scholarly journals Study on the Effectiveness of Computer-aided Software in Helping College Students Memorize English Words

2017 ◽  
Vol 12 (08) ◽  
pp. 118
Author(s):  
Liping Lu
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Cognitive Science ◽  
Test Data ◽  
Language Teaching ◽  
Hybrid Learning ◽  
Foreign Language Teaching ◽  
Web Based ◽  
Computer Aided ◽  
The Web

In this paper, based on cognitive science and foreign language teaching theories, we construct a web-based hybrid learning model, path and platform to cultivate students’ comprehensive language application ability. Meanwhile, we choose 1000 English words suitable for college students to memorize, group them into 24 units with the help of the Mint English memory software and study the memory results of these students. By horizontal and vertical comparison of the test data, we conclude that the web-based software is very effective in helping college students memorize English words.

Concordancing with students using an ‘off-the-Web’ corpus

ReCALL ◽  
1999 ◽  
Vol 11 (2) ◽  
pp. 74-80 ◽  
Author(s):  
Jeremy Whistle
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Crucial Importance ◽  
The Subject ◽  
Second Year ◽  
The Web

Much has been published on the subject of the role of concordancing in foreign language teaching, most of itin the field of EFL. Of crucial importance is the corpus on which concordances are based. This article describes how a pedagogic corpus can be downloaded from the Web as well as its experimental exploitation with first and second year undergraduates.

Increasing the Motivation for Learning Foreign Language by Using the Web 2.0 Application Pixton

2019 ◽  
Vol 7 (3) ◽  
pp. 59-67
Author(s):  
Dinko Stratiev
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Digital Media ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Tool ◽  
Motivation For Learning ◽  
The Web

In foreign language teaching digital media is mainly used for acquiring information related mostly to project activities. The article introduces the Pixton Web 2.0 application as a learning tool for communication, production and presentation.

scholarly journals The Case for Wikis in Foreign Language Teaching

2021 ◽  
Vol 12 (4) ◽  
pp. 1631-1636
Author(s):  
Xiaohui Sun, Et. al.
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Web 2.0 ◽  
Language Learning ◽  
Language Teaching ◽  
Academic Research ◽  
Foreign Language Teaching ◽  
Language Students ◽  
The Web ◽  
Foreign Language Students

Web 2.0 has immensely impacted language learning since the mid 2000s (Reinhardt, 2019). The term was coined by Tim O’Reilly in 2004 to suggest the evolution of the web to interactivity, collaboration and openness (Boulos and Wheelert, 2007). “Web 1.0 was commerce. Web 2.0 is people” (Singel, 2005), who are now active participants, instead of passive recipients of education. Social media are the Web 2.0 applications that gained greatest popularity among foreign language students and professionals. Among them, wikis, blogs and social media are most influential for language teaching, and attracted considerable academic research (Reinhardt, 2019). In this research paper, the focus is on wikis, as accessible and simplified means for collaboration (Reinhardt, 2019). For example, by using this collaborative technology, foreign language students are allowed to write a text together, define terms and concepts, brainstorm, revise the work of others, critically reflect, and many more (Kessler, 2009; Ducate, Anderson and Moreno, 2011). From learners’ perspective, wikis are enjoyable, engaging, motivating and rewarding (Lund, 2008; Aydin and Yildiz, 2014; Wang, 2014). Yet, some scholars have raised issues about information accuracy (Ducate, Anderson and Moreno, 2001), participation resistance (Lund, 2008) and unequal contribution (Arnold, Ducate and Kost, 2009), which might make the use of wikis by educators problematic

scholarly journals Integrating Information and Communication Technologies Into Second and Foreign Language Teaching: Pedagogical Benefits and Considerations

2020 ◽  
Author(s):  
Nguyen Thanh Mai
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
New Technologies ◽  
Language Teaching ◽  
Communication Technologies ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Web Based ◽  
Language Classrooms ◽  
Information And Communication

The article aims to review existing literature on the pedagogical benefits as well as considerations regarding the integration of Information and Communication Technologies (ICTs) into second and foreign language teaching. Greater collaboration and interaction, enhanced motivation and access to a huge repository of web-based materials are among the most popular advantages of ICTs. At the same time, ICT-integration into language teaching can be challenging due to the emergence of “multiliteracies” and the not-so-ICT-competent students in the language classroom. Besides, there are language teachers who fear that their professional identity could be disrupted as they try to adopt new technologies in their teaching. However, the review also points out that technologies do not automatically result in any remarkable pedagogical benefits without teachers’ selective use. It is the teachers who enlarge the potentials of ICTs in promoting meaningful interactions and real intercultural reflections beyond the conventional language classrooms.

scholarly journals BUSINESS SIMULATION VS BUSINESS GAME: CHALLENGES OF CONTEMPORARY VOCATIONAL FOREIGN LANGUAGE TEACHING

2020 ◽  
pp. 49-56
Author(s):  
Е. А. Перова
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Computer Assisted ◽  
Business Simulation ◽  
Web Based ◽  
Behavioral Learning ◽  
Business Game

Множество исследований посвящено теории деловых игр, но цифровизация образования диктует необходимость перехода современной лингводидактики к интенсивному применению практико-ориентированных методов и технологий электронного обучения. В данном контексте представленная статья нацелена на выявление основных теоретико-методологических различий в определении терминов «бизнес-симуляция» и «деловая игра». Для реализации целей данного исследования рассмотрена эффективность применения виртуальной симуляции «Virtual Manager» и бизнес-симуляции на основе проектной деятельности «Sea Island» в качестве средств лингво- профессиональной подготовки студентов направлений «Cервис» и «Гостиничное дело». Важным выводом данного исследования является то, что корректно подобранная и интегрированная в программу обучения бизнес-симуляция, соответствующая языковому и когнитивному уровню, профессиональным компетенциям обучаемых, профильно ориентированному содержанию, обладающая междисциплинарной спецификой, позволяет внести не только весомый аффективный компонент, но и стать эффективным инструментом когнитивно-деятельностного обучения. Although numerous studies were devoted to the taxonomy of business games, contemporary vocational foreign language training has transformed its methods and techniques to web-based computer assisted language learning practices and scenarios in order to meet the needs of education in the digital age. In this context, the paper aims to identify the theoretical and methodological difference between the definitions “business simulation” and “business game”. Relating to the issue, this study dwells upon the effective application of virtual simulation “Virtual Manager” along with project-based simulation “Sea Island” as tools for vocational foreign language teaching of future hospitality professionals. The important finding of the research is the ability of business simulation to become an effective tool for affective, cognitive and behavioral learning in case it is properly selected and carefully integrated into a subject-matter and interdisciplinary curriculum and consistent with students’ language proficiency, cognitive level and professional expertise.

Sign in / Sign up

Export Citation Format

Share Document