scholarly journals Quizizz & Kahoot 测试平台对线上汉语教学的适用调查研究 ---以世界大学华文教育系学生为例 QUIZIZZ & KAHOOT & TEST PLATFORM FOR ONLINE CHINESE TEACHING APPLICABLE RESEARCH TAKE THE FACULTY OF EDUCATION，LANGUAGE AND CULTURE OF UNIVERSAL UNIVERSITY STUDENTS AS AN EXAMPLE

2021 ◽  
Vol 5 (1) ◽  
pp. 96
Author(s):  
Zhuang Seraya
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Online Courses ◽  
Chinese Language ◽  
Language And Culture ◽  
Online Test ◽  
Learning Platform ◽  
Test Platform ◽  
Chinese Learning ◽  
Faculty Of Education

摘要从2020年四月份开始，印尼全国开始受到新冠疫情的影响各大高校也都开始策划线上课程以替代传统的教学模式，所以教育部门也绞尽脑汁开展“停课不停学”的计划。Quizizz & Kahoot 线上测试平台是一种线上学习平台，具有游戏、讨论，测验、和调查功能。本研究将检查 Quizizz & Kahoot 线上测试平台作为学生学习汉语成果以世界大学华文教育系为列。研究人员将根据世界大学华文教育系在继学生运用Quizizz & Kahoot 线上测试平台的成果，并将这些测试平台运用在汉语课程的学习活动中。本研究的主要目的是使用Quizizz & Kahoot 线上测试平台在教学的调查研究。通过Quizizz & Kahoot 线上测试平台上使用观察、问卷调查和测验评估技术收集数据。研究结果表明，Quizizz & Kahoot 线上测试平台可以帮助教师了解学生的学习成果，除了通过测试平台上的自动评估获取评估结果以外，还可以了解这些线上测试平台适合哪一种类型的课程。关键词：Quizizz & Kahoot平台、汉语学习成果ABSTRACTStarting from April 2020, Indonesia has been affected by the covid-19 epidemic, colleges and universities have also begun to plan online courses as an alternative model. Therefore, the education department has tried the best to carry out the plan of "no suspension of classes". Quizizz & Kahoot online test platform is an online learning platform with games, discussions, quizzes, and survey functions. This study will examine the Quizizz & Kahoot online test platform as a student's achievement in Chinese language learning take the Faculty of Education, Language and Culture  of Universal University. Researchers will use the Quizizz & Kahoot online test platform based on the Faculty of Education, Language and Culture  of Universal University in the use of the Quizizz & Kahoot online test platform, and use this test platform in the learning activities of the Chinese language course. The main purpose of this research is to use the Quizizz & Kahoot online testing platform as an evaluation of the benefits of the learning outcomes of the students in the Faculty of Education, Language and Culture  of Universal University. Collect data through the use of observation, questionnaire survey, and test evaluation techniques on the Quizizz & Kahoot online test platform. The research results show that the Quizizz & Kahoot online test platform can help teachers getting know students' learning outcomes. In addition to obtaining the evaluation results through the automatic evaluation on the test platform, you can also understand which type of courses these online test platforms are suitable for.Keywords: Quizizz & Kahoot platform,Chinese Learning Result

scholarly journals Students' Perception on Blended Learning in English Listening and Speaking Class

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Magdalena Kartikasari Tandy Rerung
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Language Learning ◽  
English Language ◽  
Language And Culture ◽  
Face To Face ◽  
Learning Platform ◽  
Face To Face Learning ◽  
Communicative Teaching ◽  
Listening And Speaking

<p>Nowadays, the communicative teaching has been influenced by the development of technology. Becoming interactive teacher would not be enough if it is not supported by technology usage. Online learning in this case has been a powerful tool to help language learners during their learning progress.  It is said that that online instruction raised the good and average student’s reading performance and the performance of the lowest-performing as well. In listening and speaking, online learning can help students improve their pronunciaton as well the comprehension skill. Therefore, the following study is designed to find out the students’ perceptions towards the use of both online and face-to-face learning in listening and speaking classroom. There are 30 students from the 1<sup>st</sup> and 3<sup>rd</sup> semester of English Language and Culture Departement and they joined the class for 1 semester. Online learning platform used was taken from Cambridge Learning Management System integrated with Unlock 2 and Unlock 4 books as the source of learning. The result shows that most of the students see online learning as an alternative tool to help them during their learning process.<strong></strong></p><strong>Keywords: </strong>blended learning, online learning, face-to-face learning, language learning

scholarly journals Intercultural Communication in Teaching Chinese to European Students

