scholarly journals Features of the contextual gamification in the educational process of foreign language learning for the students of nonlinguistic majors

2021 ◽  
Author(s):  
Е.А. Николаева ◽  
Ю.Ю. Котляренко
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Process Development ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Professional Activity ◽  
Level Of Involvement ◽  
Positive Effects ◽  
High Level

В настоящее время исследование процесса геймификации обучения концентрируется на трех аспектах: систематизация и развитие принципов моделирования процесса игрового пространства, позволяющих достичь высокого уровня вовлеченности обучаемых в процесс получения знаний; оценка уровня эффективности вариантов технического обеспечения процесса геймификации обучения; разработка методики и методологии оценки эффективности процесса геймификации. Понимание важности проблем управления мотивацией студентов, обучающихся иностранному языку, а также задач по обеспечению высокого уровня вовлеченности в процесс обучения, делает вопросы, связанные с геймификацией курсов иностранного языка в неязыковых вузах, актуальными и перспективными для изучения. Однако, большая часть исследований в этой области ограничивает свою предметную область вопросами, связанными с возможностью интеграции дидактических задач с игровыми технологиями. В связи с этим перспективы геймификации курса иностранного языка детерминированы рамками структурной геймификации, то есть частичным внедрением игровых практик в процесс обучения иностранному языку. В такой ситуации положительные эффекты геймификации процесса обучения иностранному языку могут носить временный и локальный характер, а оценка его эффективности продемонстрирует низкий потенциал в решении задач по формированию коммуникативных компетенций. В статье обосновывается необходимость исследования феномена содержательной геймификации, относительно которой, как правило, и описываются все положительные эффекты организации процесса обучения (самостоятельность, автономность, оптимальный уровень имитации профессиональной деятельности и т.д.). Авторы полагают, что содержательная геймификация процесса обучения должна быть детерминирована не только принципами и алгоритмами педагогического дизайна (корреляцией дидактических задач обучения с техниками/технологиями обучения в зависимости от их дидактических функций и в соответствии с формируемыми компетенциями обучающихся). Оценивая важность вопросов, связанных с проблемами формирования полилингвальной личности, особенностями ее существования в поликультурной профессиональной среде, а также спецификой профессиональных коммуникаций в сети Интернет, авторы обосновывают необходимость разработки принципов содержательной геймификации процесса обучения иностранному языку, основанных на закономерностях построения электронного профессионального дискурса. Currently, the study of the process of learning gamification focuses on three aspects: systematization and development of the principles of modeling the process of playing space, allowing to achieve a high level of involvement of trainees in the process of obtaining knowledge; assessment of the level of efficiency of technical support options of the training gamification process; development of a methodology and methodology for assessing the effectiveness of the gamification process. Understanding the importance of managing the motivation of students who study a foreign language, as well as the tasks of ensuring a high level of involvement in the learning process, makes the issues related to the gamification of foreign language courses in non-language universities relevant and promising for study. However, most research in this area limits subject area to issues related to the possibility of integrating didactic tasks with gaming technologies. As a result, the prospects for gamification of a foreign language course are determined by the framework of structural gamification, that is, the partial introduction of game practices in the process of teaching a foreign language. In such a situation, the positive effects of gamification of the process of teaching a foreign language may be temporary and local, and an assessment of its effectiveness will demonstrate low potential in solving the problems of forming communicative competencies. The article justifies the need to study the phenomenon of meaningful gamification, which, as a rule, describes all the positive effects of organizing the training process (independence, autonomy, the optimal level of imitation of professional activity, etc.). The authors believe that the meaningful gamification of the learning process should be determined not only by the principles and algorithms of pedagogical design (correlation of didactic learning tasks with teaching techniques/technologies depending on their didactic functions and in accordance with the students’ formed competencies). Assessing the importance of issues related to the problems of the formation of a polylingual personality, the peculiarities of its existence in a multicultural professional environment, as well as the specifics of professional communications on the Internet, the authors substantiate the need to develop principles of meaningful gamification of the process of teaching a foreign language, based on the laws of setting up an electronic professional discourse.

scholarly journals THE USE OF MULTIMEDIA LINGUISTIC LABORATORIES IN FOREIGN LANGUAGE LEARNING (THE CASE STUDY OF «TRANSLATION» SPECIALTY)

2019 ◽  
Vol 74 (6) ◽  
pp. 201-211
Author(s):  
Володимир Миколайович Манько ◽  
Людмила Іванівна Хіценко
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Information And Communication Technologies ◽  
Computer Software ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Advantages And Disadvantages ◽  
The Future ◽  
Computer Classrooms ◽  
High Level

