scholarly journals A Qualitative Analysis of Students’ Reflections on the Current Use of Digital Media in Foreign Language Classes

2021 ◽  
Vol 13 (16) ◽  
pp. 9082
Author(s):  
Blanka Klimova ◽  
Marcel Pikhart ◽  
Anna Cierniak-Emerych ◽  
Szymon Dziuba
Keyword(s):  
Foreign Language ◽  
Digital Media ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Qualitative Content Analysis ◽  
Social Contact ◽  
Learning Material ◽  
Advantages And Disadvantages ◽  
Language Classes

Teaching and learning have radically changed in the COVID-19 era and highlighted many novel aspects of online teaching and learning. Based on a qualitative content analysis of central European university students’ responses, the aim of this study is to discuss their reflections on the use of digital media in foreign language classes during the COVID-19 pandemic. The key method of this qualitative study includes focus group interviews. The results reveal both advantages and disadvantages of online foreign language teaching and their impact on students’ second language (L2) acquisition. The positive aspects involve satisfaction with being able to study a foreign language from the comfort from their homes, avoidance of commuting to school, ample opportunities to review the learning material, or improvement of listening skills. On the contrary, the negative aspects included a striking lack of social contact in the form of face-to-face classes, absence of collaboration between the teacher and students and between the students themselves in order to share and build on their knowledge and experience, health issues associated with a frequent exposure to technologies, or a lack of possibility to develop speaking skills. In conclusion, the authors of this study provide several implications for teaching practice, technology experts, and other stakeholders, which must be considered very seriously, as they represent the opinion of the users of online learning.

Specifičnosti onlajn nastave leksikologije i sintakse srpskog jezika na Filološkom fakultetu: izazovi i perspektive

2021 ◽  
Author(s):  
Marija Raković ◽  
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching Practice ◽  
Teaching Process ◽  
Advantages And Disadvantages ◽  
Insufficient Time ◽  
The Subject ◽  
University Level ◽  
The University ◽  
Case Based

The paper deals with the observation of the specifics of online teaching of lexicology and syntax of the Serbian language at the Faculty of Philology of students studying a foreign language. The aim is to notice possibilities of realization of online teaching. The research was conducted on the basis of the implementation of the teaching process in the subject Serbian language 2 (lexicology and syntax) and a survey of students on the advantages and disadvantages of online teaching. The analysis showed that online teaching provides shortcomings in the form of insufficient time for the teacher to deal in more detail with student ambiguities, but also provides numerous opportunities for progress in education – mostly in terms of student time organization and uninterrupted questioning, which is not always the case. Based on the obtained results, we will try to give methodological implications for teaching practice, which concern the possibility of improving online teaching of the Serbian language at the university level.

scholarly journals Effect of Online Learning on Students’ Learning Achievement

2021 ◽  
Vol 12 (2) ◽  
pp. 165-171
Author(s):  
Nurohmat N
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Activities ◽  
Learning Material ◽  
Learning Achievement ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Teacher Survey

The Covid-19 pandemic has brought big changes in teaching and learning activities in the country. Learning activities have changed from face-to-face to online teaching and learning. Studying online changes the learning experience for many students. Rather than sitting in school and taking notes, students are taking advantage of online classes and other forms of online learning. Material and methods: Survey and interview. Interviews were conducted with the homeroom teacher. Survey of student scores in the semester before the Covid-19 pandemic and during the pandemic. Results: Based on the results obtained, on-line learning has little effect on learning achievement. Online learning has several advantages and disadvantages over learning face-to-face. Online learning offers a potentially better alternative if it is adapted to the situation and conditions of the students.

