scholarly journals Case Study of a Student with Disabilities in a Vocational School during the Period of Online Virtual Classes due to Covid-19

2020 ◽  
Vol 10 (4) ◽  
pp. 115
Author(s):  
Vlasta Svalina ◽  
Vlatka Ivić
Keyword(s):  
Foreign Language ◽  
Mobile Learning ◽  
Online Teaching ◽  
Virtual Classroom ◽  
Language Teachers ◽  
Vocational School ◽  
Portable Devices ◽  
Teaching Aids ◽  
Inclusive School ◽  
Virtual Classes

In this research we will get an insight into the achievements in mastering foreign languages for one specific student with difficulties. The student with disabilities, the foreign language teacher, the student's mother and the educational rehabilitator participated in the research. The teacher states the support of the inclusive secondary vocational school that the student attends and copes with all challenges. One of the methods used in teaching was mobile learning during the three-month online teaching period of pandemic situation caused by Covid-19. During this period Croatia was forced for the first time in history to implement online teaching. For the purpose of this study all of the students besides this student attended classes in the virtual classroom called Edmodo. Edmodo is the mobile application which is considered as a tool for mobile learning. Mobile learning means that students use their portable devices in order to learn. The interview, used as a method of data collection, was written by participants via email due to the required physical distancing. The materials were then transcribed and a quantitative data analysis was performed. Difficulties in the work of foreign language teachers have been identified, such as lack of experience, lack of teaching assistants as well as lack of additional teaching aids and specific materials and the specific teachers’ training for teaching in the contemporary inclusive school. At the end, the authors suggest guidelines for teachers in vocational schools in adopting new skills and competences in their teaching process in an inclusive school.

scholarly journals CHALLENGES AND ADAPTABILITY OF LANGUAGE TEACHERS TOWARDS VIRTUAL CLASSROOMS DURING COVID 19

2021 ◽  
pp. 517
Author(s):  
Ketki Satpute
Keyword(s):  
Online Teaching ◽  
Graphical Representation ◽  
Sampling Technique ◽  
Virtual Classroom ◽  
Language Teachers ◽  
Survey Method ◽  
College Level ◽  
Virtual Classrooms ◽  
Significant Difference ◽  
Rural Language

The outbreak of COVID 19 has locked down entire country and created a crisis situation. It compelled all Educational Institutions to close down.  To keep teaching-learning process continuing, massive shift is being observed from physical classrooms to virtual classrooms. Language plays a key role in learning. Hence meaningful language learning is a must. Creating a conducive learning environment to teach languages effectively online, necessitates the use of virtual classroom by Language Teachers. However, it may create various challenges, unless the mindset of the teachers is positive and ready to adapt to new situations. Present study aims to find out challenges faced by the language teachers and their adaptability towards online teaching during COVID pandemic.  The researcher used descriptive survey method. The sample of the study included 51 language teachers teaching at college level in the state of Maharashtra. The sampling technique used was snowballing through known contacts.  The tool used was questionnaire. Data was analysed through descriptive and inferential statistical techniques such percentage, mean, standard deviation, graphical representation and ‘t’ test. The findings of the study revealed that there is significant difference between the challenges faced by urban and rural language teachers. But no significant difference was found among urban and rural language teachers in adaptability towards virtual classroom teaching. Though teachers tried to adapt to online teaching voluntarily, proper training in the use of e-learning platforms, apt digital tools for language development and development of new skill set are recommended to adapt to the new normal effectively.

scholarly journals Teachers’ Attitudes towards Online Writing Assessment during Covid-19 Pandemic

2021 ◽  
Vol 3 (8) ◽  
pp. 65-70
Author(s):  
Khadija Anasse ◽  
Rajaa Rhandy
Keyword(s):  
Foreign Language ◽  
Writing Assessment ◽  
Online Teaching ◽  
English Language ◽  
Negative Attitude ◽  
Language Teachers ◽  
English Language Teaching ◽  
Online Assessment ◽  
Foreign Language Teachers ◽  
Online Writing