The research is devoted to the experimental verification of the effectiveness of multimedia language laboratories in foreign language learning (on the example of the specialty «Translation»). The study represents the capabilities of multimedia language laboratories in the foreign language learning and the advantages and disadvantages of their use. The article discusses the concepts of “multimedia technologies” as digital delivery of content using more than one medium which influences several perception channels of information, and “multimedia linguistic laboratories” as computer classrooms equipped with E-Presenter, multimedia projector, interactive whiteboard and peripheral equipment. Multimedia presentations, electronic studies manuals and Internet access are used to provide the future interpreters with necessary knowledge for doing translation. Modern multifunctional computer software gives the future interpreters the opportunity to form the competence in listening. The use of Skype and Viber helps to develop communicative skills providing communication and cultural interaction with native speakers. MLL’s software and hardware complex provides teachers with a powerful toolkit that helps to create, edit and save tests, conduct tests and collect results, quickly assess and comment on the answers. The statistical calculations confirmed that the implementation of multimedia technology in the educational process, the correct and systematic use of MLL in the foreign language learning, can not only diversify learning process, but also help the future interpreters to achieve a high level of the foreign language competence. The use of MLL revealed a number of methodological advantages over traditional ways of teaching. The authors see the prospects for further research in the creation of appropriate pedagogical conditions for implementing information and communication technologies in the process of training future interpreters.

The Reciprocal Effects of Both Responsibility and Motivation in Foreign Language Learning Process: a Comparative Study

2016 ◽  
Vol 4 (1) ◽  
pp. 138
Author(s):  
Lokman Coşkun
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Personal Responsibility ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Secondary Data ◽  
Self Control ◽  
Reciprocal Relations ◽  
High Level

This study aims to analyze the significance of personal responsibility and its positive benefits and also its relations with motivation in foreign language learning environment. Particularly, responsibility enhances motivation and benefits from values and capabilities, since they are considered as central to what it means to learn in the life. In accordance with it, each individual has freedom how to consider his/her choices, behaviors, and actions in the life as well. The study on personal responsibilities and motivation were taken into account to demonstrate how these two features of foreign language learning process can help students take control of their own learning in order to become self-regulated learners. In this regard, self-regulated learning/learner (SRL) model based on social cognitive, cyclical, triadic, and multi-level models by Zimmerman (2001, 2002, 2008, 2011 - 2013) shed lights to explain the details of this article in terms of foreign language learning and the benefits of those models were added in the conclusion. The features of personal responsibility, motivation, cognition, and individual differences (capabilities) were presented in details in order to find out their reciprocal relations, which cause positive outcomes in learning process. Instructional approach was used to compare both responsibility - motivation also their reciprocal relations. As limitation, the study does not include any questionnaire and interview, only the first data, secondary data and the researcher’s individual views were used to explain the study. The study reveals that responsibility not only makes the ways for high level motivation also creates a positive atmosphere for both instructors and students in terms of fruitful outcomes. Actually, responsibilities cause the particular person to benefit from his/her available abilities through self-control and self-regulation.

scholarly journals INTERNET TOOLS USE IN FOREIGN LANGUAGE STUDY DURING REMOTE LEARNING

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 3-7
Author(s):  
Yurii Zablotskyi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
New Technologies ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Learning Systems ◽  
Computer Assisted ◽  
Foreign Language Study ◽  
Effective Organization

The article analyzes the implementation of modern internet tools into the foreign language learning process during remote studying process. The paper presents the influence of modern digital technologies on the educational process and its participants concluding the inevitable necessity of using digital tools for effective organization of online study. Developed in the second half of the 20th century, CALL (Computer Assisted Language Learning) systems have been successfully used in the language learning environment. Providing teachers and learners with some obvious benefits like better personalization, higher motivation and automation, early CALLs demanded a lot of resources and were quite complicated in developing, installing and using. With the technological progress and emerging of the Internet, these systems evolved into modern digital user-friendly tools turning conventional learning process into entertainment environment. Modern web based learning systems has provided the unlimited possibilities for learners and teachers alike. Language learners can design their own studying process by choosing a school, a place, time, and pace for their study. New technologies have benefited teachers greatly providing them with effective tools for creating, storing and delivering their studying materials. The benefits and drawbacks of the modern internet-tools for developing different language skills as well as for summative and formative assessment has been analyzed in the paper.

scholarly journals SOCIALIZING ASPECTS OF DISCIPLINE "FOREIGN LANGUAGE"

2018 ◽  
pp. 34-37
Author(s):  
I. Shestopalova ◽  
K. Potapenko
Keyword(s):  
Foreign Language ◽  
Multicultural Education ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Foreign Languages ◽  
Solid Base ◽  
Moral Norms ◽  
Professional Activities

