Comparing Face-to-Face with Blended Learning in the Context of Foreign Language Education

2010 ◽  
pp. 250-276
Author(s):  
Kosmas Vlachos
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Language Education ◽  
Thinking Skills ◽  
Foreign Language Education ◽  
Critical Thinking Skills ◽  
Social Strategies ◽  
Face To Face ◽  
Doctoral Research ◽  
Positive Attitudes

The discussion presented in this chapter is based on the findings of a post doctoral research, which compared face-to-face with blended learning in the field of foreign language education and the learning of English in Europe. The studying conditions that are present in each of these two modes are explored and juxtaposed in order to draw the reader’s attention to a number of benefits that spring from blended learning, namely the development of skills and strategies, the cultivation of positive attitudes towards learning, the promotion of literacies, and the unfolding of communicative competence. Specifically, as we assert in this chapter, it follows from our research that the combination of blended learning with cross cultural online collaboration supports the construction of foundational and new literacies, enhances the development of linguistic, pragmatic, strategic, sociolinguistic, and intercultural competences, and boosts students’ cognitive, metacognitive, and social strategies, as well as their critical thinking skills. Overall, the chapter emphasizes the need for blended learning in foreign language education.

scholarly journals PROJECT-BASED LEARNING AS AN APPROACH TO DEVELOP CRITICAL THINKING SKILLS: A LITERATURE REVIEW

2020 ◽  
Vol 9 ◽  
Author(s):  
Symbat Junisbayeva
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Education ◽  
Thinking Skills ◽  
Foreign Language Education ◽  
Essential Elements ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Main Stage ◽  
Theoretical Support

Project-Based Learning is a learner-centered approach, which is known as one of the ways that facilitates the development of professional competencies and promotes learners’ critical thinking skills. This paper provides a selective review of the literature and the analysis of the studies on Project-Based Learning (PBL) in the field of foreign language education and critical thinking skills including the main concepts, key components and a learning process within PBL. PBL has a strong theoretical support from the foreign literature, and most of the researchers understood and implemented it as an approach to foster critical thinking skills in the reviewed studies; however, not all of them complied with its essential elements proposed as “Gold Standard of PBL”. Particularly, the analysis of the selected studies in PBL sphere revealed that most of the researchers did not take into consideration the requirements of the last and main stage of the PBL as “Public product”, that demands the projects to be presented in front of the alternative audience. Even though the final products were designed within these projects, they were not performed out of the classroom, which in its turn is opposite to the policy of rigorous “Project-Based Learning”. Key words: PBL, critical thinking skills, foreign language education

scholarly journals Technologically Enhanced Language Learning and Instruction: Подорожі.UA: Beginners’ Ukrainian

2017 ◽  
Vol 4 (1) ◽  
pp. 119
Author(s):  
Olena Sivachenko ◽  
Alla Nedashkivska
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Learning And Teaching ◽  
Face To Face ◽  
Pedagogical Design ◽  
Face To Face Learning ◽  
Learning And Instruction

This article reports on the development of a new blended-learning model for beginners’ Ukrainian language learning and instruction, an innovative approach in foreign language education. This model is a combination of face-to-face and online learning and is a response to new realities in education, and language learning in particular, in our fast-paced, technologically enhanced everyday life. The authors focuses on the design of their new blended-learning textbook Подорожі.UA (Travels.UA), which contains a considerable online component, closely interconnected with in-class, or face-to-face, learning and teaching materials. They discuss their approach to the pedagogical design of this new model, used in the textbook, and also address piloting challenges. The study concludes with a report on the overall success of this project and invites others who teach Ukrainian at postsecondary levels to pilot the project in their institutions.

scholarly journals The Implementation of Collaborative Learning via Virtual Communities in Moroccan Higher Education

2019 ◽  
Vol 1 (2) ◽  
pp. 60-73
Author(s):  
ABDELOUAHED LAACHIR
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Virtual Communities ◽  
Data Gathering ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Positive Attitudes ◽  
Teaching Learning

This paper focuses on the implementation of using collaborative learning via virtual communities in EFL (English as a Foreign Language) with a vision to identify three things: students’ perception, their active participation in virtual learning groups, students’ satisfaction with this new strategy of learning, and the relationship between gender and the latter. To answer these questions, the present research adopts a quantitative method using a questionnaire for data gathering and the use of IBM SPSS for data analysis. The findings of the present study demonstrate that students hold positive attitudes towards online collaborative learning, students are active participants in the online learning process; students are satisfied and able to develop many skills like, problem solving skills, communication skills, and critical thinking skills. Last but not least, the findings also show that gender does not affect the effectiveness of using collaborative learning in virtual communities. Thus, the implementation of this up-dated strategy of learning is useful and needed to fulfill the missing gaps in the traditional ways of teaching/learning English as a foreign language in the Moroccan higher education.

scholarly journals Interculturality in ESP Classrooms: A Contributing Strategy to Meet the Job-Market Expectations

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Fatma ZAGHAR
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Education ◽  
Foreign Language Education ◽  
Intercultural Communicative Competence ◽  
Job Market ◽  
Negative Attitudes ◽  
Global Citizens ◽  
Intercultural Awareness ◽  
Positive Attitudes

