Fostering Student Engagement and Oral Practise in an Online French Course During COVID-19

2022 ◽  
pp. 270-287
Author(s):  
Annelise Ly
Keyword(s):  
Student Engagement ◽  
Foreign Language ◽  
Language Learning ◽  
Sense Of Community ◽  
Flipped Classroom ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Target Language ◽  
Foreign Language Teachers ◽  
Class Time

Effective foreign language learning requires students to be engaged and to interact with the teacher and peer students in the target language during class. How can this be achieved effectively when the course is suddenly moved online? This chapter reports on the implementation of a Business French course in a business school in Norway using the flipped classroom method online during COVID-19. The author designed the course focusing on two key elements: fostering student engagement and creating a space for oral practise. Several measures were implemented: grammar and vocabulary lessons were moved out of class time, classes were synchronous and not recorded with activities in breakout rooms, and digital lunches were held to build a sense of community. The chapter provides an empirical case of course adaptation and draws on this experience to offer some recommendations that other foreign language teachers can use to implement an engaging course online.

scholarly journals Engaging foreign language students via hybrid learning

2020 ◽  
Vol 1 (2) ◽  
pp. 28-37
Author(s):  
Brita Banitz ◽  
Patricia Lanners Kaminski
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Flipped Classroom ◽  
Implementation Process ◽  
Hybrid Learning ◽  
Language Teachers ◽  
Target Language ◽  
Learning Needs ◽  
Foreign Language Teachers ◽  
Learner Engagement

Our article aims to encourage foreign language teachers at higher education institutions in Mexico to implement hybrid learning in their classrooms in order to increase learner engagement with the foreign language and to provide more opportunities to practice the target language outside the classroom. We begin by defining hybrid or blended learning and some of its advantages, distinguishing this mixed method from the flipped classroom. We then discuss and exemplify in greater detail which tools we have chosen to support the online component of our classes and how we have implemented them. We conclude our article with a brief discussion of three concrete challenges we faced during the implementation process and how we resolved them reaching our conclusion that the implementation of hybrid learning needs to be well planned if it is to support the language learning process of our students.

scholarly journals Necessity of improvement of foreign language teaching in the Slovak Republic

2021 ◽  
Vol 12 (2) ◽  
pp. 251-263
Author(s):  
Marcela Šarvajcová ◽  
Monika Štrbová
Keyword(s):  
Focus Group ◽  
Foreign Language ◽  
Language Learning ◽  
Information Technologies ◽  
Slovak Republic ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Foreign Language Teachers

Aim. The aim of the research study was to investigate the opinions of the Slovakian secondary school foreign language teachers and learn about their views on the system of education in the field of enhancement of teachers` professional qualifications. Methods. To perform the results of the study the method of focus group was used. Results. The results of the presented research show the differences between the perception of foreign language education in the past and how it appears today through the views of selected number of foreign language teachers in Slovakia. The pivotal role is played by the technological skills of the students and their ability to use information technologies instructed in foreign languages. The research results also indicate the possibilities of teachers to get in direct contact with the target foreign language as a part of their professional development. The research participants also specified the factors that they considered the most influential in the process of foreign language learning. Conclusion. The purpose of the article is to discuss the urge to achieve highly professional foreign language education in today`s technological society. As shown by the results obtained from the focus group, the teachers/participants agreed on a single highly impactful factor: family.

scholarly journals Dunkin’ the Donut: A Study on Students’ Patterns of Language Use through Technology Applications in Independent Language Learning

2020 ◽  
Vol 15 (1) ◽  
pp. 125-132
Author(s):  
Norizul Azida Darus ◽  
Norhajawati Abdul Halim
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
The Other ◽  
Target Language ◽  
Foreign Language Teachers ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Technology Applications

Any language can be acquired at any time, but to acquire the language, one needs to learn the language. Learning a second or foreign language is not a favourite among second or foreign language learners. This is because learning a language is a very intense time-consuming activity. Learning is often unsuccessful because learners receive impoverished or insufficient input and lack of motivation. To this, second language or foreign language teachers play the most significant role to help and motivate the students to acquire the said language. The preferred method is to be immersed into the actual ecosystem of the target language and become part of the language ecosystem. The other way is to dunk the learners into the artificial ecosystem of the language classroom. In dunking, the learners are immersed temporarily and repeatedly into the simulated ecosystem language. As can be seen now, technology remains the only viable option to get enough interactive contact with the target language. Using interesting software is one of the methods in making learning more interesting. Furthermore, the students are able to practice the language not only during class time, but on their own free time outside of class hours, that is during students’ independent time of learning. The findings revealed that most students found using the applications has improved their language learning. The role of teachers on the other hand is to provide instructions and assist whenever necessary and needed by the students.

