The impact of foreign language teaching

2021 ◽

Vol 8 (2) ◽

pp. 9-52 ◽

Cited By ~ 4

Author(s):

Sergio Conti

Keyword(s):

Foreign Language ◽

Online Teaching ◽

Language Teaching ◽

Foreign Language Teaching ◽

Educational Institutions ◽

Digital Format ◽

Palabras Clave ◽

High Level ◽

The University ◽

The Impact

IT In seguito allo spostamento delle attività didattiche online al fine di contenere la diffusione della malattia da nuovo Coronavirus, il Gruppo di Ricerca e azione sull’Apprendimento delle Lingue ha diffuso un questionario volto a valutare l’impatto della didattica a distanza sull’insegnamento delle lingue straniere durante. All’indagine hanno partecipato 136 docenti e 241 studenti, sia universitari che di scuola secondaria. Scopo del presente contributo è quello di descrivere la composizione del questionario e del campione dei rispondenti, e di riportare i principali risultati. In particolare, dall’indagine sono emersi: (i) una mancanza di chiare direttive da parte delle istituzioni scolastiche, sintomo del carattere emergenziale delle misure intraprese; (ii) una generale resistenza a sperimentare formati didattici inediti e più adeguati al mezzo digitale; (iii) il maggiore svantaggio nello sviluppo delle abilità interazionali e di produzione orale; (iv) un alto grado di criticità nel garantire l’affidabilità e l’integrità delle prove di valutazione. Parole chiave: DIDATTICA A DISTANZA; COVID-19; DIDATTICA DELLE LINGUE STRANIERE EN The shift to online teaching aimed at containing the spread of Coronavirus has led the group of Research and Action on Foreign Language Teaching to release a survey with the purpose of assessing the impact of remote instruction on foreign language teaching. 136 teachers and 241 students at both the university and secondary level have participated in this survey. The aim of this article is to describe the content of the survey and the make-up of the participants and to present the main findings. Of particular note from this survey is (i) the lack of clear directives from their educational institutions, which is a symptom of the immediate nature of the measures put into place; (ii) a generalized resistance to experiment with new pedagogical resources that are better suited for the digital format; (iii) the greatest challenge in developing the ability to interact and to communicate orally; (iv) a high level of difficulty in guaranteeing the trustworthiness and the integrity of the assessments. Key words: REMOTE TEACHING; COVID-19; FOREIGN LANGUAGE TEACHING ES El cambio a la enseñanza en línea que se ha producido para contener la propagación del Coronavirus ha llevado al Grupo de Investigación y Acción sobre la Enseñanza de Lenguas Extranjeras a publicar una encuesta con el objetivo de evaluar el impacto de la instrucción a distancia en la enseñanza de lenguas extranjeras. En dicha encuesta participaron 136 profesores y 241 estudiantes de nivel universitario y secundario. El objetivo de este artículo es describir el contenido de la encuesta y la composición de la muestra, así como presentar los principales hallazgos. De esta encuesta cabe destacar (i) la falta de directrices claras por parte de las instituciones educativas, lo que es un síntoma del carácter contingente de las medidas implementadas; (ii) una resistencia generalizada a experimentar con nuevos recursos pedagógicos mejor adaptados al formato digital; (iii) una gran desventaja en el desarrollo de la capacidad de interacción y comunicación orales; (iv) un alto nivel de dificultad para garantizar la fiabilidad y la integridad de las evaluaciones. Palabras clave: ENSEÑANZA A DISTANCIA; COVID-19; ENSEÑANZA DE LENGUAS EXTRANJERAS

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Results of Implementing Communicative Language Teaching Method in English Language Learning in 9-Year Elementary Schools. (Albanian Context)

European Journal of Language and Literature ◽

10.26417/ejls.v4i1.p56-64 ◽

2016 ◽

Vol 4 (1) ◽

pp. 56

Author(s):

Evis Kapurani

Keyword(s):

Elementary Schools ◽

Language Acquisition ◽

Foreign Language ◽

Teaching Method ◽

Language Teaching ◽

Communicative Language Teaching ◽

Foreign Language Teaching ◽

Control Groups ◽

Traditional Methods ◽

The Impact

Theoretically Communicative Language Teaching Method (CLT) claims to be one of the best available foreign language teaching methods in teaching and learning foreign language in communication because it improves effectively not only communicative competence of students but also their language acquisition and its use in Albanian schools is an innovation. The purpose of this study is to analyze the results that the use of a contemporary interactive student-centered method has when it is used in learning a foreign language compared with traditional methods. This is an empirical study which includes control groups where traditional methods are used and experimental groups where CLT method is used based on a comparison between these methods for a period of 6 months. It is mainly focused on the implementation of CLT in Albanian 9-year elementary schools in learning English as a foreign language through communication and interaction compared with other traditional methods used. The study analyzes the impact, results and advantages of the use in practice of CLT method in Albanian 9-year elementary schools on sixth, seventh, eighth and ninth grades, its efficacy in learning, in foreign language acquisition and students performance in four language skills. It contains an analysis of theory versus practice use of CLT as a foreign language teaching method. The data about the implementation of CLT method in practice are collected from teachers and students in Albanian 9-year elementary schools through classroom observation and tests. Classroom observations are focused on finding how the teacher develops the lessons and if it is based on CLT principles on experimental groups and how students react during the lesson in comparison with control groups. Tests are used to compare students’ results on learning based on their grades in both groups. All results are converted into percentages. Findings are analyzed based on theoretical issues. The results show that using CLT is a successful method in both learning and teaching compared with other traditional methods.

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The Relevance of Foreign Language Teaching Materials in High School (SMA) to Cultural Preservation and Tourism Development in Tabanan District

Journal of Business on Hospitality and Tourism ◽

10.22334/jbhost.v1i1.32 ◽

2015 ◽

Vol 1 (1) ◽

pp. 10

Author(s):

I Gede Putu Widarmana

Keyword(s):

High School ◽

Foreign Language ◽

Language Teaching ◽

Tourism Development ◽

Foreign Language Teaching ◽

Cultural Preservation ◽

Natural Beauty ◽

Multiple Case ◽

Study Sites ◽

The Impact

Bali is one of a very famous tourist destination in the world. Many things can be developed as tourism objects in each district in Bali. One of them is Tabanan regency that offers some choices to visit, which is very famous for its natural beauty attractions. Tourism in Tabanan can be developed by strengthening the human resources that involved in it, which can be through the teaching of foreign languages, such as English that is generally given at school. However, the issue may arise whether foreign language teaching is able to support the attitudes to preserve the culture and able to develop tourism in Tabanan. Therefore this study was held to address issues intended to see the relevance of learning foreign language in Senior high school with cultural preservation and development of tourism in Tabanan. The research method used is descriptive with multiple-case study sites. The results show that the teachers have done their job in teaching using materials that are recommended by the curriculum, but the impact of the preservation and development of tourism in Tabanan is still quite low, which is caused by the material used is less related to the cultural preservation and tourism development. Therefore it is advisable to make some changes in the teaching of foreign language in the future.

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