scholarly journals Effectiveness of CALL in Teaching Modern Greek as a Second or Foreign Language in Higher Education

2011 ◽  
Vol 18 ◽  
pp. 43
Author(s):  
Georgia Kafka
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Information And Communication Technologies ◽  
Teaching Method ◽  
Computer Assisted ◽  
Greek Language ◽  
University Environment ◽  
Modern Greek ◽  
Interdisciplinary Field ◽  
Information And Communication

<p>The need for teaching foreign languages has led to the emergence of a new interdisciplinary field named CALL (Computer-Assisted Language Learning) in the 1980s. In the 1990s teaching the Modern Greek language as a second or foreign language (L2) has followed the wide-spread use of Information and Communication Technologies. CALL courseware started to play a significant role in the Modern Greek teaching university environment of the last decade, and especially in the effectiveness of learning processes and the increasing interest of the learners. The effectiveness of this software in the learning environment is difficult to measure because there are concerns about the technical support and the training of the language instructors in computer use and the CALL courseware implementation. Nevertheless the progress of the learners can be estimated although it is difficult to conclude if this progress is due to a good teaching method or a good CALL courseware or is a measure of both.</p>

scholarly journals USE OF THE NEWER INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE DEVELOPMENT OF LISTENING AND SPEAKING SKILLS

2021 ◽  
Author(s):  
L.F. Birr-Tsurkan ◽  
◽  
L.S. Karamanian ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Media ◽  
Information And Communication Technologies ◽  
Foreign Language Learning ◽  
Communication Technologies ◽  
Audiovisual Media ◽  
Complex Approach ◽  
Information And Communication ◽  
Listening And Speaking

The aim of this article is to examine how multiple media tools could be used for teaching a foreign language. The first part of the article is about the concept of “Media”, its history, classification and development. The second part reveals the practical use of audiovisual media in the teaching process of the foreign language. The relevance of the article consists in the complex approach to the question of modern digital media (YouTube vlogs) in foreign language learning.

Task-Based Learning with Interactive ESP Courseware Integration in Higher Vocational Education

2012 ◽  
pp. 388-406 ◽  
Author(s):  
Shu-Chiao Tsai
Keyword(s):  
Language Learning ◽  
Information And Communication Technologies ◽  
Reading Strategies ◽  
Communication Technologies ◽  
Control Group ◽  
Computer Assisted ◽  
Face To Face ◽  
Information And Communication ◽  
Elective Course ◽  
High Degree

This chapter reports on integrating a self-developed interactive courseware of English for Specific Purposes (ESP) into a self-study and elective course “English Reading for Technology” offered for sophomore students in the Applied Foreign Languages Department (AFLD) of a vocational university in Taiwan two hours per week for twelve weeks. A Computer-Assisted Language Learning (CALL) approach combined with a Task-Based Learning (TBL) approach was adopted. The course mainly focused on vocabulary, reading, and comprehension. Evaluation of implementing these Information and Communication Technologies (ICT) into ESP instruction with courseware integration was based upon data from a variety of pre- and post-tests including cloze, listening, writing, and Q&A. Meanwhile, a traditional teacher-centered Face-to-Face (F2F) instruction was conducted as a control group. The learning effectiveness in most of the post-tests under both instructions has been significantly improved. Students under the ICT instruction with courseware integration made as much progress as those did under the F2F instruction, suggesting that the well-structured courseware offered a potential solution to problems in the development and expansion in frequency of ESP courses in Taiwan by playing the role of an adjunct teacher, peer, and facilitator, through which students were able to practice language skills and learn content knowledge. Most students were satisfied with practices for learning English skills and professional knowledge provided by the courseware and had a positive attitude toward such ICT instruction. In addition, students used reading strategies to a high degree, and the most-commonly used reading strategies were cognitive, memory, and compensation, but social-affective strategies were least frequently employed.

scholarly journals Feedback uzyskiwany drogą elektroniczną

Neofilolog ◽  
1970 ◽  
pp. 113-122
Author(s):  
Ewa Półtorak Ewa Półtorak
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Information And Communication Technologies ◽  
Foreign Language Learning ◽  
Communication Technologies ◽  
Traditional Methods ◽  
Teaching Process ◽  
Information And Communication

The use of Information and Communication Technologies (ICT) in the foreign language learning-teaching process has made traditional methods of obtaining feedback more sophisticated as, nowadays, it is possible to get feedback electronically. The paper is concerned with methods of getting feedback by means of selected computer and Internet tools that support the foreign language learning-teaching process. A range of these tools are analyzed and discussed from the perspective of their usefulness for both the teacher and student.

scholarly journals Russian as a foreign language e-textbooks: current state and perspectives

2020 ◽  
Vol 18 (1) ◽  
pp. 39-53
Author(s):  
Elhan G. Azimov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Services ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
User Interaction ◽  
Russian Language ◽  
Learning Material ◽  
Information And Communication ◽  
Pedagogical Research