2015 ◽  
Vol 7 (2) ◽  
pp. 39-41
Author(s):  
Eva-Nicoleta Burdușel ◽  
Song Shaofeng ◽  
Li Caiyue
Keyword(s):  
Language Learning ◽  
Foreign Students ◽  
Chinese Language ◽  
Special Focus ◽  
Language And Culture ◽  
Reciprocal Influence ◽  
Complex Processes ◽  
Culture History ◽  
Tight Connection ◽  
Teaching Chinese

Abstract The major goal of the present study is to highlight to tight connection and interdependency between language and culture from both theoretical and applied perspectives, with special focus on the reciprocal influence and impact on teaching Chinese language and literature to foreign students, particularly in the European context. Famous scholars have wisely noted the sine-quanon relation of society, culture, history, geography and language evinced in the process of communication, at large, and most notably in translation, literary studies and language learning, which are complex processes requiring a thorough and conscious immersion in the context of the language. The paper also includes a case study on teaching Chinese language and culture to foreign students.

scholarly journals LMOOC para la integración de personas desplazadas

2021 ◽  
pp. 463-477
Author(s):  
Mercedes Sanz Gil
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Foreign Language Learning ◽  
Massive Open Online Courses ◽  
Cultural Barriers ◽  
Massive Open Online ◽  
Language And Culture ◽  
Displaced People

Uno de los principales retos a los que se enfrentan las personas desplazadas es hacer frente a las barreras lingüísticas y culturales que supone el desconocimiento, en la mayoría de los casos, de la lengua y de la cultura del país de destino. Actualmente, y gracias a las Tecnologías de la Información y la Comunicación, existen numerosos recursos y aplicaciones que pueden ayudar a paliar dichas carencias, antes o durante el periodo en el que se desarrolla la movilidad. En este artículo presentamos algunos de ellos. En concreto nos centramos en el formato MOOC (Cursos masivos abiertos en línea, por sus siglas en inglés) para el aprendizaje de lenguas extranjeras (LMOOC). Analizaremos dos LMOOC de aprendizaje del Español como Lengua Extranjera (ELE) destinado principalmente al colectivo de personas inmigrantes y refugiadas y tres de aprendizaje del Francés como Lengua Extranjera (FLE) destinado principalmente a personas desplazadas por motivos laborales o educativos. One of the main challenges faced by displaced people is dealing with the linguistic and cultural barriers that arise from the lack of knowledge, in most cases, of the language and culture of the destination country. At present, thanks to Information and Communication Technologies (ICTs), there are numerous resources and applications that can help to alleviate these deficiencies, before, or during the period in which mobility develops. In this article we present some of them. More specifically, this article focuses on the MOOC (Massive Open Online Courses) format for foreign language learning (LMOOC). We will analyze two LMOOCs for learning Spanish as a Foreign Language (SFL) aimed mainly at migrants and refugees; and three for learning French as a Foreign Language (FFL) aimed mainly at people displaced for work or educational reasons. L'un des principaux défis auxquels les personnes déplacées sont confrontées est celui de faire face aux barrières linguistiques et culturelles qui découlent du manque de connaissance, dans la plupart des cas, de la langue et de la culture du pays de destination. De nos jours, et grâce aux Technologies de l'Information et de la Communication (TIC), il existe de nombreuses ressources et applications qui peuvent contribuer à pallier ces lacunes, avant, ou pendant la période de mobilité. Dans cet article, nous en présentons quelques-unes. Nous nous concentrons en particulier sur le format MOOC (Massive Open Online Courses) pour l'apprentissage des langues étrangères (LMOOC). Nous analyserons deux LMOOC pour l'apprentissage de l'Espagnol comme Langue Étrangère (ELE) destinés principalement à des personnes migrantes et réfugiées et trois pour l'apprentissage du Français comme Langue Étrangère (FLE) destinés principalement aux personnes en déplacement pour des raisons professionnelles ou éducatives.

scholarly journals Teaching Features and Improvement Suggestions for Chinese Online Classes

2021 ◽  
Vol 11 (5) ◽  
pp. 573-579
Author(s):  
Yidan Kong
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Online Teaching ◽  
Chinese Language ◽  
Online Classes ◽  
Language And Culture ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Chinese Language Learning ◽  
Long Duration