scholarly journals Perceptions of Foreign Language Teachers for M-Learning

2020 ◽  
Vol 15 (23) ◽  
pp. 95
Author(s):  
Nadire Cavus ◽  
Liudmila Shukshina ◽  
Oxana Chernova ◽  
Irina V. Telezhko ◽  
Alfia M. Ishmuradova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Foreign Language Learning ◽  
Material Design ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Strongly Agree ◽  
Russian Universities

Educational technology is a set of systems consisting of tech savvy equipment, processes and methods for the effective and positive implementation of educational theories. Nowadays, when the internet is becoming widespread, and mobile device technologies such as smartphones and tablets have been developing rapidly, it is possible to access educational content without being connected to a place. Today, almost everyone has smartphones. Many social networks, sites, applications are available. Many studies have shown that technology is effective in the field of education. For teachers with foreign language and their perceptions of learning through the help of technology are important. In this study, it is important to determine teachers' perception levels of mobile applications that contribute to foreign language learning. The "mobile learning perception scale" developed to access the research data. Items that are mentioned in the scale are basically positive question, "absolutely disagree", "disagree", "undecided", "agree", "strongly agree". After analysing the reliability of the survey, the overall result was found as Cronbach ? = 0,963. A total of 180 teachers attended from North Cyprus and Russian universities. According to the result of the research, the teachers' perception of mobile learning is high. But this rate is proportional to age. There is a difference in the findings regarding the use of mobile technology when looking at the professional seniority and age ranges. This is due to the fact that recently, technology-supported trainings have been increased and the addition of "material design courses" and "technology-supported trainings" at universities play an important role in increasing perceptions. The use of mobile technology can be increased by providing in-service trainings to teachers with high professional experience and ages.

scholarly journals Identifying The Areas For English Language Teacher Development: A Study Of Assessment literacy

2016 ◽  
Vol 6 (3) ◽  
pp. 333-346 ◽  
Author(s):  
Kağan Büyükkarcı
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teacher Development ◽  
Foreign Language Learning ◽  
Teacher Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Foreign Language Teachers ◽  
Graduate Studies ◽  
Post Graduate

Assessing foreign language learning has been considered an indispensable part of language learning process for a long time, especially for the last two decades. Therefore, there is a growing need for language teachers to be more competent in the area of language testing. Keeping in mind that teacher assessment literacy is a key factor in the success of teaching, this study investigates assessment literacy levels of foreign language teachers, and also it seeks to find out whether year of experience and post-graduate education make any difference in language teachers' assessment literacy. Data were collected from in-service teachers, both working for ministry of education and universities by using "assessment literacy inventory". The results indicate that these foreign language teachers have a very low level of assessment literacy. Besides, contrary to other studies, year of experience and post-graduate studies do not really add on teachers' assessment literacies.

Students’ Strategic Reactions to the Role of Native Language as a Medium of Instruction in English Classrooms

2016 ◽  
Vol 7 (4) ◽  
pp. 716 ◽  
Author(s):  
Soheila Kabiri Samani ◽  
Mehry Haddad Narafshan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Quantitative Research ◽  
Foreign Language Learning ◽  
Code Switching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
English Classrooms ◽  
Speaking Skill

Code-switching is the use of two languages simultaneously or interchangeably and is commonly seen with hesitation in foreign language learning classes. Hence, second or foreign language teachers and researchers have been concerned in decreasing the level of code-switching in the EFL classes. Therefore, this study aimed at investigating students’ attitude towards teachers’ code-switching. In order to conduct the study, the quantitative research method was used. The data was collected from a sample of 219 students (male and female, with different age level) who were selected randomly for the purpose of the study. Through a questionnaire, the students’ attitude was investigated. The results revealed that students held a positive attitude towards teacher’s code-switching. More than half of the students believed teachers had better code-switching to enhance students' understanding. In addition, they believed that code-switching was more useful to teach grammar and writing skills as compared with teaching speaking skill.

scholarly journals The Role of English as a Foreign Language Teachers’ and Learners’ Emotions and Language Achievement and Success

2021 ◽  
Vol 12 ◽  
Author(s):  
Qian Huang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Language Achievement ◽  
Foreign Language Teachers

