scholarly journals The Use of VLE for Monitoring Independent Language Learning in Large Cohort Provision

2014 ◽  
pp. 709-723
Author(s):  
Catherine Franc ◽  
Annie Morton
Keyword(s):  
Language Learning ◽  
Student Performance ◽  
New Technologies ◽  
Large Cohort ◽  
Independent Learning ◽  
French Studies ◽  
Transferable Skills ◽  
Core Language ◽  
The University ◽  
University Of Manchester

The Department of French at the University of Manchester is currently innovating in eLearning in order to enhance both language provision and student performance. Within the context of the core language module Independent Learning Programme, they are exploring ways to enhance new technologies to address following questions: how to encourage our large cohort of French studies students throughout their degree to engage in regular and systematic independent learning; how to equip them with appropriate language specific and transferable skills for lifelong independent learning; and how to enhance intrinsic motivation particularly with extrinsic motivational factors such as feedback and feedforward.

The Use of VLE for Monitoring Independent Language Learning in Large Cohort Provision

2013 ◽  
pp. 262-275
Author(s):  
Catherine Franc ◽  
Annie Morton
Keyword(s):  
Language Learning ◽  
Student Performance ◽  
New Technologies ◽  
Large Cohort ◽  
Independent Learning ◽  
French Studies ◽  
Transferable Skills ◽  
Core Language ◽  
The University ◽  
University Of Manchester

The Department of French at the University of Manchester is currently innovating in eLearning in order to enhance both language provision and student performance. Within the context of the core language module Independent Learning Programme, they are exploring ways to enhance new technologies to address following questions: how to encourage our large cohort of French studies students throughout their degree to engage in regular and systematic independent learning; how to equip them with appropriate language specific and transferable skills for lifelong independent learning; and how to enhance intrinsic motivation particularly with extrinsic motivational factors such as feedback and feedforward.

College English Learning Center Planning Based on Language Learning

2021 ◽  
Vol 7 (5) ◽  
pp. 4493-4499
Author(s):  
Diwen Dong
Keyword(s):  
Language Learning ◽  
Independent Learning ◽  
Learning Needs ◽  
English Learning ◽  
Learning Center ◽  
Learning Centers ◽  
Learning Materials ◽  
College English ◽  
The University ◽  
Functional Areas

Objectives: Planning for English learning centers for college students can meet the needs of students’ independent learning and achieve the purpose of enhancing students’ comprehensive English practice and application ability. Methods: This study proposed the characteristics and functions of the English learning center, as well as the resources and facilities of the learning center when planning the university English learning center, and explained the construction of the English learning center’s learning materials and the division of functional areas. The influencing factors of the construction of learning center materials mainly include students’ language level, learning needs, authority and applicability of learning materials. Results: On this basis, taking the English learning center plan of a university library as an example, the functional areas are divided into four functional areas: English listening, speaking, reading and writing. Conclusion: It is hoped that this research will provide some reference and reference for the planning study of university English learning center based on language learning.

scholarly journals Using Technology to Enhance the Student Experience in Large Cohort Settings: Evidence from a Journey of Innovation at the University of Manchester

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Paul Middleditch ◽  
William Moindrot
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Student Satisfaction ◽  
Classroom Interaction ◽  
Large Cohort ◽  
Peer Instruction ◽  
Learning Tools ◽  
The Uk ◽  
The University ◽  
University Of Manchester

The use of large cohorts in higher education poses significant challenges to institutions and lecturers required to convene in this setting. These challenges have been compounded by recent changes to higher education in the UK that have presented themselves in the form of a new fees structure, a push for student satisfaction and a technological tidal wave. This paper presents innovative approaches, from two large cohort economics courses running over three years at the University of Manchester, using methods of classroom interaction, peer instruction and social media to further engagement. We discuss data collected during this period of time through surveys and observations of how the students used these new learning tools. We have found that a move away from clickers toward utilisation of students’ own mobile devices, and in time the use of social media, meant that we were more able to adapt and evolve our teaching methods at a pace with the needs and interests of our students. We use this evidence to consider the implications and to provide advice to others teaching on large cohort courses whose ambition, like ours, is to make the large cohort class a more positive experience.

scholarly journals A Promoting EFL Learners’ Linguistic Competence via Videogame Play-Trace Effects: An Empirical Study

2019 ◽  
Vol 6 (1) ◽  
pp. 56-72
Author(s):  
Rozhgar Jalal Khidhir ◽  
Hussein Ali Wali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mixed Method ◽  
English Language ◽  
Linguistic Competence ◽  
Independent Learning ◽  
Efl Learners ◽  
Frequent Use ◽  
The University ◽  
Method Approach