In the present time’s globalized atmosphere, the need for intercultural communicative competence in the workplace runs high. Accordingly, in the area of foreign language education, English teachers need more than ever to incorporate intercultural awareness and cross-cultural understanding in their syllabi. This article reports on a case study that involves the use of many research instruments including questionnaires, classroom observation, and assessment of assignments and exam sheets. This paper tends to suggest a cultural teaching based on standards for intercultural learning elicited from related literature in an English for Specific Purposes (ESP) setting, addressed to English as a Foreign Language (EFL) Master students approaching the end of their course of study and getting ready to enter the world of job-market. It proposes ways of instilling multicultural awareness into these language learners through the implementation of intercultural activities, helping them better understanding diversity and developing positive attitudes in the workplace. The research goals comprise increasing students’ intercultural global awareness, promoting their tolerance, and helping them remedy negative attitudes towards the target culture and other alien cultures. Findings of the study show that the proposed intercultural approach stimulates students’ thinking, helps them better comprehend how to immerse in diverse perspectives on complicated international issues, and how to become global citizens able to deal effectively with multiculturalism in the work environment.

scholarly journals Positive Emotion Regulations Among English as a Foreign Language Teachers During COVID-19

2021 ◽  
Vol 12 ◽  
Author(s):  
Hongdan Zhao
Keyword(s):  
Foreign Language ◽  
Emotional Regulation ◽  
Positive Emotions ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Face To Face ◽  
Online Mode ◽  
Electronic Delivery

As the cores of education, teachers’ emotions have a critical place in academia. However, the power of EFL (English as a foreign language) teachers’ positive emotions and their regulation in online mode of instruction have been ignored by scholars. With the rapid shift of education from face-to-face to remote/electronic delivery, many challenges and emotional problems emerged among teachers and learners worldwide. This entailed the necessity of considering and planning for emotional regulation to generate positive outcomes. To provide a roadmap for this line of research, the present mini-review article presented the theoretical and empirical underpinnings of emotion regulation, its origins and definitions, as well as outcomes for second/foreign language education. The study also presents some implications for EFL teachers, teacher trainers, and avid scholars of this area of research pinpointing the current yawning gaps.

Penerapan Pbm Menggunakan Metode Blended Learning untuk Meningkatkan Keterampilan Berpikir Kritis dan Aktivitas Belajar Mahasiswa Pendidikan Fisika pada Matakuliah Biologi Dasar

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Rini Dian Anggraini ◽  
Titi Solfitri
Keyword(s):  
Critical Thinking ◽  
Blended Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Learning Activity ◽  
Learning Method ◽  
Face To Face ◽  
Basic Biology ◽  
Face To Face Learning

Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir kritis siswa dan kegiatan belajar siswa pendidikan fisika dengan menerapkan model pembelajaran berbasis masalah (PBM) dengan metode blended learning. Metode blended learning diterapkan dengan mengintegrasikan pembelajaran tatap muka dengan pembelajaran online ke dalam sintaks pembelajaran PBM (langkah). Bentuk pembelajaran tatap muka dilakukan di dalam kelas, sedangkan bentuk pembelajaran online dilakukan dengan memanfaatkan fasilitas internet dan forum diskusi kelas online. Jenis penelitian adalah penelitian tindakan kelas (PTK) dengan metode penelitian deskriptif kuantitatif. Studi ini akan direncanakan dalam dua siklus. Setiap siklus terdiri dari empat tahap: perencanaan, melakukan, observasi, dan refleksi. Subjek penelitian ini adalah mahasiswa semester 1 fisika yang mengambil mata pelajaran biologi dasar dan dosen mata kuliah. Instrumen yang digunakan untuk mengumpulkan data adalah lembar tes berpikir kritis dan lembar observasi. Data hasil tes dilakukan dengan menghitung persentase berpikir kritis dan menentukan kriteria. Data kegiatan belajar yang diamati juga dihitung menggunakan rentang nilai yang muncul dan menentukan kriteria. Hasil penelitian menunjukkan bahwa persentase keterampilan berpikir kritis siswa pada siklus I adalah 52,12% (cukup kritis), sedangkan pada siklus II meningkat menjadi 63,27% (kritis). Kegiatan mengajar dosen pada siklus I dan siklus II adalah sama yaitu 36 (kategori baik). Aktivitas belajar siswa pada siklus I adalah 35 (kategori baik) dan pada siklus II yaitu 34 (kategori baik). Kesimpulan dari penelitian ini adalah penerapan pembelajaran berbasis pembelajaran (PBM) menggunakan metode blended learning dapat meningkatkan berpikir kritis dan aktivitas belajar siswa pendidikan jasmani dalam mata pelajaran biologi dasar.   This study aims to improve students' critical thinking skills and learning activities of physics education students by applying problem-based learning model (PBM) with blended learning method. The blended learning method is applied by integrating face-to-face learning with online learning into the PBM learning syntax (step). Form of face-to-face learning is done in the classroom, while the form of online learning is done by utilizing internet facilities and online class discussion forums. The type of research is classroom action research (PTK) with quantitative descriptive research method. This study will be planned in two cycles. Each cycle consists of four stages: planning, doing, observation, and reflection. The subjects of this research are physics semester 1 students who take basic biology subject and lecturer of course subject. Instruments used to collect data are critical thinking test sheets and observation sheets. The test result data is done by calculating the percentage of critical thinking and determining the criteria. The observed data of learning activity is also calculated using the range of values ​​that appear and determine the criteria. The results showed that the percentage of critical thinking skills of students in the first cycle is 52.12% (quite critical), while in cycle II increased to 63.27% (critical). The teaching activities of lecturers in cycle I and cycle II are the same is 36 (good category). Student learning activity in cycle I is 35 (good category) and on cycle II that is 34 (good category). The conclusion of this research is application of learning based learning (PBM) using blended learning method can improve critical thinking and student learning activities physical education in basic biology subject.

Foreign Language Education and Dynamics of Foreign Language Competence

2016 ◽  
Vol 17 (3) ◽  
pp. 2141-2153
Author(s):  
Eva Stranovská ◽  
Silvia Hvozdíková ◽  
Dáša Munková ◽  
Gadušová Zdenka
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Competence
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