scholarly journals TEACHING TECHNOLOGIES IN FOREIGN LANGUAGE TEACHING

2021 ◽  
pp. 94-97
Author(s):  
Y. KOZACHENKO
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Language Teaching ◽  
Full Range ◽  
Foreign Language Teaching ◽  
Learning Technologies ◽  
Individual Student ◽  
Sources Of Information ◽  
Teaching Aids ◽  
Research Activities

The article identifies the main learning technologies used to teach students in higher medical education. Learning technologies have been found to help improve the learning process and improve learning outcomes. The main learning technologies used in working with students of higher medical educational institutions are analyzed. It is investigated that learning technologies influence the teaching of foreign languages. It was found that the use of research, simulation, information, problem-based learning and heuristic are common and used in foreign language teaching. It is concluded that for the effective use of technology it is important to pay attention to what technology may be suitable for each individual student group. The use of modern teaching aids is part of information and communication technology. It is this technology that reveals the full range of ICT applications. Search technologies allow to actively involve students in research activities due to motivation to learn a foreign language and search for new resources and sources of information. Heuristic technology is one of the most used today, it allows to involve all students in active interaction in the classroom, to make associations between clinical disciplines and English and to be as ready as possible for interactive tasks. Simulation and dialogue technologies give students the opportunity to feel like real doctors, gain experience in communication in different situations and develop their communication skills. In the future, we plan to explore learning strategies that should be used in foreign language classes.

scholarly journals DISTANT LEARNING ESL

2021 ◽  
Vol I (81) ◽  
pp. 144-154
Author(s):  
Iryna Hnatyhena ◽  
◽  
Inna Khariuk ◽  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Foreign Language ◽  
Learning Strategies ◽  
Distribution System ◽  
High Efficiency ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Technologies ◽  
Learning System

Distance Learning is an online-based program that gives students additional practice outside the classroom and helps decrease the amount of time it takes inside the classroom to study for the HSE test or to improve English language skills. МЕТОДИКА ВИКЛАДАННЯ У ВИЩІЙ ШКОЛ І 146 Випуск І (81), 2021 Distance education, as a form of education that enables and promotes development of autonomous life-long learning skill, necessary to keep up with rapid changes and development in today’s society, is a concept definitely worth considering. Teaching a foreign language in a distance education system is very challenging, primarily in terms of overcoming the main gap – lack of direct contact between teachers and learners. This paper focuses on the aspect of teaching materials used for ESL in a distance learning system. To ensure the implementation of basic educational programs with high efficiency, the implementation of appropriate reforms in distance and innovative learning, which meet all modern requirements, is a very important process in the development of education. The development of distance learning courses will be useful to ensure equal access to educational opportunities for all students, especially for workers, or for those who study in parallel in other universities in Ukraine or abroad. Private educational organizations and government agencies around the world support the use and development of distance learning by accumulating pedagogical and methodological experience for further development. Distance learning technologies represent many new opportunities for teaching foreign languages, which allow further expanding the range of teaching methods, just as language laboratories, television and computers have increased the standard classroom. It is important to review these distance-learning options to distinguish their ability levels, as these systems have different limitations on the learning process. For example, one-way systems that use only presentations have been criticized for not providing anything other than a video distribution system that could be reproduced by sending 10 videos to students. The lack of direct bilateral interaction, which characterizes many distance education programs, is contrary to the goals of foreign language teaching. However, using this interaction, distance technologies can maintain the integrity of foreign language teaching. Learning strategies that encourage student-teacher dialogue and student autonomy in distance learning situations should be included in learning.

scholarly journals Blended learning technologies for a foreign language teaching the students of non-philological majors

2020 ◽  
Vol 44 (2) ◽  
pp. 4-10
Author(s):  
M. Zelenskyi ◽  
I. Nesterenko ◽  
N. Volovik ◽  
D. Mytsenko
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Technologies ◽  
Educational Process ◽  
Learning Technology ◽  
Learning Tools ◽  
Readiness To Learn

