scholarly journals Language Advising as Psychosocial Intervention for First Time Self-Access Language Learners in the time of COVID-19: Lessons from the Philippines

2020 ◽  
pp. 148-163
Author(s):  
Danica Anna D. Guban-Caisido
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Education System ◽  
Psychosocial Support ◽  
The Philippines ◽  
Face To Face ◽  
Student Volunteers ◽  
Positive And Negative Feedback ◽  
Face To Face Instruction ◽  
The University

The coronavirus pandemic (COVID-19) has dramatically transformed the education system all over the globe. The Philippines is one of the countries in Southeast Asia that continues the battle with over 50,000 cases as of writing. The country’s education system which remained exclusively traditional and classroom-based has since been forced to adopt more modern approaches, either synchronous or asynchronous. The sudden shift in learning mode on top of the rising apprehension of the situation prompted the need for an intervention. Ten student volunteers of A1 level Italian classes in the University of the Philippines, who have transitioned from face-to-face instruction to self-access language learning, participated in the advising sessions. The implementation of Advising in Language Learning (ALL) as an intervention has a three-point objective: to foster psychosocial support, to identify learner needs, and to track the students’ learning progress. Two advising sessions were conducted within the duration of the semester in which the students reported mainly personal, technical, and economic problems, the difficulty of learning a language remotely as compared to other subjects, and a combination of positive and negative feedback from the previous session that will greatly aid in the succeeding implementation of language advising in the Philippines.

scholarly journals Setting Up a Language Learning Environment in Microsoft Teams

2020 ◽  
pp. 263-270
Author(s):  
Carolin Schneider
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Language Learners ◽  
Team Members ◽  
Short Notice ◽  
Language Courses ◽  
The University ◽  
Support Students ◽  
Staff Skills ◽  
Do So

The Language Zone at the University of Leeds, UK, is well established as a hub for language learners across the campus, both those on language courses and those studying languages independently for a variety of reasons. It has been operating entirely online since March 2020 and will do so until the campus fully re-opens. This written account gives a brief overview of the changes made to the Language Zone’s services and provision of learning materials in response to the Covid-19 pandemic, including how the team members’ roles were adapted to ensure staff skills were taken into account. In addition to showing how services were maintained when the campus was closed at short notice and teaching was moved online until further notice, the study outlines how the Language Zone developed a platform to support the 2020 summer pre-sessional programmes to be delivered completely online. Finally, reflecting on the recent achievements and considering how to support students in the future, it aims to inspire other self-access centres to think about what they can do to develop their services in response to the crisis and beyond.

Promoting Autonomous Language Learning in Online Environments

10.47908/9/15 ◽  
2013 ◽  
pp. 165-280
Author(s):  
Maria De Santo ◽  
Luisa Boardman
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Real Life ◽  
Autonomous Learning ◽  
Mediated Communication ◽  
Face To Face ◽  
Integration Of Technology ◽  
Computer Mediated ◽  
Wide Range ◽  
The University

The Self-Access Language Centre of the University of Naples “L’Orientale” (CILA) promotes the development of autonomy in language learning, offering a wide range of technology-based resources and a language counselling service. In the last few years, to satisfy the growing need for independent language learning in our university, we have integrated autonomous learning in the SAC with online pathways and multimedia materials. We started by offering online Self-Access activities in blended courses, integrating face-to-face classroom teaching with online modules. This experiment enabled us to develop a kind of blended autonomous learning, combining a real-life SAC with online Self-Access Centres. Virtual SACs suggest a variety of language learning activities and allow learners to study a language while reflecting on their learning process. In the online SAC, language counsellors implement the language learner’s autonomy promoted in presence in the SAC, interacting with them through computer-mediated communication. In this paper we shall look at how the promotion of autonomy in language learning can be enhanced through the integration of technology-based materials and activities made available in self-access modality. Our aim is to present online resources designed to help students learn a foreign language autonomously.

scholarly journals Rainbows amid Downpours: University Students’ Goals in Learning English during Digital Experiments

2021 ◽  
Vol 3 (2) ◽  
pp. 87-95
Author(s):  
Cathy Mae Dabi Toquero ◽  
Swen Joshryll C. Acebes ◽  
Jaizele B. Melitante ◽  
Nikki T. Tuble
Keyword(s):  
University Students ◽  
Language Learning ◽  
The Philippines ◽  
State University ◽  
Authentic Assessments ◽  
Pedagogical Skills ◽  
Research Findings ◽  
The University ◽  
Academic Implications ◽  
Learning English

