini juga memaparkan beberapa tantangan pengajaran bahasa asing yang menerapkan metode <em>blended learning</em>.</p><p> </p><p><strong>Kata kunci</strong>: <em>blended learning</em>, pembelajaran bahasa asing, pengajaran bahasa asing</p></div><p> </p><p> </p><p> </p>

scholarly journals Why Can’t We Learn Foreign Languages in Turkey? Some Psychological Reasons Behind It

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Ecenaz Yiğit ◽  
Ömer Faruk Keser ◽  
Levent Uzun
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learned Helplessness ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Courses ◽  
Foreign Language Courses

Foreign language learning is one of the most significant endeavours for people in all countries in the world. Turkey has given importance to foreign language learning for years. Nevertheless, it has been an unresolved problem for Turkish people. The purpose of the present study is to determine why people fail to learn foreign languages in Turkey and the psychological reasons behind it by focussing on perception, foreign language anxiety and learned helplessness. The participants were 100 volunteer students (56 female, 44 male) who were selected randomly from different faculties and departments at Bursa Uludag University. The data were collected from a questionnaire, which consisted of five main sections to identify participants’ background, perception of foreign language learning, level of foreign language anxiety, and level of learned helplessness. Both quantitative and qualitative data were collected. The data were analysed in relation to the research questions that guided the study. The results indicated that the participants’ perceptions of foreign language learning were positive owing to past positive experiences, but their level of foreign language anxiety was high due to lack of practice in language skills in the past; and their level of learned helplessness was low because of the positive perceptions they possessed. In addition, the findings suggested that the four language skills should be taken into consideration when the contents of foreign language lessons at schools and foreign language courses at universities are prepared and determined.

scholarly journals A STUDY ON THE ATTITUDE OF STUDENTS FROM THE NATIONAL SPORTS ACADEMY TO FOREIGN LANGUAGE ACQUISITION IN CONNECTION WITH THEIR FUTURE PROFESSIONAL REALIZATION

2020 ◽  
Vol 1 ◽  
pp. 88-92
Author(s):  
Tatiana Hristakieva
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Computer Games ◽  
Foreign Language Learning ◽  
Learning Needs ◽  
Alternative Analysis ◽  
Important Conclusion ◽  
Language Courses ◽  
Foreign Language Courses

The purpose of the research was to study the attitude of students from the National Sports Academy “V. Levski”, Sofia, to foreign language learning in connection with their future profession as sport specialists, and their interest in using interactive learning techniques in the foreign language courses of the Academy. An enquiry was conducted at the end of the winter term of 2019-2020 academic year with students in the undergraduate programs of the Faculty of Pedagogy and the Faculty of Sport of the National Sports Academy. A questionnaire was used with 12 questions related to the evaluation of students’ foreign language learning needs and the most appropriate sources and strategies for language acquisition. The subjects of the study were 65 students, 44 men and 21 women, at the age of 19-20. The statistical methods used for the research were alternative analysis, variance analysis and  Pearson’s chi-squared test (x{\displaystyle \chi ^{2}}χ²).The results from the study show that students are mostly interested in the practical application of foreign language learning. They need to develop their productive language skills - oral communicative and writing skills, in order to use the language directly. Computer games and activities in the internet can act as a close to natural environment enhancing language acquisition. Another important conclusion from the survey is that students recognize using foreign languages as an important part of their professional qualification with reference to future career development.

scholarly journals Intensive online foreign language learning at the advanced level

2017 ◽  
Vol 11 (1) ◽  
pp. 67-86
Author(s):  
Elizabeth Enkin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Advanced Level ◽  
Course Content ◽  
End Of Course Test ◽  
Language Courses ◽  
Survey Results ◽  
Foreign Language Courses ◽  
Insight Into

Hybrid and online foreign language courses are becoming increasingly more important for students. However, several gaps in the literature point to needing studies investigating courses taught online, at the advanced level, and during intensive summer timeframes, since these classes can be advantageous for learners. This paper discusses an advanced-level online Spanish grammar course that was taught during the summer, and examines: (1) learning gains from a beginning-ofcourse test to end-of-course test (i.e., a pretest-posttest covering course content), and (2) students’ perceptions of the course gleaned from an end-of-course survey, which collected both quantitative and qualitative data. The pretest-posttest results showed a significant improvement in learners’ scores, and the survey results indicated mixed opinions. Specifically, positive course attributes included the course’s self-paced nature and practical benefits, however the course’s fast-paced nature may have led to several drawbacks. These findings offer insight into these types of courses, and may prove helpful for instructors who want to plan similar classes.

scholarly journals Tracks for Russian university students’ multilingual development within remote education during the pandemic

2021 ◽  
pp. 217-233
Author(s):  
Anastasia Atabekova ◽  
Alexander Belousov ◽  
Oleg Yastrebov
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Language Translation ◽  
Foreign Language Learning ◽  
Skills Training ◽  
Point Of View ◽  
University Education ◽  
Educational Institutions ◽  
Language Courses