The article is devoted to the problem of socialization of an individual in the process of foreign language learning, which is a part of multicultural education and is considered as an important tool for a person's adaptation in a multicultural society. The leading idea of the article is the assertion that foreign language as a discipline has a huge socializing potential, as in the process of a foreign language learning, not only the active development of natural resources, abilities, initiative, independence, take place, but also, assimilation of generally accepted in a society socio- cultural rules and moral norms, which plays a crucial role in the process of socialization is activated. Since the main goal of the educational process in foreign languages is the formation of the very communicative skills, its contribution to the process of socialization of a man is indisputable. In this sense, the following characteristics of the learning process in a foreign language are important: the focus on communication, respect for the identity and culture of other peoples, the focus on social activities, the acquisition of social experience in solving life and social problems, and the creation of its own system of life priorities. The communicative method of teaching foreign languages is based on the fact that the learning process is a model of communication. The learning process in foreign languages is based on the linguistic partnership, creative collaboration, constant motivation of communication, based on a combination of such interconnected factors as activity, creativity, autonomy, individualization, which contribute to the intensification of cognitive and educational processes. That is, organization of training in the form of communication is the main methodological task of a modern teacher of foreign languages. It is this specificity of the discipline "foreign language" that is capable of effective implementing educational socialization, helping to complete the formation of the students' ability to communicate, co- exist and cooperate in the professional activities of people of different ethnic groups, the formation of a rich experience of social and cultural communication, which is a solid base for the involvement of learners to the global values of civilization.

scholarly journals ON THE PROBLEM OF ADJUSTMENT OF FOREIGN LANGUAGE LEARNING PROCESS AT UNIVERSITIES TO THE NEEDS OF ETHNIC MINORITIES OF UKRAINE UNDER THE CONDITIONS OF THE COVID-19 PANDEMIC

2021 ◽  
pp. 311-314
Author(s):  
Nataliya Osadcha
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Ethnic Minority ◽  
Minority Students ◽  
Ethnic Minorities ◽  
Learning Process ◽  
Online Teaching ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Ethnic Minority Students

The research focuses on substantiating the necessity of adjusting the process of teaching and learning a foreign language at universities to the needs of ethnic minorities under the conditions of online training, introduced due to the Covid-19 pandemic. We have studied a new role of a foreign language university teacher working with ethnic minority students, which is relevant for Transcarpathia, in particular, as a multiethnic region of Ukraine. In our research, we have used the method of analogical reasoning, communicative, social and psychological one, methods of observation, content analysis, personality study, sociometry, role behaviour study etc. The materials studied in the course of our research allow us to draw the following conclusions. We believe that, under the present conditions of providing educational services online, only the search for new forms and methods of teaching as well as new lesson content will contribute to the implementation of an effective personality-oriented approach in a foreign language learning process. On the one hand, a modern teacher must not only have excellent pedagogical skills, but also be familiar with the latest online teaching technologies, it is impossible to imagine a full-fledged educational process without. Accordingly, the syllabi need to be updated, taking into account the requirements of the time and the experience gained. On the other hand, students can form their own electronic databases for learning and improving their foreign language skills, in particular, use literature in their native languages, which might become an impetus and a motivation for ethnic minority students to learn foreign languages with greater enthusiasm.

Edmodo as an Assessment Tool in the Foreign Language Learning Process

2018 ◽  
Vol 5 (3) ◽  
pp. 210-215
Author(s):  
Flavia Kaba
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Assessment Tool ◽  
Foreign Language Learning ◽  
Modern Technology ◽  
Foreign Language Anxiety ◽  
Learning Platform ◽  
Secure Learning ◽  
Innovative Techniques

Abstract Due to the rapid developments in educational technology, today’s professors are in search of exploring innovative techniques in order to promote involvement of students in the learning process in general and in the foreign language learning process in particular. This is why today’s students are seen as digital-natives and being motivated for the learning process is very difficult if the modern technology they are familiar with is not utilized effectively in the classroom. When it comes to the assessment part of this process, the situation may become worse, as most of the students feel unwilling due to anxiety problems in general and foreign language anxiety in particular. This study presents an innovative way of assessing students’ skills that they gain during foreign language learning process introducing Edmodo, which is an educational social network that provides a secure learning platform for students and educators. This study is a descriptive one, based on the analyses, surveys, and opinions of different researchers that have implemented this platform in their teaching process. The main objective is to introduce the implementation of various assessment applications through Edmodo.

scholarly journals LANGUAGE TEACHING AT THE MEDICAL UNIVERSITY AND INSTRUMENTS FOR ACHIEVING EFFECTIVENESS

2019 ◽  
Vol 34 (6) ◽  
pp. 1633-1639
Author(s):  
Zlatina Zheleva ◽  
Slavka Hristozova ◽  
Rumyana Stoyanova
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Academic Education ◽  
The Individual ◽  
Medical University