It is preserved that one of the noteworthy influential subjects of success and achievement is emotions, and enhancing emotions is dominant in promoting the language learning of students in the classroom. Although emotions are an integral part of the practices of both educators and students, their function has been sidelined due to the emphasis on intellectual instead of emotional scopes of foreign language learning. Therefore, the present theoretical review tries to refocus on the role of emotions of teachers and learners and their effects on language success and achievement. Successively, the effectiveness of verdicts for educators, students, syllabus designers, and future researchers are deliberated.

scholarly journals Foreign Language learning and teaching Enjoyment: Teachers’ Perspectives

2019 ◽  
Vol 10 (2) ◽  
pp. 170-188 ◽  
Author(s):  
Ewelina Mierzwa
Keyword(s):  
Gender Difference ◽  
Foreign Language ◽  
Language Learning ◽  
Tertiary Education ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Learning Enjoyment

Aim. The primary objective of the present study was to investigate the level of Foreign Language learning Enjoyment and Foreign Language teaching Enjoyment experienced by foreign language teachers in Poland. The secondary aim of the study was to investigate the sources of FLE from the perspective of FL teachers.  Methods. The informants of the study were Polish educators teaching foreign languages at different educational levels (from primary to tertiary education). To compute the obtained quantitative data, the statistical program STATISTICA was used. Standard descriptive and inferential statistics were used to report means, median and standard deviation for sociodemographic and baseline characteristics of the sample. The t-Test and one-way ANOVA were used to show mean differences in the score data. Results. The results of the study revealed that foreign language teachers experienced a relatively high lvel of both Foreign Language learning Enjoyment) and Foreign Language teaching Enjoyment (FL teaching Enjoyment), regardless of independent variables (e.g. place of residence, level of education, language being taught, the years of experience). The result revealed a significant gender difference in FL learning Enjoyment in favor of females, while there was no gender difference in FL teaching Enjoyment. A qualitative analysis of participants’ emotional experiences in FL classroom confirmed previous research on FLE to a certain degree. That is, FLE is more related to learner-internal and teacher-specific variables than to the behavior of the peers and the atmosphere created in the FL classroom. Conclusion. The originality of the present study lies in the choice of a mixed method approach (both of a qualitative and quantitative nature) using a relatively large sample in a field characterized by case studies. To the best of my knowledge, this is the first study on foreign language enjoyment among teachers within the Polish educational context.

scholarly journals Pre-Service Preschool Teachers’ Beliefs about Foreign Language Learning and Early Foreign Language Teaching in Slovenia

2017 ◽  
Vol 7 (4) ◽  
pp. 85-104
Author(s):  
Mateja Dagarin Fojkar ◽  
Darija Skubic
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Foreign Language Learning ◽  
Important Variable ◽  
Language Teachers ◽  
Foreign Languages ◽  
Foreign Language Teachers ◽  
Teachers Beliefs

The implementation of foreign languages in preschool education has prompted the need for qualified teachers. However, most recent studies report a gap between the supply of qualified foreign language teachers of young learners and the demand for such teachers as foreign languages are introduced earlier and earlier. The authors of this paper present some models of initial and in-service training of preschool foreign language teachers in Slovenia. As learners’ beliefs about language learning have been considered an important variable, like many other individual differences in language learning, the main aim of the research was to determine pre-service preschool teachers’ beliefs about early foreign language learning. The research was conducted on a sample of 90 pre-service preschool teachers. The results imply that future preschool teachers are aware of the importance of foreign language learning and their awareness raises with the year of study. The results of the survey indicate that it would be beneficial to include early foreign language teacher training in the education of preschool teachers who are willing to teach foreign languages in kindergartens in Slovenia and elsewhere. 

scholarly journals The Use of L1 in the Foreign Language Classroom

2011 ◽  
Vol 12 (2) ◽  
pp. 87 ◽  
Author(s):  
Yi-chun Pan ◽  
Yi-ching Pan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Target Language ◽  
Positive Effects ◽  
Theoretical Perspectives ◽  
Language Classrooms ◽  
Key Issues ◽  
L1 Use

L1 use is a common occurrence in foreign language teaching contexts despite the fact that it often receives criticism for its interference with target language (TL) acquisition. While foreign language teachers should maximize their use of the TL, there is indeed a place for the teacher to use the students’ L1 in their pedagogy. In this paper, an argument derived from theoretical perspectives and empirical research within existing literature supporting the appropriate use of L1 in foreign language classrooms is presented. The argument addresses three key issues—rationales for L1 use, positive effects L1 has on both foreign language learning and instruction, and ways that L1 assists instructors on foreign languages.

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