Modern theories of foreign language teaching are getting developed. The constant society digitalization influences it. Generation Z students closely associate their lives with technology. Moreover, teachers must find ways to apply effectively information and communication technologies in the learning process. In our opinion, one of the ways is the concept of blended learning. It implies the optimal combination of traditional pedagogical technologies and distance, online learning. The purpose of our research is to examine the effectiveness of the concept of blended learning in the process of learning a foreign language for students of non-philological majors. For this purpose, we conducted a pedagogical experiment. It assumes the introduction of the concept of blended learning in the educational process of higher education. The research was carried out with Ukrainian students of non-philological majors during the study of English (offline and online). Also, international students who are studying Ukrainian as a foreign language were involved. Comparative analysis of students' readiness to learn using different blended learning tools was used. Methods of mathematical statistics (nonparametric Kruskal-Wallis and Mann-Whitney criteria) were utilized to analyse and process the experimental data. The results of the study indicate the effectiveness of blended learning technology usage in the process of foreign language teaching. Nevertheless, they show that the proposed tools help students better master a foreign language. Besides, students are both in active learning and passively reinforcing their knowledge using digital technologies during education. The authors consider it indisputable that blended learning tools should be used to some extent for students of all majors. The authors understand that the proposed tools are not exhaustive and definitive. Their list should be extended, and the use of specific tools depends on the teacher, students, the course, and other factors.

Message from Editor

2018 ◽  
Vol 8 (4) ◽  
pp. I
Author(s):  
Jesus Laborda Garcia
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Review Process ◽  
Language Teaching ◽  
Peer Review Process ◽  
Foreign Language Teaching ◽  
Double Blind ◽  
High Quality Research ◽  
Related Field ◽  
Efl Learners

Dear Readers,It is a great honor for us to publish 8th volume, 4th issue of Global Journal of Foreign LanguageTeaching (GJFLT).Global Journal of Foreign Language Teaching (GJFLT) welcomes original empirical investigations andcomprehensive literature review articles focusing on foreign language teaching and topics related tolinguistics. The journal is an international journal published quarterly and it is a platform forpresenting and discussing the emerging developments in foreign language teaching in aninternational arena.A total number of eleven (11) manuscripts were submitted for this issue and each paper has beensubjected to double-blind peer review process by the reviewers specialized in the related field. At theend of the review process, a total number of five (5) high quality research papers were selected andaccepted for publication.Aim of this issue is to give the researchers an opportunity to share the results of their academicstudies. There are different research topics discussed in the articles. For example, SeyedehMaryam Mousavi, Laya Heidari Darani, Effect of collocations on Iranian EFL learners’ writing:Attitude in focus, Anteneh Kebede Lakew, Words: Are we really teaching them? The case of twoEFL teachers in Ethiopia, Jeannette Valencia Robles, Current perspectives of teaching Englishthrough affective learning strategies, Özgür Çelik, A Review of Research on the Effect of the Useof Web-based Tools on Speaking Motivation, Shahram Alipour, The Effect of Engagement inSocial Networking Application on Iranian EFL Learners’ Willingness to Communicate in English.The topics of the next issue will be different. We are trying to serve you with our journal with a richknowledge through which different kinds of topics will be discussed in 2018 issues.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Prof. Jesus Laborda GarciaEditor – in Chief

scholarly journals On the integration of digital educational resources and services in the process of professionally-oriented language training in a technical university in a blended learning environment

2021 ◽  
pp. 87-93
Author(s):  
L.V. Chistobaeva
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Technologies ◽  
Educational Resources ◽  
Language Training ◽  
E Learning ◽  
Technical University ◽  
Distance Learning Technologies

The digitalization of higher education, the emerging trends for further improvement and implementation of e-learning and distance learning technologies have revealed the need to rethink the practices of implementing vocationally-oriented language training at a university and have led to the transition to a blended learning model. The purpose of the research: to reveal the potential of blended learning in foreign language teaching. The research methods: the method of selection, generalization and dissemination of advanced pedagogical experience. The research results: the potential of blended learning in foreign language teaching has been substantiated; the studies related to the problem of blended learning in foreign language teaching has been analyzed. Integration of digital educational resources and e-learning technologies (VLE and MIND) in the implementation of a mixed format of professionally oriented language training at a technical university expands the possibilities for creating a digital educational space as an integral component of educational activities in modern conditions. Key conclusions: Blended learning allows you to solve the problem of improving the quality of vocationally-oriented language training and the organization of academic interaction in a rotational mode; a meta-subject approach in teaching a foreign language for professional purposes creates opportunities for using existing and developing your own digital educational resources (CER); integration of ICT, allows you to achieve a qualitatively new level of delivery of educational content.

scholarly journals LANGUAGE LABORATORY MANAGEMENT TO SUPPORT TECHNOLOGY-BASED FOREIGN LANGUAGE INSTRUCTION

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Vivi Aulia
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Foreign Language Instruction ◽  
Laboratory Management ◽  
Language Laboratory ◽  
Instructional Process ◽  
Teaching Aids ◽  
Management Technology