University students are susceptible to the constantly shifting online milieu during the pandemic. Linguistic isolation can present more difficulties as students lack authentic social communication in classes online. This study examined the hopes and goals of university students in their English learning course during emergency remote learning. Third Year Pre-Service teachers of a state university in the Philippines served as participants in this study. Through content analysis of 28 student-responses of the English Modules, the research findings demonstrate the significance of hopes and goals of the university students in learning English during the pandemic. Amidst the digital experiments, students portray hopes and goals of developing their pedagogical skills in English and broadening their linguistic skills despite linguistic isolation. Students' goals in the course are to improve their language skills, develop in-depth knowledge in English, achieve better grades, and become effective potential teachers.   As they aim to achieve those goals amid metaphorical downpours, university students reflect on the purpose of the course to equip them for lifelong learning that may develop ethical value, morality, and sense of vocation in their chosen profession. Despite having to confront the difficulties of learning online, their hopes and aspirations spark a burning desire to engage in intellectual and linguistic battles in learning English during pandemic and post-pandemic. Academic implications include for teachers to integrate authentic assessments for experiential language learning and for students to sketch a visual career plan outlining how students may achieve their goals as future educators.

scholarly journals Learners’ Beliefs and Communities Around Them: The Social Pressure to Learn Language

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824401989884
Author(s):  
Munassir Alhamami
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Social Pressure ◽  
Mixed Methods Design ◽  
Efl Learners ◽  
Face To Face ◽  
The Social ◽  
Efl Students ◽  
Learning Language

This study used a mixed-methods design to investigate the effects of language learners’ subjective norm (SN) beliefs on learning English as a foreign language (EFL). To examine the perceived social pressure to learn EFL, two experiments were conducted in a Saudi university: a face-to-face language learning (FLL) experiment and an online language learning (OLL) experiment. A total of 674 EFL learners participated in the FLL treatment, and 286 EFL learners participated in the OLL treatment. In addition, several interviews were conducted with participants from both groups. The results show that understanding the SN beliefs of particular groups of people can help predict EFL students’ perceived social pressure to engage or not in learning a foreign language in online and face-to-face settings. Comparing the results of both groups shows that EFL learners hold more positive SN beliefs toward learning language in face-to-face settings than in online settings due to the participants’ SN beliefs. This finding highlights the importance of understanding the social pressure confronting language learners.

scholarly journals The Use of WhatsApp in Collaborative Learning to Improve the Reading Skill Among University Students: A Case Study of Saudi Students of English at the University of Jeddah

2019 ◽  
Vol 4 (4) ◽  
pp. 36
Author(s):  
Nasser Alasmari
Keyword(s):  
Collaborative Learning ◽  
Language Learning ◽  
Language Learners ◽  
Reading Skill ◽  
Successful Implementation ◽  
Instructional Format ◽  
Saudi Students ◽  
Effective Media ◽  
The University ◽  
The Impact

Researchers have advocated collaborative learning and largely reported its evidenced advantages in learning a language. They have emphasized that students working collaboratively tend to learn language better and retain knowledge longer than when learning through any other instructional format (Johnson, Johnson, & Holubec, 1993). In addition, these researchers questioned which tool is most effective in the successful implementation of this kind of learning. In this respect, technology has been recommended as an effective tool that leads to higher language achievements (Almekhalfi & Almeqdadi, 2010). In more particular terms and given its popularity, the WhatsApp messenger application has been strongly advocated and highlighted as one of the most effective media for instruction that significantly contributes to the success of language learners (Cakir, 2015, as cited in Ta’amneh, 2017).Aiming to add to the growing literature about the integration of WhatsApp in education, this paper measures the impact of this application’s use for improving the reading skill of 30 Saudi male learners of English as a foreign language, as well as identifying their perceptions towards the English languagelearning experience after implementing WhatsApp in their learning. Data were gathered via pre- and post-tests as well as through a focused group interview. The findings proved the significant association between the use of WhatsApp and the improvement of the reading skills of the participants, who articulated a favourable attitude towards the use of WhatsApp as a tool for language learning.

Life-Long Language Learning Strategies for a Brave New Digital World

2020 ◽  
pp. 636-657
Author(s):  
Marion Sadoux
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Fine Tuning ◽  
Learning To Learn ◽  
University Campuses ◽  
Face To Face ◽  
Online Language Learning ◽  
Digital World ◽  
Face To Face Learning ◽  
The University

The focus of this case study is to report and reflect on the design, implementation and fine tuning of the Peer Supported Online Language Learning Exchange module, known more simply as OLLE (Online Language Learning Exchange) which was developed in 2013 and is delivered in collaboration with students at the University of Nottingham Ningbo China. This module seeks to give students in all three University Campuses (United Kingdom, China, and Malaysia) the opportunity to continue to learn a foreign language together, blending, where this is geographically possible, face to face learning opportunities with online learning. It strongly emphasizes language learning as a lifelong learning skill and seeks in particular to develop students' skills in learning to learn a language in digital realms and to develop a strong set of digital literacies for language learning.