ABOUT THE METHOD OF THE OPTIMISATION OF STUDENTS’LEARNING ENGLISH TERMINOLOGY

2020 ◽  
pp. 73-82
Author(s):  
Л.Н. Крячко
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Road Construction ◽  
National Language ◽  
The Road ◽  
Language Classes ◽  
Technical University ◽  
Training Exercises ◽  
Animal World

Постановка задачи. Изучение предмета «Иностранный язык» в техническом университете предполагает усвоение обучающимися терминологической лексики в соответствии с выбранной специальностью. Опыт преподавания показывает, что студенты испытывают трудности, связанные с запоминанием терминологических единиц и употреблением их в речи. Использование на занятиях по иностранному языку приема обучения терминологической лексике посредством опоры на внутреннюю форму данных лексических единиц позволяет оптимизировать процесс усвоения обучающимися специальных терминов. Результаты. Проведенное исследование дает основание утверждать, что анализ внутренней формы образованных семантическим способом англоязычных терминов специальности «Автомобильные дороги» позволяет выявить деривационно-ассоциативную связь терминологических единиц с лексикой общенационального языка, послужившей основой для вторичной номинации. Данные лексические единицы в большинстве случаев представляют собой хорошо знакомые студентам слова, обозначающие части тела человека и объекты, находящиеся в его близком окружении : одежду, посуду, инструменты, явления природы, представителей животного мира и т.д. Выводы. Ознакомление студентов дорожно-строительной специальности с внутренней формой изучаемых англоязычных терминов, выявление ассоциативных связей терминологических единиц со знакомыми студентам и широкоупотребительными словами общенационального языка, а также выполнение в аудитории специально разработанных тренировочных упражнений помогают снять трудности усвоения обучающимися терминологической лексики и облегчают ее запоминание. Statement of the problem. The study of the “Foreign Language” subject at a technical university involves students’ learning the terminology in accordance with the chosen specialty. The teaching practice shows that students experience the difficulties associated with memorising terminological units and using them in the speech. Applying the method of teaching the terminology based on the internal form of these lexical units at foreign language classes makes it possible to optimise the process of learning special terms by students. Results. The research that has been carried out gives reason to argue that the analysis of the internal form of the English “Automobile roads” specialty terms created in the semantic way makes it possible to reveal the derivational and associative relations of the terminological units with the national language words which served as the basis for the secondary nomination. In most cases, these lexical units are the words that are well known by the students and indicate the parts of man’s body and the objects that are present in man’s immediate environment: clothing, dishes, tools, phenomena of the nature, representatives of the animal world, etc. Conclusion. Introducing the internal form of the studied English terms to the road construction specialty students, identifying the associative relations of the terminological units with the well known to the students and widely used words of the national language, fulfilling the specially developed training exercises in the classroom help the students to overcome the difficulties of learning the terminology and to facilitate its memorization.

scholarly journals Pre-service Science Teachers’ Integration of Constructivist Ideas in the Lecture Method

2021 ◽  
Vol 20 (6) ◽  
pp. 277-298
Author(s):  
Rose Atieno Mutende ◽  
Rosemary K Imonje ◽  
Winston Akala
Keyword(s):  
Instructional Practices ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Sub Saharan Africa ◽  
Learning Material ◽  
Science Students ◽  
University Supervisors ◽  
Lecture Method ◽  
Sub Saharan

The teaching and learning of science subjects at secondary schools in Sub-Saharan Africa is currently dominated by application of the lecture method in delivering learning material. In the Lecture Method, the teacher discusses and shows the learning material. Studies showed that the lecture method can be made interactive, and, hence, more effective if teachers appropriately integrate constructivist ideas in the method. Therefore, this study aims to examine the BEd (Science) students’ integration of constructivist’s learner-oriented instructional practices in the lecture method during teaching practice (TP). Data were collected from 107 BEd(Science) students, their Head of Subjects in the TP schools and the university supervisors at the onset and towards the end of a 14-week TP. The instruments used to collect data were questionnaires and interview schedules. The data were analysed descriptively and inferentially. Descriptive statistics focused on frequencies, percentages, means and standard deviation which summarised the variables in terms of demonstration of instructional practices, supervision and assessment practices. Findings revealed that the BEd(Science) students faced difficulties in their attempt to integrate constructivist ideas in the lecture method. T-test showed a positive effect of teaching practice on the integration of constructivists’ ideas in the lecture method. The study provides several recommendations based on the findings.

