scholarly journals Assessing Foreign Language Learning Through Mobile Game-Based Learning Environments

2016 ◽  
Vol 7 (2) ◽  
pp. 53-67 ◽  
Author(s):  
Manuel Palomo-Duarte ◽  
Anke Berns ◽  
Alberto Cejas ◽  
Juan Manuel Dodero ◽  
Juan Antonio Caballero ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Game Based Learning ◽  
Dynamic Learning ◽  
Constructive Learning ◽  
Mobile Game ◽  
Language Knowledge ◽  
Ict Companies

With increasing globalization, foreign language skills have become one of the main requirements when applying for a job in leading ICT companies. Due to their ubiquity and multi-functionality, mobile devices allow teachers to provide technology-friendly students with highly dynamic learning contents in line with their lifestyle. Unfortunately, most of the available APPs still support a mainly one-way interaction (teacher to learner or computer-client interaction). The authors have designed an APP based on a highly interactive, ubiquitous and constructive learning approach. The current paper illustrates firstly how the APP has helped learners to get actively involved in their own learning process sharing and assessing their foreign language knowledge. And secondly, how students' logs can be used to automate the assessment of different skills such as the ability to explain terms in a foreign language or to assess definitions created by other game players.

scholarly journals Assessing Foreign Language Learning Through Mobile Game-Based Learning Environments

2016 ◽  
pp. 964-981
Author(s):  
Manuel Palomo-Duarte ◽  
Anke Berns ◽  
Alberto Cejas ◽  
Juan Manuel Dodero ◽  
Juan Antonio Caballero ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Game Based Learning ◽  
Dynamic Learning ◽  
Constructive Learning ◽  
Language Knowledge ◽  
Ict Companies ◽  
Foreign Language Skills

With increasing globalization, foreign language skills have become one of the main requirements when applying for a job in leading ICT companies. Due to their ubiquity and multi-functionality, mobile devices allow teachers to provide technology-friendly students with highly dynamic learning contents in line with their lifestyle. Unfortunately, most of the available APPs still support a mainly one-way interaction (teacher to learner or computer-client interaction). The authors have designed an APP based on a highly interactive, ubiquitous and constructive learning approach. The current paper illustrates firstly how the APP has helped learners to get actively involved in their own learning process sharing and assessing their foreign language knowledge. And secondly, how students' logs can be used to automate the assessment of different skills such as the ability to explain terms in a foreign language or to assess definitions created by other game players.

scholarly journals Wirklichkeitsnah oder stereotyp? Das Bild von Dänemark und den Dänen in ausgewählten deutschen Lehrbüchern für Dänisch als Fremdsprache

2016 ◽  
Vol 20 (1) ◽  
pp. 91-104
Author(s):  
Józef Jarosz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Transfer Of Knowledge ◽  
Language Competence ◽  
Communication Situations ◽  
Successful Transfer

Abstract The contemporary teaching of foreign languages assumes the development of the ability to use a foreign language in different communication situations. Apart from language competence, also the cultural competence is developed as it is a necessary component of communication. A successful transfer of knowledge and language skills in the process of foreign language learning is determined by a textbook (in addition to other factors). The goal of this article is to analyze the content and assess three Danish textbooks, which were published in Germany in the years 2008-2010. The textbooks are examined in terms of knowledge about Danish life and institutions, the transfer of intercultural competence and the presence of stereotypes. The textbooks were studied based on the list of criteria and it resulted in stating that the textbooks fulfill the objective of providing the knowledge about the country to a great degree. The intercultural component and the issue of stereotypes are dealt with in a different manner.

A Community-Driven Mobile System to Support Foreign Language Learning

2018 ◽  
pp. 95-115
Author(s):  
Manuel Palomo-Duarte ◽  
Anke Berns ◽  
Alberto Cejas ◽  
Juan Manuel Dodero ◽  
Juan Antonio Caballero-Hernández ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Environments ◽  
Foreign Language Learning ◽  
Learning System ◽  
Smart Devices ◽  
Learning Approach ◽  
Focus On Form ◽  
Constructive Learning ◽  
Language Competencies

The acquisition of foreign language competencies has become one of the main concerns of current ICT educational policies. Mobile smart devices allow teachers to provide students with personalized learning environments in line with their needs. However, most of the available apps, especially in the area of foreign language learning, still focus on form-based learning supporting mainly one-way interaction. In this chapter, the authors designed a learning system based on a dynamic, asynchronous and constructive learning approach. The chapter illustrates how the system helped students to get involved in their learning process by creating, sharing, and assessing their own learning resources and how teachers could benefit from students' logs to retrieve indicators for assessment processes. Finally, two algorithms that guide students' learning processes are compared: the first algorithm is based on community-driven behaviour, the second one on students' individual behaviour. Results show that both algorithms provide similar outcomes.