The current study is an experimental digital game-based (DGBL) endeavor which tackles potential educational issues beyond the frequent use of games, language learning potentials in particular. It has used a mixed method approach, i.e., quantitative and qualitative. The study aims at exploring the practical effects of videogame play, Trace Effect, on improving the players’ linguistic competence. It is hypothesized that (playing videogame cannot create any difference of performance between groups of subject matters for improving English language learning. The study has concluded the followings; overall inferential statistics confirmed that playing videogame can effectively get into the improvement process of teaching English as a foreign language to the university students. On the other hand, playing the videogame, Trace Effects, has formed the solely major cause of improvement and learning in the following domains, creating friendly fascinating atmosphere, upgrading technological skills, increasing motivation towards learning, making use of homework as a form of external extensive activity, forming semi-independent learning, and practicing and virtual reality of the second/foreign language’s culture.

scholarly journals Developing “SotonSmartSkills”: A Reflection on Scaffolded Independent Learning Programmes

2016 ◽  
pp. 209-219 ◽  
Author(s):  
Vanessa Mar-Molinero ◽  
Christian Lewis
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
International Students ◽  
Language Learning ◽  
Virtual Space ◽  
Professional Life ◽  
Independent Learning ◽  
Language Resources ◽  
Wide Range ◽  
The University

By focussing on the physical and virtual space of a Language Resources Centre and the development of a wide set of digital literacies skills, this article discusses the SotonSmartSkills (Mar-Molinero & Lewis, 2014) programme developed at the University of Southampton, UK. Through a wide range of scaffolded courses designed to support the transition to the learner autonomy required of students in Higher Education, the programme equips students with skills, strategies, techniques and tools vital for success in their language learning (for international students) and more generally, in their academic achievement and professional life. In this paper we illustrate this initiative with the specific example of an integrated SotonSmartSkills module on our Pre-Sessional English programmes

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 La multimedia como herramienta para el aprendizaje autónomo del vocabulario del inglés por parte de los niños

2011 ◽  
Vol 13 (1) ◽  
pp. 71
Author(s):  
Francisco Moreno Mosquera
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Research Problem ◽  
Independent Learning ◽  
Foreign Languages ◽  
Teaching Tool ◽  
Multimedia Technology ◽  
Pedagogical Intervention ◽  
The University

This paper describes a pedagogical intervention carried out at the University of Chocó aimed at determining the degree of effectiveness of multimedia technology as a tool for independent learning of English vocabulary by children. The research problem was stated in terms of the questions: ¿how effective is foreign language learning through technology?, ¿how much can children in Chocó learn English vocabulary by themselves through multimedia? The findings confirm several hypotheses about the learning of vocabulary and pronunciation, and leads the researchers to conclude that multimedia is effective as a teaching tool for autonomous learning of foreign languages.

scholarly journals Preparation for the year abroad in the second-year language module at the University of Manchester

2020 ◽  
pp. 33-41
Author(s):  
Catherine Franc
Keyword(s):  
French Studies ◽  
French Speaking ◽  
Specific Activities ◽  
Departure Decisions ◽  
The University ◽  
University Of Manchester ◽  
The Impact ◽  
Target Culture ◽  
Culture And Language ◽  
Language Module

Every year, around 120 students of French at the University of Manchester (UoM) prepare to go on their compulsory Year Abroad (YA). They are free to choose between different options: studying in France and the French-speaking world, working in diverse sectors throughout the French-speaking world, or becoming a language assistant. This wealth of choice can make pre-departure decisions difficult. Furthermore, once students are abroad, there seems to be a gap between their expectations and the reality of living abroad. This can result in anxiety and a lack of engagement with the target culture and language. This chapter presents the ways in which the Department of French Studies at UoM is helping students prepare for the YA by including specific activities and topics in its language module curriculum. It first examines the issues students encounter before and during their YA, then the solutions that have been implemented, and finally the impact of this programme.

scholarly journals ESELE: Independent language learning resources for Spanish at the University of Manchester

2010 ◽  
Vol 17 ◽  
pp. 66
Author(s):  
Ana Niño
Keyword(s):  
Language Learning ◽  
Virtual Learning Environment ◽  
Independent Learning ◽  
Student Survey ◽  
Language Experience ◽  
Learning Platform ◽  
Frequency Of Use ◽  
E Learning ◽  
University Of Manchester ◽  
The Impact

<p>This paper describes ESELE (Enhancing the Spanish E-learning Language Experience), an innovative project that presents a comprehensive virtual learning environment with a wide variety of inbuilt e-tools and resources that aims to boost the independent learning of students of Spanish at all levels at the Language Centre, University of Manchester. The main objectives of the project are presented together with the structure of the various learning modules. Subsequently, the results of a student survey are put forward in order to provide an indication of the frequency of use, the usefulness and appropriateness of the materials, as well as the impact on the students' language skills. Finally, some comments and recommendations about the course components are suggested by the students. The outcomes indicate that the Blackboard-based e-learning platform resources proved to be beneficial, helped to improve the students' motivation and confidence, and encouraged autonomy by providing guidance and support throughout their multiple forms of interactive and collaborative practice.</p>

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