Language laboratory is one of media and teaching aids that cannot be separated from the foreign language teaching. The existence of language laboratory in such schools are considered as vital and essential things. It also becomes trend, culture, and alternative requirement to support the instructional process. Good and representative language laboratory that provides a number of educational objectives can bring in interesting instructional activities. Moreover, it can be the fascinating devices equipping students in learning foreign language. This article will review and provide a framework for some informations and overviews of language laboratory, the main principles and guidelines for managing language laboratory, and explain how these principles can be applied for foreign language teaching. At the end of this article, it is suggested that either foreign language teacher or language laboratory manager along with school principals cooperate in maximizing the language laboratory as a means of supporting technology-based foreign language instructions.Keywords: language laboratory, management, technology-based, foreign language teaching.

The Effect of Using Digital Stories in Teaching English as a Second Language

2020 ◽  
pp. 191-208
Author(s):  
Fatma Gizem Karaoglan Yilmaz ◽  
Busra Koseoglu ◽  
Cansu Ayvali ◽  
Tugba Ozturk
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Digital Storytelling ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
State University ◽  
Digital Stories ◽  
Motivation And Learning ◽  
Academic Year ◽  
Development Of Students

The purpose of this study is to analyze the effect of using digital storytelling on motivation and learning strategies in foreign language teaching. This study was conducted with 20 students enrolled in the preparatory class to learn English as a foreign language for a year in 2018-2019 academic year in a state university in Turkey. Motivation scale and learning strategies scale were used to obtain data. According to the result, there was no significant distinction between digital storytelling and the use of learning strategies in foreign language teaching. This study indicates that the use of digital storytelling in foreign language teaching had no effect on the development of students' use of learning strategies.

scholarly journals IMPLEMENTATION OF BLENDED LEARNING TECHNOLOGIES IN TEACHING FOREIGN LANGUAGES AT HIGH SCHOOL

2020 ◽  
Vol 1 (10(78)) ◽  
pp. 115-119
Author(s):  
Olena Kovalchuk ◽  
Oksana Smal ◽  
Tamara Maksymchuk
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Technologies ◽  
Educational Process ◽  
Learning System ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Higher Educational

Among public policy priorities on the development of higher education in the context of European integration of Ukraine the problem of constant educational quality improvement, modernization of educational process, introduction of educational innovations and information technologies are identified. An application of innovative methods of English teaching becomes relevant and is of great practical importance, especially in the context of Ukraine’s competitive presence in the international educational arena. With the reformation of foreign language teaching in higher educational institutions, lecturers create new opportunities for the implementation of didactic principles of individualization and differentiation of learning. The introduction of Blended learning technologies in Ukrainian universities is a new pedagogical approach that involves a combination of active use of streamlined on-line training and traditional classroom communication. The article covers examples of blended learning implementation in models of foreign language teaching at higher educational institutions. A use of blended learning model that combines elements of traditional and distance learning in different proportions is proposed. Different models of blended learning presented by foreign researchers are considered and generalized, models that can be integrated into the traditional educational process at higher educational institutions are proposed. The advantages and disadvantages of the blended learning system are analyzed and systematized.

scholarly journals PRZYGOTOWANIE DO PRACY Z UCZNIAMI O SPECJALNYCH POTRZEBACH EDUKACYJNYCH: JĘZYKOWE NARZĘDZIA DIAGNOSTYCZNE W PRAKTYCE NAUCZYCIELSKIEJ

Neofilolog ◽  
2019 ◽  
pp. 187-201
Author(s):  
Katarzyna Karpińska-Szaj
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Native Language ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Language Teaching ◽  
Special Educational Needs

Adapting foreign language teaching to the requirements of studentswith special educational needs requires prior diagnosis of the developmentalpotential of the pupils concerned. Because of the educationaland rehabilitative character of foreign language learning in studentswith language and speech deficiencies, the diagnosis addresses thepossibilities of using foreign language learning in developing generaland linguistic competencies in both languages (native and foreign). Thearticle presents the aims of diagnosing linguistic communicative competenciesin the context of foreign language teaching. The differencesbetween speech diagnosis and diagnosis performed for the needs of foreignlanguage teaching are discussed, based on cases of pupils with deficienciesin their native language (Polish). The evaluation of the students’competencies involved reformulation as an instrument of linguistic diagnosis;learning strategies were also considered in the assessment.

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