Story-Telling, Gamification, and Videogames

2020 ◽

pp. 122-141

Author(s):

Veronica Membrive ◽

Madalina Armie

Keyword(s):

Second Language ◽

Collaborative Learning ◽

Direct Relationship ◽

New Technologies ◽

Teaching English ◽

Learning Tool ◽

Educational Levels ◽

Key Factor ◽

The University ◽

Successful Technology

The educational use of gamification in class has been widely explored by research. Theorizations establish a direct relationship between gamification and higher levels of motivation and engagement of students regardless of their educational levels. When teaching English as a second language, gamification becomes a key factor to provide dynamism to lessons and to foster the consolidation of the content taught in class. Moreover, gamification not only promotes the assimilation of vocabulary and grammar, but also the improvement of oral and written comprehension and production. The extensive use of new technologies in class has proved to be very useful for the implementation of the methodology on gamification. One of the tools that has attracted the attention of educators recently is Classcraft, an online virtual game based on digital storytelling. This chapter aims at explaining and assessing the use of Classcraft as a successful technology-based collaborative learning tool in a course on English as a second language at the university level.

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Universidad: NTIC, interacción y aprendizaje

Edutec Revista Electrónica de Tecnología Educativa ◽

10.21556/edutec.2006.20.518 ◽

2006 ◽

pp. a061 ◽

Cited By ~ 1

Author(s):

Gerardo Meneses Benítez

Keyword(s):

New Technologies ◽

Teaching Tools ◽

Starting Point ◽

Key Factor ◽

Nuevas Tecnologías ◽

Information And Communication ◽

The University ◽

The Impact

El trabajo que se presenta tiene como punto de partida la percepción o valoración que todos hemos realizado al finalizar un curso o programa educativo de que se ha producido, o no, un aprendizaje a lo largo del mismo - independientemente de su carácter presencial o virtual -. Se aborda esta situación mediante el estudio de la influencia de las nuevas tecnologías de la información y de la comunicación en la enseñanza en la universidad y de forma más específica por medio de una investigación que persigue la identificación y caracterización de la interacción como elemento clave en el aprendizaje.AbstractThis paper has, as a starting point, the appreciation and assessment we all have done at the end of a course or educative program we have assesst, whether or not, there’s been a learning throughout the whole program – apart from its virtual or presencial character-. The situation has been undertaken by means of the study of the influence the new technologies of information and communication, have in the university teachings and, more precisely, through the investigation that aims at the interactivity identification as a key factor in the learnings in teaching: tools contributions, things that might changes, the nature of the interactivity accomplishment, the impact, the insertion of the different elements...

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Communicative Language Teaching in Teaching ESL for University Students

Journal of English Language Teaching and Applied Linguistics ◽

10.32996/jeltal.2021.3.6.7 ◽

2021 ◽

Vol 3 (6) ◽

pp. 49-57

Author(s):

Le Thi Ngoc Hien

Keyword(s):

Second Language ◽

Teaching Methods ◽

Teaching And Learning ◽

Language Teaching ◽

Communicative Language Teaching ◽

Teaching English ◽

Classroom Activities ◽

Advantages And Disadvantages ◽

The University ◽

Learning Language

Although teaching and learning language is not a new topic for researchers, it always inspires educators and linguists. Among new teaching approaches, Communicative Language Teaching (CLT) is a teaching method that emphasizes communicative output. This approach has been widely known worldwide since it was first introduced in the 1970s because of the demand for communication skills of language learners. However, there are still many issues raised because teachers are not similar to this method. In terms of language competence, Chomsky (1957) mentions linguistic aspects like lexis, syntax, phonology and morphology as the central part of learning language, while Hymes (1971) concludes grammatic, semantic, sociolinguistic and pragmatic aspects. Hymes’ (1971) theory and other authors' theories lead to a new breakthrough in developing communicative language teaching in teaching and learning a second language. Compared with the Grammar-Translation method, CLT provides learners with more opportunities to develop their communicative ability and increase the role of learners in teaching and learning second language classroom activities, which is hard to find in other old teaching methods. This paper focuses on the overview of CLT in teaching English as a second language. In particular, it summarises the advantages and disadvantages of CLT comparing with old teaching methods, current trends of CLT, obstacles in applying CLT in the university context. Since then, it helps teachers have a better understanding of CLT and the article also suggests implications of teaching English with CLT in the university context, including designing classroom activities and motivating students.

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Teaching English for Academic Purposes in the KU Academic Accelerator Program

Issues in Language Instruction ◽

10.17161/ili.v4i0.7008 ◽

2018 ◽

Vol 4 ◽

pp. 20

Author(s):

Marcellino Berardo ◽

Kellie Smith Herrod

Keyword(s):

Second Language ◽

International Students ◽

General Education ◽

English For Academic Purposes ◽

First Year Experience ◽

First Year ◽

Teaching English ◽

The University

The Kansas University Academic Accelerator Program (KUAAP) is new to the University and brings with it a reconceptualization of the first year experience for newly arrived international students who have not yet fulfilled the University’s English as a second language requirements. In their first two terms, international students in KUAAP take classes in English for academic purposes (EAP) alongside General Education (Gen Ed) courses. By their third term, students no longer take EAP classes.