Language students and their technologies: Charting the evolution 2006–2011

ReCALL ◽  
2013 ◽  
Vol 25 (3) ◽  
pp. 306-320 ◽  
Author(s):  
Caroline H Steel ◽  
Mike Levy
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Large Scale ◽  
Learning Experience ◽  
Data Set ◽  
Online Tools ◽  
Language Students ◽  
The Uk ◽  
The University ◽  
Compare And Contrast

AbstractThis paper has two key objectives. Firstly, it seeks to record the technologies in current use by learners of a range of languages at an Australian university in 2011. Data was collected via a large-scale survey of 587 foreign language students across ten languages at The University of Queensland, Brisbane, Australia. Notably the data differentiates between those technologies that students used inside and outside of formal classrooms as well as recording particular technologies and applications that students perceived as beneficial to their language learning. Secondly, this study aims to compare and contrast its findings with those from two previous studies that collected data on students’ use of technologies five years earlier, in 2006, in the UK and Canada. The intention is to chart major developments and changes that have occurred during the intervening five-year period, between 2006 and 2011. The data reported in two studies, one by Conole (2008) and one by Peters, Weinberg and Sarma (2008) are used as points of reference for the comparison with the present study.The findings of the current study point to the autonomy and independence of the language learners in this cohort and the re-emergence of CALL tools, both for in-class and out-of-class learning activities. According to this data set, learners appear to have become more autonomous and independent and much more able to shape and resource their personal language learning experience in a blended learning setting. The students also demonstrate a measure of sophistication in their use of online tools, such that they are able to work around known limitations and constraints. In other words, the students have a keen awareness of the affordances of the technologies they are using.

Real-time audio and email for fluency: promoting distance language learners' aural and oral skills via the Internet

ReCALL ◽  
1999 ◽  
Vol 11 (2) ◽  
pp. 55-60 ◽  
Author(s):  
Markus Kötter ◽  
Lesley Shield ◽  
Anne Stevens
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Target Language ◽  
Alternative Methods ◽  
Face To Face ◽  
Course Material ◽  
Video And Audio ◽  
Networking Technologies ◽  
Oral Skills

The Open University (OU) is UK's largest modern foreign language learning provider with a current enrolment of approximetely 8000 students, all of whom study individually at home, at a distance from each other and their tutors. However, while most OU students work with trditional course material such as books, video- and audio-cassettes and face-to-face tutorials, research at the centre for Modern Languages (CML) has also investigated alternative methods in order to account for those learners who might be unable to attend face-to-face tutorials. The study described in this paper outlines work in progress that is part of a larger, long-term project seeking to establish a framework for the use of networking technologies in distance language learning with a particular emphasis onl the ldevelopment of scenarios – that is task design and learning environments – which will enable participants to improve their spoken and communication skills in the target language.

scholarly journals Possibilities of Independent Learning in Two Self-Access Facilities of an Iranian University

2014 ◽  
pp. 235-245
Author(s):  
Afshin Mohammadi
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Independent Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Computer Center ◽  
Humanities Faculty ◽  
The Status ◽  
The University

The roles that self-access centers play in language learners’ development of autonomy considerably vary in accordance with the institutional features attributed to their structure and the services they offer. As part of a larger study which assessed 100 learners’ readiness for autonomy, this paper reports on the status quo of two facilities at the humanities faculty of an Iranian university, based on English-as-Foreign-Language (EFL) learners’ views and practices. Seven undergraduate EFL learners from various years of study were asked to describe the ways in which they exploit self-access services for language learning purposes and express their opinions vis-à-vis their functionality through semi-structured interviews. Findings reveal that most learners preferred not to attend the computer center, principally because, the Internet, as the most widely acknowledged service, had become available in other places around the university, such as in the dormitory. The reasons for this reluctance are highlighted, along with a presentation of some suggestions for upgrading learners’ participation in self-access language learning in similar contexts.

scholarly journals FRAMEWORK FOR TEACHING PARALLEL FLIPPED CLASSROOMS

2019 ◽  
Author(s):  
Ioana Rontu ◽  
Mohammed Moshirpour ◽  
Sepideh Afkhami Goli ◽  
Fatemeh Sharifi ◽  
Ehsan Mohammadi
Keyword(s):  
Learning Styles ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Lessons Learned ◽  
Post Secondary ◽  
Face To Face ◽  
Flipped Classrooms ◽  
Course Material ◽  
Face To Face Instruction ◽  
The University

Advancements in information technology has given rise to a new flipped learning environment that is increasingly used at post-secondary institutions. This new pedagogical approach provides a personalized learning experience by accommodating different students’ learning styles. Students interact with the course material prior to attending scheduled face-to-face instruction, where learning is reinforced by working through examples and application problems. This paper provides a practical guiding framework for the collaboration and coordination of multiple instructors in a flipped delivery course style, based upon a literature review, qualitative research, and experience. We used a qualitative approach using a questionnaire to gather lessons learned and suggestions from instructors. The responses were analyzed to extract common themes which were mapped to create a conceptual framework for successful multi-instructor flipped course delivery. Recommendations are made as per three chronological sequences of before, during and after the course offering. The framework aims to support the planning, implementation and evaluation stages of organizing and managing a multi-instructor flipped course. This paper stresses the importance of the teaching team proactively completing the planning and design of course components before the start of the course. Quantitative student feedback received from the fall 2018 course offering in Schulich School of Engineering at the University of Calgary is used to support the flipped classroom delivery, multi-instructor delivery style.

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