The aim of the article is to describe the didactic features of various Russian as a foreign language e-textbooks, online courses, and define their pedagogical features, disadvantages and advantages in language learning. The research methodology includes surveys and analysis of scientific literature, learning outcomes, expert assessments. The research is based on studying the results of pedagogical research and experience of using information and communication technologies in language teaching. The results of the study are given, and the necessity of using various types of electronic textbooks is proved. The article addresses the following issues: how can e-textbooks improve students’ competence? what are the most effective teaching methods in the aspect of new digital technologies? The results of the study allowed to identify the following requirements for online courses: teachers' active participation, planning various possibilities for using online courses, conducting regular monitoring of the course study, supporting the learning process and user interaction within social services, and developing specially designed learning material. The article discusses principles that should be applied in Russian language online courses. The results of the study showed that the variety of forms and means of e-textbooks contributes to implementation of various methods and technologies of teaching Russian (blended learning, inverted class learning, problem-based learning).

scholarly journals МЕШОВИТО УЧЕЊЕ КАО ОКРУЖЕЊЕ ЗА УЧЕЊЕ СТРАНОГ ЈЕЗИКА

TEME ◽  
2018 ◽  
pp. 1017
Author(s):  
Milevica Bojović
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Blended Learning ◽  
Language Learning ◽  
Information And Communication Technologies ◽  
Foreign Language Learning ◽  
Language Instruction ◽  
Learning And Teaching ◽  
Foreign Language Reading ◽  
Information And Communication

The aims of this study are to determine the meaning of the term blended learning in three different domains, in corporate sector, higher education sector, and in the field of foreign language learning and teaching, and to explore the potential effects of blended learning on the university students’ levels of foreign language reading comprehension. Blended learning is a combination of classroom instruction and information and communication technologies which can improve learning outcomes and save the costs. The reasons for applying blended learning approach in all three domains are presented. The efficient implementation of blended language learning means the optimal use of the learning opportunities and available tools to achieve the optimal language learning environment. The necessary conditions for efficient foreign language learning and the issues that may limit its realization are explored; the factors of efficient blended foreign language learning are presented. The teachers’ and learners’ roles in blended language learning as well as the pathway template for efficient blended language learning are illustrated. The obtained results indicate that blended learning may increase the students’ levels of foreign language reading comprehension more than face-to-face language instruction.

Indonesian Language Learning and Teacher Innovation for Foreigners and Instructors for Foreign Language for Employees in Bali

2018 ◽  
Vol 9 (10) ◽  
pp. 21087-21095
Author(s):  
Ni Putu Nita Anggraini ◽  
Ni Luh Gede Yogi Arthani ◽  
I Putu Yuria Mendra
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Financial Management ◽  
Teaching Method ◽  
Positive Impact ◽  
Development Program ◽  
Language Teachers ◽  
Improvement Program ◽  
Counseling Training ◽  
Language Instructors

The group of foreign language instructors and Indonesian language instructors for foreigners initially had problems in the fields of HR, legality, marketing and management. The implementation of the community partnership program (PKM) funded by the Ministry of Research and Technology's Research and Development Program aims to solve partner problems through entrepreneurship building. The method applied is in the form of knowledge transfer in the form of counseling, training, simulation and diffusion of science and technology about teaching methods, mentoring financial management and marketing and managing agency permits. The teaching method quality improvement program is carried out through workshops and workshops with the theme of teaching Indonesian and multimedia-based foreign languages. The resulting output is in the form of certificates and the quality of teaching increases. The problem of business management and enlargement has been solved through mentoring by management experts so that partners know the tips of building a small business. To build a language teaching business, the team helped partners manage the Business Course and Training (LKP) business license in a notary and operational permits in the Badung District Education Office. From the marketing aspect, the team has helped partner market course service products through the creation of signboards, business cards and websites with the domain www.gepbali.com . The implementation of all these activities has been running 70% while the draft article and seminar papers are still in draft form. This activity has had a positive impact on providing employment for language teachers and improving language skills for the community.

THE USE OF DIGITAL TECHNOLOGIES IN TEACHING A FOREIGN LANGUAGE

2020 ◽  
Vol XIII (XIII) ◽  
pp. 72-77
Author(s):  
L.D. KRIVYKH ◽  
◽  
O.B. BAGRINTSEVA ◽  
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
New Technologies ◽  
Communication Technologies ◽  
Language Teachers ◽  
Foreign Languages ◽  
Listening Skills ◽  
Foreign Language Teachers ◽  
New Information ◽  
Information And Communication

The article deals with the application of new technologies in teaching foreign languages. Substantiates the importance of the development of other forms and methods of teaching English to students of information technology disciplines. As well as drawing attention to the use of new information and communication technologies of the Internet. The article includes examples of the use of podcasts in the development of listening skills. The article is written for foreign language teachers, all interested in the methodology of teaching foreign languages, based on new technologies.

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