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Online Whiteboard Tool for Team Collaboration in the Foreign Language Classroom Via E-learning

Open Education ◽

10.21686/1818-4243-2020-4-56-66 ◽

2020 ◽

Vol 24 (4) ◽

pp. 56-66

Author(s):

A. V. Glotova

Keyword(s):

Collaborative Learning ◽

Foreign Language ◽

Applied Mathematics ◽

Educational Process ◽

Team Work ◽

Learning Tool ◽

Web Based ◽

Group Activities ◽

E Learning ◽

The University

The purpose of the research. The study focuses on the analysis and feasibility of online whiteboard web-based applications used as multimedia educational tool for collaborative learning and group activities implemented in foreign language training at the university via e-learning. The research is relevant due to the didactic challenges and methodological limitations associated with the general transition of Russian institutions of higher education into e-learning format. Materials and methods. The author considers various specific didactic requirements and criteria defining the selection of learning tools and resources for collaboration of students. The study is based on the analysis of scientific theoretical and methodological papers devoted to the issues of team work format and tutorial peculiarities at the university. Special attention is paid to the specifics of collaborative learning and group activities review while teaching the discipline “Foreign language” at the University. The next stage of the research included the study of the functionality of existing web applications of the online whiteboard in order to determine the benefits of using and options for using the tool in question to provide visibility, interactivity and organization of the group form of students’ work in a practical lesson in a foreign language in e-learning. Results. The results of the study have been obtained upon testing the features of Linoit web-based application as an example of online whiteboard software in educational process at Lomonosov Moscow State University (MSU) Branch in Sevastopol. Linoit was used as the additional learning tool for managing group activities in foreign language classes via e-learning. University courses have been delivered online through the official website of distant learning at MSU Branch in Sevastopol (https://distant.sev.msu.ru/). Various functionalities of the Linoit tool were tested in the format of joint work of students in the process of conducting practical classes during the organization of e-learning with the use of distance learning technologies for students of 1-4 years of study areas 46.03.01 “History”, 01.03.02 “Applied Mathematics and Informatics”. Based on the results of pedagogical observation and testing of the technical capabilities of the online whiteboard, the paper presents variations in the use of the resource for the implementation of group activities at different stages of a practical lesson in a foreign language. Examples of learning activities that can be completed using the online whiteboard are presented. Conclusion. Using an online whiteboard solves the problem of providing visibility, interactivity, availability of quick feedback, as well as organizing work in a single web space. The online whiteboard is a multifunctional learning tool. First of all, the resource provides visual contact for all members of the group. The online whiteboard can be viewed as an effective tool for joint study and project activities of students thanks to the functions of sharing files of different types (multimedia objects) and the option of co-editing materials. The presence of an online board greatly facilitates the procedure for carrying out control stages, as well as mutual verification. The use of the resource contributes to the development of students’ creative abilities, the formation of universal and professional competencies in a practical lesson in a foreign language in the context of e-learning.

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Teaching English for Academic Purposes in the KU Academic Accelerator Program

Issues in Language Instruction ◽

10.17161/ili.v4i1.7008 ◽

2018 ◽

Vol 4 (1) ◽

pp. 20-24

Author(s):

Marcellino Berardo ◽

Kellie Smith Herrod

Keyword(s):

Second Language ◽

International Students ◽

General Education ◽

English For Academic Purposes ◽

First Year Experience ◽

First Year ◽

Teaching English ◽

The University

The Kansas University Academic Accelerator Program (KUAAP) is new to the University and brings with it a reconceptualization of the first year experience for newly arrived international students who have not yet fulfilled the University’s English as a second language requirements. In their first two terms, international students in KUAAP take classes in English for academic purposes (EAP) alongside General Education (Gen Ed) courses. By their third term, students no longer take EAP classes.

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CALL in the Form of Simulation Games: Teaching English Vocabulary and Pronunciation through Sims

International Letters of Social and Humanistic Sciences ◽

10.18052/www.scipress.com/ilshs.8.57 ◽

2013 ◽

Vol 8 ◽

pp. 57-65

Author(s):

Hussein Meihami ◽

Bahram Meihami ◽

Zeinab Varmaghani

Keyword(s):

Second Language ◽

Foreign Language ◽

Language Learning ◽

Second Language Learning ◽

New Technologies ◽

Teaching English ◽

Simulation Games ◽

Current State ◽

Games Teaching ◽

State Of Art

When discussing the current state of art with regard to the use of new technologies in foreign and second language learning one thing is blinking sharply: Simulation Games. Simulator games have prepared a great pedagogical context for young sailors and mariners. The importance of creating pedegugical context for sailors and mariners to learn English as a second or foreign language is the essence of this study. Simulation games show potential not just for engaging and entertaining users, but also in promoting language learning. In this research we survey the effect of simulation Games on sailor and mariners’ English vocabulary and pronunciation learning of Khoramshahr Navy University. The results clearly showed that these kinds of games have a significant impact of learners, especially when they learn English as ESP like the sailors and mariners.

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