Redesigning a Foreign Language Class Based on the Community of Inquiry Model: Students' Learning Success and Satisfaction with an Online Course

2021 ◽  
Vol 25 (1) ◽  
pp. 29
Author(s):  
Song
Keyword(s):  
Foreign Language ◽  
Community Of Inquiry ◽  
Online Course ◽  
Language Class ◽  
Learning Success

scholarly journals Developing the Oral Skill in Online English Courses Framed by the Community of Inquiry

2017 ◽  
Vol 19 (1) ◽  
pp. 73 ◽  
Author(s):  
Luz Edith Herrera Díaz ◽  
Darlene González Miy
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Community Of Inquiry ◽  
Learning Experiences ◽  
Teaching Presence ◽  
Online Course ◽  
Preliminary Study ◽  
Community Of Inquiry Framework ◽  
Basic English ◽  
The Relationship

Over the last decade, the community of inquiry framework has proved successful for online learning experiences in diverse disciplines, although studies in the teaching of English as a foreign language arena are still scarce. In this vein, this article reports a preliminary study about the development of the oral skill in a Basic English online course, uncovering the relationship between the community of inquiry framework (with its three forms of presence: teaching, cognitive, and social) and some indicators of the oral skill. Findings, based on learners’ perceptions, confirmed the existence of such framework and suggest that the teaching presence fosters grammar, accuracy, and vocabulary. Discussion of findings, limitations of the study and future possible research actions conclude this report.

Pedagogical Technologies for Developing Visual Literacy in Veterinary Students in the Profession-Related Foreign Language Class

2020 ◽  
Vol 18 (2) ◽  
pp. 103-110
Author(s):  
Irina Valentinovna Kulamikhina ◽  
◽  
Zhanbota Baurzhanovna Esmurzaeva ◽  
Maxim Leonidovich Marus ◽  
Polina Vladimirovna Zakotnova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Visual Literacy ◽  
Veterinary Students ◽  
Language Class

Differences of instructor presence levels in predominately online versus predominately not online courses within the community college setting

2018 ◽  
Author(s):  
◽  
Marcie M. Cutsinger
Keyword(s):  
Community Of Inquiry ◽  
Online Courses ◽  
Online Course ◽  
University Of Missouri ◽  
Significance Level ◽  
Learning Modalities ◽  
Significant Difference ◽  
Instructor Presence ◽  
Community Of Inquiry Framework ◽  
The Impact

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study was to gain insight into the level of instructor presence in the predominately online versus the predominately not online course. The increase in both the number of students enrolling on online courses and the number of courses/programs offered magnifies the need to address instructor presence. This case study considers students' perception of instructor presence in a predominately online and predominately not online course. Instructor presence was examined using the Community of Inquiry framework. The Community of Inquiry is a framework used to examine social, teaching and cognitive presence and the impact of such. Data was gathered from two courses in the different learning modalities. Students were enrolled in the courses at the same time with the same instructor. Statistical analysis utilized in this study included the Mann Whitney U, Spearman's rho and Kendall tau. A significance level of P less than (.05) was used for all tests. This research found no statistically significant difference in the levels of instructor presence in a predominately online course when compared to a predominately not online course. The two significant results in relation to instructor presence and course satisfaction were mixed. Course outcome and instructor presence are addressed with discussion and recommendations for further research included. This study contributes to the research by providing further data regarding students' perception of and the significance of instructor presence.

Caring and Sharing in the Foreign Language Class: A Sourcebook on Humanistic Techniques

1979 ◽  
Vol 63 (4) ◽  
pp. 228
Author(s):  
Carolyn T. Hartl ◽  
Gertrude Moskowitz
Keyword(s):  
Foreign Language ◽  
Class A ◽  
Language Class

scholarly journals The Application of Virtual Simulations Using Second Life in a Foreign Language Classroom

2014 ◽  
Vol 2 (1) ◽  
pp. 67 ◽  
Author(s):  
Tecnam Yoon
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Community ◽  
Second Life ◽  
Virtual Simulation ◽  
English Learning ◽  
Language Class ◽  
Simulation Based ◽  
Language Classroom ◽  
Virtual Simulations

<p><em>The purpose of this paper is to investigate the effects of virtual simulation-based language learning in a foreign language class in Korea. Total 35 1st-year university students in Korea participated in this research to figure out the effect of simulations. A virtual English learning community, ‘Cypris Chat’ in Second Life was selected as a learning tool. For the data collection, a survey questionnaire was distributed and analyzed quantitatively. The result shows that the majority of the students had a positive attitude toward using a virtual simulation in English learning and had better understanding in learning English by experiencing an authentic practice. The first section of this paper provides a general overview of simulations in educational settings through an insightful literature review of the current research in the area. The review includes a comprehensive outlook on simulations, an example of successful classroom integration and some of the considerations researchers have found for their implementation. The latter section addresses the research method, results and conclusions.</em></p>

scholarly journals Students’ willingness to participate in speaking activities through the use of scripted role-plays

2019 ◽  
Vol 28 (2-2019) ◽  
pp. 71-89
Author(s):  
Jonathan Antonio Lara Castro ◽  
Claudio Díaz Larenas
Keyword(s):  
Social Skills ◽  
Action Research ◽  
Foreign Language ◽  
Role Play ◽  
Social Risk ◽  
Willingness To Participate ◽  
Seventh Grade ◽  
English Class ◽  
Language Class ◽  
Before And After

The following study is a result of an action research carried out in an English as a foreign language class in a subsidized Chilean school, where 77 % of its population is at social risk. 38 of the participants are seventh grade students. The study addresses students’ willingness to participate in speaking activities in English class before and after the implementation of a drama based pedagogy strategy known as scripted role-play. The students showed great commitment to scripted role-play as a way to learn English. Participants had the chance to work collaboratively with their peers in a safe and engaging environment, improving their social skills as they performed different roles. The study concludes that students are willing to participate in speaking activities after the use of scripted role-plays. This result is also coherent with the students’ perceptions of the intervention.

scholarly journals “Fasten your seat belts”: Investigating learners’ perceptions regarding the implementation of tasks in an English online course

2019 ◽  
Vol 32 (2) ◽  
pp. 228
Author(s):  
Juliane Regina Trevisol ◽  
Leonardo Da Silva ◽  
Raquel Carolina Ferraz D'Ely
Keyword(s):  
Distance Education ◽  
Qualitative Study ◽  
Foreign Language ◽  
Learning By Doing ◽  
Task Engagement ◽  
Online Course ◽  
Seat Belts ◽  
University Staff ◽  
Staff Members ◽  
Cultural Aspects

Considering the growth of distance education, this qualitative study investigated learners’ perceptions of the implementation of traveling-themed tasks (ELLIS, 2003) in a virtual course of English as a foreign language.  The course was offered to university staff members for a semester. Four participants took part in it. Instruments were a consent form, two questionnaires, and a Skype interview. Results suggest learners perceived the course as motivating, noticing their task engagement from the perspective of “l’education integrale” (LONG, 2015) and “learning by doing”. Furthermore, learning was related to cultural aspects noticed, interesting sites, and the connection with previous traveling experiences.

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