scholarly journals The influence of a Lesson Study cycle on a 2nd grade EFL picture book-based teaching practice lesson in Norway

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Deborah Larssen ◽  
Ion Drew
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Picture Book ◽  
Target Language ◽  
Educational Method ◽  
Efl Learners ◽  
Video Recordings

This study aims to explore the influence of Lesson Study on the teaching of a 2nd grade English as a foreign language (EFL) picture book-based lesson conducted by a group of student teachers during teaching practice in Norway. Lesson Study is an investigative educational method originating in Japan. A group of teachers plan a research lesson which one of them teaches and the others observe, their attention focussing on a few selected pupils. The lesson is reviewed, re-planned and re-taught to a different class. The data presented here was collected through video-recordings of two lessons (a lesson taught and the same lesson re-planned and re-taught) and their corresponding pre-, mid-and post-supervision sessions. Lesson Study appeared to have had an influence on the activities, especially the type and number of questions being asked by the teacher, the timing of activities, and the use of the target language. It also appeared to have had an influence on the attitudes of both the mentors and students to using picture books with young EFL learners. Lesson Study has previously been little used and researched in foreign language teaching. This study demonstrates its potential to enhance teaching and learning in that context.

scholarly journals EFL STUDENTS’ PERCEPTION TOWARDS THE USE OF BAHASA INDONESIA IN AN ENGLISH CLASSROOM

2019 ◽  
Vol 7 (1) ◽  
pp. 12
Author(s):  
Setya Resmini
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
First Language ◽  
Primary Data ◽  
English As Foreign Language ◽  
Advantages And Disadvantages ◽  
Efl Students ◽  
Negative Perceptions ◽  
English Classroom ◽  
Bahasa Indonesia

ABSTRACTThe issue of using first language (L1) in teaching English has always been a controversy in the field of teaching and learning English.  The purpose of this study was to investigate the English as Foreign Language (EFL) students’ perceptions towards the use of L1 (Bahasa Indonesia) in the English classroom. In this study, the descriptive qualitative method was employed.  The participants involved in this study are 40 EFL students in the second semester who learn General English in IKIP Siliwangi. A questionnaire which consists of 15 questions was distributed to the participants to gain primary data. To support the data from questionnaire, observation also conducted in the classroom. The findings reveal that the teacher’s use of bahasa Indonesia brought positive/negative perceptions towards students. The students give negative perception towards the teacher’s use of bahasa Indonesia in General English classroom. However, the students also recognized the advantages and disadvantages of the teacher’s use of bahasa Indonesia in the classroom.Key words: EFL; students’ perception; first language (L1); foreign language

scholarly journals Learners’- produced learning materials: a step towards learner autonomy in EFL Grammar classes

2018 ◽  
pp. 20-42
Author(s):  
Amal Msimeer ◽  
Eman Elmejie ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Experimental Research ◽  
Research Study ◽  
Learner Autonomy ◽  
Learning Material ◽  
Structured Interviews ◽  
Learning Materials ◽  
Language Classes

This paper presents an experimental research study in which the two researchers aim to promote learner autonomy in language learning by means of learner-produced learning materials. The study was conducted at the Department of English in the Faculty of Arts in Misurata, Libya during the academic term-spring 2018. The participants were 50 Libyan students who major in English and they were all enrolled in semester 2 and studied Grammar II course. The participants were required to produce their own learning material which was about a particular grammar item. Semi-structured interviews with the participants were undertaken to know about their reaction towards the experience of taking responsibility to create a learning material, what autonomous strategies they were able to develop while designing the learning materials, what type of learning materials they were able to produce. The findings of the current study revealed that learner autonomy can be fostered in EFL classes in Libya and that Libyan students can develop some autonomous learning strategies. It is concluded that learner-produced learning materials can be a successful and an effective tool to promote learner autonomy in EFL (English as a foreign language) classes.