scholarly journals Autonomous learning of english as a foreign language in a culturally integrated b-learning ecosystem

2020 ◽  
Vol 9 (7) ◽  
pp. 182-202
Author(s):  
Lorena Julieth Rojas Salazar ◽  
Luis Facundo Maldonado G
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Research Question ◽  
Foreign Language Learning ◽  
Cultural Dimensions ◽  
Autonomous Learning ◽  
Dynamic Learning ◽  
Learning Ecosystem ◽  
Oral Skills ◽  
Learning English

The low level of oral skills in learning English  as a foreign language seems to be related to the lack of spaces and opportunities to interact in dynamic learning environments since the texts and study materials are not related to the context in which the student lives. This research answers the question of whether a b-learning ecosystem with devices for monitoring learning and integrated into cultural dimensions of the students’ environment improves the learning of oral skills in learning English. The proposal is based on advances in research on ecosystems of learning and embodied cognition. A system  is designed from the specification of learning spaces integrated into a spiral structure. An online learning environment integrates with an ecosystem with elements  of  Boyacá  cuisine  to develop communicative interactions and autonomous learning activities.  The  proposal is validated by taking as population, grade 11 students from the Colombian system and two equivalent samples of selected students, based on previous performance in the English subject in the current school year.  Statistical analysis  of results supports the positive answer to the research question and supports the importance of the cultural integration of learning b- learning ecosystems in foreign language learning.  

scholarly journals TEACHING LISTENING COMPREHENSION AT A NON-LINGUISTIC UNIVERSITY: FACILITATION THROUGH INTERNALIZATION OF CONNECTED ENGLISH SPEECH FEATURES

2018 ◽  
pp. 183-189
Author(s):  
I. N. Kosheleva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Teaching Staff ◽  
Listening Skills ◽  
Bottom Up ◽  
Phonological Features

Listening is not only one of the most important language skills, which is necessary for everyday communication, but an integral part  of foreign language learning. It is evident that the students need an  effective training in building auditory skills. However, proper  attention is seldom paid to the process of listening to the English  speech, altering phoneme recognition in the stream of speech, which  often causes difficulties in audio-comprehension. The subject  of this research is facilitation of teaching listening comprehension to  the students of non-linguistic universities. The purpose of the article is to identify the core phonological features of coherent  English speech and provide the examples of activities aimed at their  recognition. The methodological framework of the conducted  research is represented by bottom-up approach to teaching listening  and the tenet that speech perception and comprehension by ear is a  process. Therefore, the ability to correctly decode phonemes, words,  phrases and infer meaning plays an utmost role. In thiscontext the students’ wrong answers should be analyzed, it contributes to determining the point of misunderstanding. It is  shown that making students aware of phonological features  of  coherent English speech helps them to overcome difficulties in  audiotext perception and thus enhances teaching listening  comprehension. The results of the research can be of interest to  both foreign language teachers and to the researchers dealing with  English phonetics learning. Finally, the conclusions are drawn that a  successful development of listening skills requires a combination of  the bottom-up and top-down approaches. This enables teaching staff  to create favorable conditions for acquisition of one of the most challenging language skills.

scholarly journals The Influence of Classroom Illumination Environment on the Efficiency of Foreign Language Learning

2020 ◽  
Vol 10 (6) ◽  
pp. 1901
Author(s):  
Ting Liu ◽  
Takaya Yuizono ◽  
Zhisheng Wang ◽  
Haiwen Gao
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Skills ◽  
Subjective Evaluation ◽  
Foreign Language Learning ◽  
Objective Evaluation ◽  
Color Temperature ◽  
Learning Space ◽  
Foreign Language Learners

This paper investigated foreign language learning efficiency in four different illumination environments (in different illuminance and color temperatures), focusing on the influence of the illumination environment on foreign language learners’ sentimental status, by means of foreign language skills testing in mind-map, objective evaluation of physiological reaction, and subjective evaluation of psychological reaction. It was shown that in different illumination environments, the language skills of foreign language learners were different, and their psychological and physiological reactions varied, which influenced the efficiency of foreign language learning. The results indicated that the ideal learning space was in high illuminance and low color temperature, which increased the stimulation in foreign language learners; promoted the formation of optimistic sentiment; and enhanced their interest in, and the quality and efficiency of, foreign language learning.

scholarly journals Increasing Arabic Vocabulary Mastery Through Gamification; is Kahoot! Effective?