Foreign language teaching to medical students depends on solving various institutional problems. In this sense, its effectiveness is a variable which influences the level of education at the university. Effectiveness of academic education depends on two groups of conditions- one is the purely material aspect- the place and conditions in which education takes place, the financial resources and the second one includes the psychoemotional aspect of training- the so-called didactic costs which include the physical and emotional efforts invested in the process of training both on the side of the lecturer and student. One of the ways to improve effectiveness is by restricting didactic costs- the less the psychoemotional tension and anxiety- the better results would a student achieve. Giving the student the opportunity to “manage his/her own manner of learning” and placing the student in the centre of the educational process would inevitably lead to increasing student motivation.Another mechanism to achieve effectiveness and quality of education is through activating the inner motivation of students to learn a foreign language. The latter is influenced by factors such as concentration, attention, a feeling of complete participation in the process of training, lack of fear of failure, assuming responsibility for the achieved results etc. A new aspect of contemporary learning success is differentiation in education, introduction of the individual, personal style of learning of each student. An appropriate instrument or tool in achieving motivation is for the learning process to follow and conform to the different learning styles of students. The individual learning style implies the individual preferences in perceiving and memorizing information. The aim of the present paper is to identify these styles in students from the Medical University – Plovdiv and thus to identify their satisfaction with foreign language learning. The survey was conducted in 2017 among 140 students from 16 countries. A written questionnaire and a psychological test were used to gather the data. Determinants for satisfaction were identifies as: the material setting and technological equipment, personal characteristics of the teacher and the microclimate in the student group. An adapted LSI (Learning Style Inventory) specifically adapted for Bulgaria which includes four types of approaches to the learning process- specific experience, reflective observation, abstract conceptualization and active experimentation was used. The results are distributed according to gender, specialty, year of studies and Kolb’s learning styles- divergent, assimilative, convergent and accommodative. The leading learning style according to our survey proves to be the convergent on with women having higher values (32,14%) than men (24,28%), next comes the assimilative learning style with men having higher value (17,14%) as opposed to women (14,28%). The accommodative is next – 5% of women and 3.57% men prefer this learning style and the least proffered one is the divergent one – 3,57% of women and 2,88% of men prefer it.

scholarly journals Negocjowanie programu nauczania języka obcego z uczniami w Polsce

Neofilolog ◽  
1970 ◽  
pp. 143-156
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Decision Making ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Different Levels

This paper aims to explore the rationale of classroom negotiation - understood as a discussion between all participants in the teaching/learning process to decide on the organization of foreign language learning and teaching. It outlines relevant issues connected with the process syllabus and the benefits that can be expected from involving students in classroom decision making. The article presents results of research conducted in Polish schools among both students and teachers at different levels of education in order to see to what extent the foreign language syllabus is negotiated there.

scholarly journals Mobile Applications in Mastering Mining Engineers' Competences

2018 ◽  
Vol 41 ◽  
pp. 04041
Author(s):  
Roman Islamov ◽  
Oksana Greenwald ◽  
Nina Tunyova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Applications ◽  
Positive Impact ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Point Of View ◽  
Educational Institutions ◽  
Language Competence ◽  
Educational Potential

Being one of the leading coal mining regions in the world, Kuzbass (Russia) demands from its regional higher educational institutions to master a range of competences of the graduates, namely mining engineers. Foreign language competence is considered to be among the key ones. The article reveals the concept of the competence, its relevance for mining engineers. We also analyze existing mobile applications from the point of view of their educational potential and present the results of the experiment conducted to assess effectiveness of mobile applications in mastering foreign language competence of mining engineering undergraduates. Our methods included interviews with students, classroom observations and surveys of students. The results suggest that integrating mobile applications in educational process is likely to have a positive impact on foreign language competence and increase students’ motivation and satisfaction with foreign language learning.

scholarly journals Collaborative tasks and learning occasions in English as a foreign language

2011 ◽  
Vol 11 (4) ◽  
pp. 837-852 ◽  
Author(s):  
Marília dos Santos Lima
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Collaborative Dialogue ◽  
Learning English

The study reported here forms part of a program of qualitative research focusing on the use of collaborative tasks in learning English as a foreign language in Brazil. The research examines the concept of collaborative dialogue (SWAIN, 2000), understood as dialogue that constructs linguistic knowledge within a sociocultural view of language learning. The results indicated that the learners reflected upon the target language, tested hypotheses and reformulated their production in order to promote mutual comprehension in the learning process. The results also revealed that the interaction established during the production of the collaborative dialogue stimulated foreign language learning as the students noticed linguistic gaps in the target language, and sought solutions together.

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