Confinement et continuité pédagogique

2021 ◽  
pp. 1-6
Author(s):  
Vasumathi BADRINATHAN
Keyword(s):  
Foreign Language ◽  
Digital Technology ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Complex Nature ◽  
Emotional Difficulties ◽  
Online Teaching And Learning ◽  
Efl Teaching ◽  
New Situation

Provoked in March 2020 by the global Covid 19 pandemic, the migration of education to virtual has not been without challenges. Like many other countries, India has been forced to implement virtual modalities in education as a response to the crisis. This study highlights the complex nature of EFL teaching and learning, the pedagogical and emotional difficulties caused by digital technology. It also sets out some recommendations for making better use of the virtual. Semi-directed interviews with teachers help us to identify the new situation, their perception of this change, and their strategies. They also allow us to identify the specificities of online teaching and learning of French as a foreign language.

Destabilizing the Activity System of Online Teaching Through Critical Theory

2021 ◽  
pp. 1960-1970
Author(s):  
Victor C. X. Wang ◽  
Geraldine Torrisi-Steele
Keyword(s):  
Critical Theory ◽  
Digital Media ◽  
Teaching Practices ◽  
Online Teaching ◽  
Teaching Practice ◽  
Positive Impact ◽  
Digital Technologies ◽  
Activity System ◽  
Online Environments

Despite the rapid and prolific uptake of online learning across higher education, the promised positive impact of digital technologies on the quality of learning has mostly failed to materialize. The need for change or reshaping of teaching practice in online environments is well documented, and there is much literature encouraging educators to exploit the affordances of digital media to provide rich learning experiences. However, efforts to affect the needed changes in practice are not very successful. In the present chapter, the authors adopt a framework of activity theory and integrate it with principles of critical theory and transformative practice to better understand why change in teaching practices in online environments has been difficult to realize. The authors also provide a theoretical framework that may be applied to driving change in online teaching practices.

scholarly journals Foreign Language Classes in a Pedagogical University: Topical Problems and Possible Solutions

2021 ◽  
pp. 202-208
Author(s):  
Andrei A. Kolesnikov ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Age Groups ◽  
Educational Process ◽  
Foreign Languages ◽  
Self Assessment ◽  
Language Classes ◽  
New Strategy ◽  
Educational Task ◽  
Short Comment

The article discusses a new strategy of professionally-directed (didactic-oriented) foreign language teaching to students of a language pedagogical university (future teachers of a foreign language). The study analyses the components of the teacher’s methodological (linguodidactic) competence, revealing a number of problems concerning their formation in a pedagogical university, as well as showing the dependence of their development on the intensity of their actualisation in the Foreign Language Practice discipline. The article identifies several factors hindering the formation of the linguodidactic competence within foreign language classes. In order to overcome these negative factors, the article offers a new model of teaching foreign languages, described in the formula “from the acquisition of didactic experience to one’s own educative decisions”. The methodology of this model is based on two interrelated methods: contextual teaching and vocation-focused foreign languages teaching, as well as related methods for organizing productive teaching of a foreign language. The model mentioned above assumes a two-stage implementation. At the first stage, analytical work of students is organized. Its aim is to understand and analyse the teaching practice. An important condition is the modelling of basic structural elements and some procedural features of a school lesson while organising university foreign language classes. Particular attention is paid to the implementation of individualised goal-setting, planning and self-assessment (reflection), demonstration of lexis, grammar and phonetics mastering, of active forms and techniques for organising communicative activities, methodological reflection. At the first stage, university students are also offered some methodological tools (for example, goalsetting maps and maps for academic work planning, etc.), which can be used in teaching foreign languages at school. When organising the educational process, much attention is paid to the awareness of methodological facts, phenomena, patterns. Therefore, a new type of exercises (educational-methodological) has been proposed. In addition to an educational task, these exercises contain a methodological task in form of a short comment, an additional question, etc. At the second stage, there is a transition to the organising of a productive methodologically oriented foreign language activity. Three main methods of methodologically oriented teaching are distinguished: modification of authentic (university) materials for different age groups of schoolchildren, conventional “professional test”, and project educational-methodological activity. In conclusion, the main results of the study are summarised.

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