2021 ◽  
Vol 5 (1) ◽  
pp. 19-35
Author(s):  
Agus Riwanda ◽  
Muhammad Ridha ◽  
M Irfan Islamy
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Outcomes ◽  
Quantitative Research ◽  
Reading Aloud ◽  
Foreign Language Learning ◽  
Average Score ◽  
Game Based Learning ◽  
Average Value ◽  
Minimum Criteria

Vocabulary (mufradat) mastery is decisive in the success of foreign language learning. Mastering many vocabularies can improve students’ listening, speaking, reading, and writing skill. Various strategies have been applied to improve vocabulary mastery, but the results are not satisfactory. They were only able to achieve an average score of 42, far below the minimum criteria of mastery leaning, which is 75. It was because the students are less motivated to master it. Quantitative research with experimental design was carried out to test Kahoot! media, one of the game-based learning methods to improve students’ vocabulary learning outcomes in class X MAN 4 HST. The results showed that students' learning outcomes in the experimental class which used Kahoot! Gamification method is significantly higher than the control class, which used reading aloud and guessing the meaning method. The average learning outcomes in the experimental class were 28,269 points higher than that of the control class. The average value of the control class N-Gain is 25.95, which is categorized as ineffective. While the average N-Gain value of the experimental class is 74.31, categorized as quite effective category. The results indicated that Kahoot! implementation can increase the average score of students in learning mufradat to 85.

scholarly journals PHONEMIC INTERFERENCE AND OVERREGULARIZATION IN THE /S/ AND /∫/ PHONEMES REALIZATION IN FRENCH

2020 ◽  
Vol 20 (1) ◽  
pp. 71-83
Author(s):  
Bagas Anugrah Permana ◽  
Myrna Laksman-Huntley
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Structural Elements ◽  
Logical Problem ◽  
Language Knowledge ◽  
Phonemic Level ◽  
Lexical Rules ◽  
Explicit Feedback

One of the problems in foreign language learning is interference, a rearrangement of patterns resulting from the presence of foreign elements in the language domain (Weinreich, 2010). This research shows how and why phonemic interference of /s/ and /∫/ phonemes occur from Indonesian and English although both phonemes exist in all three languages. Some interference begins from lexeme and then to phonemic level. Other faults are overregularization which is the application of regular grammatical patterns to irregular cases. This seems to support the Logical Problem of Language Acquisition which states that a student cannot correct his/her mistakes without explicit feedback from the linguistic environment (Pinker, 2004).The results of this research indicate that foreign language learning requires knowledge of non-structural elements that are outside of the language, not only following phonological, syntactic, morphological, or lexical rules (structural elements). For example, students' foreign language knowledge and cultural content in teaching materials.

scholarly journals FOREIGN LANGUAGE LEARNING IN OPTIONAL STUDY COURSES AT LASE

2017 ◽  
Vol 3 ◽  
pp. 615
Author(s):  
Ludmila Malahova ◽  
Iveta Boge
Keyword(s):  
Labor Market ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Competence ◽  
Knowledge And Skills ◽  
Sport Science ◽  
Foreign Language Study ◽  
Language Knowledge ◽  
Language Study

Nowadays to be competitive in labor market foreign language knowledge and skills are essential. After graduation from LASE students start to work as coaches, sports managers or recreation specialists, and, speaking about their employability, in their jobs foreign language competence is very significant. The aim of the research is to determine the demand among students for optional foreign language study courses, which foreign languages are chosen and studied by the LASE students. In the research, optional foreign language study course examination protocols were analyzed for the last four years, which provide the best indicator of how many students not only chose but also actually completed optional foreign language study courses. The research shows that at LASE the optional study courses of foreign language learning are in great demand in sport science direction. LASE students are aware of advantages of foreign language knowledge and skills in labor market also in sport sector and show their wish to continue developing their foreign language competence while studying at LASE.

Harnessing a Nation’s linguistic competence

2003 ◽  
Vol 26 (2) ◽  
pp. 31-45 ◽  
Author(s):  
Shirley O’Neill ◽  
Anikó Hatoss
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Cross Cultural ◽  
Tourism And Hospitality Industry ◽  
Cultural Skills ◽  
Language Competencies ◽  
Industry Training ◽  
Foreign Language Skills

This paper reports the findings of a research project aimed to (a) identify the foreign language and cross-cultural skill needs of workers in the tourism and hospitality industry in Australia, and to (b) develop foreign language competencies for use in industry training packages. A representative sample of work sites was visited to develop a detailed profile of the language and cross-cultural skills/levels and job requirements. The resulting competency standards were subsequently included in the industry training packages (Tourism Training Australia, 2002). This paper gives empirical evidence for the need for foreign language skills in the industry and gives account of the methodology used for identifying these needs and translating them into foreign language competencies. The outcomes of this research, the competency standards, bear twofold significance. On the one hand, they provide a tool for recognising the existing linguistic and cultural skills of those Australians who work in the industry (these are mainly Australians from non-English speaking background, NESB), on the other hand they provide a tool for motivating foreign language learning by those who seek a career in the industry, by giving recognition for their foreign language skills as part of the wider training program. This research was commissioned by Tourism Training Australia, Sydney and funded by the Department of Industry, Science & Resources.

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