The chapter explores language and non-language university students’ practices of foreign language learning within the unscheduled shift to remote studies in Russia due to the COVID-19 emergency. The RUDN University Law Institute experience is considered as an example. The paper explores common and specific features of foreign language, translation, and interpreting skills training within the Law Institute language and non-language programmes. The research rests on the case study methodology, considered from the policy-making and managerial point of view. The findings reveal both common features and specificities of multilingual university education of non-language and language students. The study also confirms the need for the educational institutions to draft specific guidelines on language courses implementation for different target audiences during the COVID-19 pandemic.

scholarly journals The Importance Of Self-Efficacy And Foreign Language Learning In The 21st Century

2011 ◽  
Vol 7 (4) ◽  
pp. 117-126 ◽  
Author(s):  
Taghi Jabbarifar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
English Language ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
First Century ◽  
The Social

Two decades have now passed since Bandura (1986) introduced the concept of self-efficacy within the social cognitive theory of human behavior. He defined it as "people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances (1986). Much empirical evidence now supports the idea that self-efficacy touches almost every aspect of people's lives including foreign language learning; However, it has apparently received the least attention compared to other cognitive and affective issues. The present article attempts to shed some light on importance of the concept of self-efficacy, the role it can play in foreign language learning and the pedagogical implications it may have for foreign language teachers and the students of English language in the end of the first decade of the twenty first century.

scholarly journals Autonomous learning of english as a foreign language in a culturally integrated b-learning ecosystem

2020 ◽  
Vol 9 (7) ◽  
pp. 182-202
Author(s):  
Lorena Julieth Rojas Salazar ◽  
Luis Facundo Maldonado G
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Research Question ◽  
Foreign Language Learning ◽  
Cultural Dimensions ◽  
Autonomous Learning ◽  
Dynamic Learning ◽  
Learning Ecosystem ◽  
Oral Skills ◽  
Learning English

The low level of oral skills in learning English  as a foreign language seems to be related to the lack of spaces and opportunities to interact in dynamic learning environments since the texts and study materials are not related to the context in which the student lives. This research answers the question of whether a b-learning ecosystem with devices for monitoring learning and integrated into cultural dimensions of the students’ environment improves the learning of oral skills in learning English. The proposal is based on advances in research on ecosystems of learning and embodied cognition. A system  is designed from the specification of learning spaces integrated into a spiral structure. An online learning environment integrates with an ecosystem with elements  of  Boyacá  cuisine  to develop communicative interactions and autonomous learning activities.  The  proposal is validated by taking as population, grade 11 students from the Colombian system and two equivalent samples of selected students, based on previous performance in the English subject in the current school year.  Statistical analysis  of results supports the positive answer to the research question and supports the importance of the cultural integration of learning b- learning ecosystems in foreign language learning.  

scholarly journals An Empirical Study to Determine Whether ADHD Disorder Affects the Process of Language Learning

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Empirical Investigation ◽  
Control Group ◽  
Adhd Group ◽  
Adult Language Learners ◽  
Language Courses ◽  
Foreign Language Courses

In previous studies, it seems that the classification of ADHD did not appear to interfere with learners’ performance in foreign language courses. In this empirical investigation, a group of 43 adult language learners diagnosed with ADHD were asked questions relating to their language learning process, in particular to the difficulties encountered when partaking language courses, as well as subjective opinions as to progress and success relating to the language learning and also what the participants felt could have assisted the learning to make it more effective, efficient and successful. A control group of 43 adult language learners who had not been diagnosed with ADHD were asked the same questions. The findings indicated some significant negativity from the ADHD group with regards to their progress and success with the language learning, as well as an extremely significant statistical difference between the ADHD group and the control group in relation to the difficulty concerning attention while learning. This finding concludes that in fact, language learners diagnosed with ADHD report their difficulty with attention and this would corroborate the attention deficit symptom inherent to this neurobehavioral disorder.

Camille, Multimedia in het T2-Curriculum

1994 ◽  
Vol 49 ◽  
pp. 45-51
Author(s):  
Jan Brouwer
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Successful Implementation ◽  
The Social ◽  
Language Courses ◽  
Foreign Language Courses ◽  
Changing Role ◽  
Advanced Computer ◽  
The Eu

Computer assistance in the language learning process appears to become increasingly important. In spite of the costs institutions appear to be eager to take on board the technology. The object of this paper is to examine what motivates Dutch institutes of higher education to implement advanced computer-aided language learning environments in their foreign language courses. In this respect the social conditions for implementation and aspects of language learning theory are discussed. Next, the multimedia courseware resulting from the EU/Lingua-sponsored CAMILLE project is described. Finally conditions for a successful implementation of this courseware are analyzed with particular emphasis on the changing role of both teacher and student.

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