The popularity of the Internet has influenced education profoundly. Teaching methods, teacher–student relationships, and the role of teachers have changed significantly due to changes in communication media. In the case of Chinese language learning, online classes have become a crucial tool to encourage and support international Chinese teaching. With the deepening of China's opening, exchanges between China and other countries are becoming increasingly profound. Against this backdrop, worldwide enthusiasm for learning Chinese has emerged, yet not every foreign learner of Chinese has had the opportunity to attend Chinese lessons and receive systemic training. To give more students the opportunity to study Chinese, online lessons are a viable option for various reasons, from acting as an effective channel for students to learn about both Chinese language and culture to offering classes of both short and long duration, and providing a range of different teaching styles and teaching methods depending on the needs of the students. This paper analyzes teachers and methods after observing many Chinese online teaching videos that have attracted a high “click rate” by users. Moreover, this paper focuses on analyzing MOOC and traditional online lessons published by the Confucius Institute and carries out a comparison between them and overseas online Chinese lessons. Finally, this paper evaluates online Chinese lessons and gives suggestions according to the 5C goals of language teaching.

scholarly journals Exploring the effectiveness of multimodal language pedagogy during the COVID-19 time

2021 ◽  
Author(s):  
Zhonggen Yu
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Digital Tools ◽  
Future Research ◽  
Face To Face ◽  
Language Pedagogy ◽  
Multimodal Language ◽  
To Receive

Abstract This special pandemic time has forced billions of learners to receive multimodal language pedagogy. By combing Rain Classroom, WeChat, Massive Open Online Courses (MOOCs), with the traditional face-to-face classroom, this study implements a research on the effectiveness of multimodal language pedagogy among English majors (N = 59). It is concluded that the multimodal language pedagogy may improve language learning outcomes compared with the traditional one although there are still many disputes over this approach. The essence of the multimodal language pedagogy may be how to appropriately design rather than what digital tools are involved. Future research may focus on how to design effective multimodal language pedagogy by reducing the distractions and increase the interactions.

scholarly journals Research on English Online Test Platform Based on Real-Time Web Communication Technology

2021 ◽  
Vol 2021 ◽  
pp. 1-12
Author(s):  
Junyan Huo ◽  
Chunxia Wang
Keyword(s):  
Real Time ◽  
Communication Technology ◽  
Network Communication ◽  
Test Paper ◽  
Test Question ◽  
Online Test ◽  
User Management ◽  
Learning Platform ◽  
Test Platform ◽  
Web Communication

Due to the multiattribute and multi-related problems of the target English test platform, the efficiency of the platform is low. In order to solve the problem of insufficient control of the difficulty of the test questions in the process of English test paper generation, this paper designs an English test platform based on real-time network communication technology. The English test platform designed in this paper includes three modules: user management module, question bank management module, and test paper management module. Among them, in the test paper management module, we extract English test questions according to the test paper generation strategy, then use real-time web communication technology according to the test paper generation target, and, through effective update of pheromone, solve the problem of high test question repetition rate in automatic test paper generation and design the network. The self-learning platform and English test platform modules have completed the design of the English test platform based on real-time network communication technology. The experimental results show that the designed English test platform has a high success rate, quick test paper generation time, and good application value.

scholarly journals Review of ‘Exploring English: Language and Culture’

2015 ◽  
pp. 138-141
Author(s):  
Judith Buendgens-Kosten
Keyword(s):  
Language Learning ◽  
English Language ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Language And Culture ◽  
Large Numbers

The popularity of MOOCs – massive open online courses, i.e. online courses that can be used by large numbers of learners without formal entrance requirements – has skyrocketed in recent years, with a broad range of courses made available by major MOOC platforms such as Coursera, Udacity or EdX, but also by smaller providers. At the same time, very few MOOCs cover language learning. This review will discuss one MOOC – ‘Exploring English: language and culture’ – that attempted to close this gap, and will describe the specific challenges that language learning poses for MOOCs.

scholarly journals A Systematic Review of Chinese Language Learning Strategies in the Past Decade (2011-2020)

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Xi Mizhe ◽  
Ng Chwee Fang ◽  
Mohd Azidan Abdul Jabar ◽  
Ilyana Jalaluddin
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Empirical Studies ◽  
Chinese Language ◽  
Language Learning Strategies ◽  
Learning And Teaching ◽  
Chinese Language Learning ◽  
Chinese Learning ◽  
Theoretical Paradigms

Empirical studies and literature on Chinese language learning strategies (CLLS) in China and abroad have outlined theoretical introductions and case descriptions for nearly a decade. Reportedly, studies on CLLS indicated the following characteristics: The study respondents were primarily international students in China gearing towards regionalisation, nationalisation, or localisation. Furthermore, the qualitative study method followed an empirical, comprehensive, and descriptive learning strategy, such as observations and interviews. However, although the factors influencing learning strategies were gradually becoming diversified, several study limitations were identified (uneven regional studies, insufficient research samples, single research methods, and lack of theoretical paradigms in training learning strategies). Hence, researchers needed to conduct in-depth studies and deeply perceive CLLS to promote Chinese learning and teaching.

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