The COVID-19 pandemic has imposed an abrupt change in our teaching practices. Particularly the online assessment of students’ writing has been an unprecedented, novel situation for many English foreign language teachers. What is novel about this issue is the constraint of adopting it in a critical situation in which it has been an alternative way to assess students in the absence of the physical presence of students. The shift from face to face assessment to online assessment has been a novel experience for many Moroccan English foreign language teachers who have never implemented it before nor have any background knowledge about its mechanisms and methods albeit there are some teachers who are familiar with online teaching and online assessment. The issue has generated important points for English language teaching practitioners and stakeholders about the strategies and challenges of this compulsory mode of assessment during COVID-19 lockdown. From this perspective, the purpose of this paper was to reflect on writing assessment in the era of COVID-19 pandemic through the lens of teachers. The paper aimed to explore the perceptions of Moroccan English foreign language teachers about online writing assessment and the challenges that encountered them.  For this purpose, data were collected from 100 English language teachers in the region of Casablanca through the use of questionnaires. The findings of this study substantiated that most participants considered online assessment of students’ writing a real challenge and hence hold a negative attitude towards it. Based on the results of this study, it was recommended to teach digital writing skills to English foreign language learners and design teaching training programs about online writing assessment. 

scholarly journals Perceptions of Foreign Language Teachers for M-Learning

2020 ◽  
Vol 15 (23) ◽  
pp. 95
Author(s):  
Nadire Cavus ◽  
Liudmila Shukshina ◽  
Oxana Chernova ◽  
Irina V. Telezhko ◽  
Alfia M. Ishmuradova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Foreign Language Learning ◽  
Material Design ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Strongly Agree ◽  
Russian Universities

Educational technology is a set of systems consisting of tech savvy equipment, processes and methods for the effective and positive implementation of educational theories. Nowadays, when the internet is becoming widespread, and mobile device technologies such as smartphones and tablets have been developing rapidly, it is possible to access educational content without being connected to a place. Today, almost everyone has smartphones. Many social networks, sites, applications are available. Many studies have shown that technology is effective in the field of education. For teachers with foreign language and their perceptions of learning through the help of technology are important. In this study, it is important to determine teachers' perception levels of mobile applications that contribute to foreign language learning. The "mobile learning perception scale" developed to access the research data. Items that are mentioned in the scale are basically positive question, "absolutely disagree", "disagree", "undecided", "agree", "strongly agree". After analysing the reliability of the survey, the overall result was found as Cronbach ? = 0,963. A total of 180 teachers attended from North Cyprus and Russian universities. According to the result of the research, the teachers' perception of mobile learning is high. But this rate is proportional to age. There is a difference in the findings regarding the use of mobile technology when looking at the professional seniority and age ranges. This is due to the fact that recently, technology-supported trainings have been increased and the addition of "material design courses" and "technology-supported trainings" at universities play an important role in increasing perceptions. The use of mobile technology can be increased by providing in-service trainings to teachers with high professional experience and ages.

scholarly journals Analysis of communicative methods effectiveness in teaching foreign languages during the coronavirus epidemic: distance format

XLinguae ◽  
2021 ◽  
Vol 14 (1) ◽  
pp. 131-140
Author(s):  
Ekaterina A. Samorodova ◽  
Irina G. Belyaeva ◽  
Sofia A. Bakaeva
Keyword(s):  
Online Education ◽  
Foreign Language ◽  
Language Teachers ◽  
Foreign Languages ◽  
Practical Significance ◽  
Foreign Language Teachers ◽  
Teaching Aids ◽  
Language Classes ◽  
Teachers And Students ◽  
Near Future

The forced transition to distance learning in 2020 forced the world scientific community to pay special attention to researching the effectiveness of the methodology for teaching subject disciplines in a remote format. In this manuscript, the authors did attempt to study, analyze, and classify various methods of teaching a foreign language (English, French, and German) at MGIMO University. The present research is based not only on a direct professional experience of working at a distance but also on an anonymous survey conducted among students. The purpose of this study is to develop and describe the most effective model of teaching a foreign language in the specified conditions. In addition to the empirical approach - observation of students' work during the semester, the use of experimental control methods, comparison, comparative analysis of the results - the authors also use data from an anonymous survey among students and foreign language teachers, which emphasizes the practical significance and relevance of the study. During the students questioning, it was found out which teaching methods and specific exercises are the most effective in the framework of a distance lesson. The questioning of teachers made it possible to classify statistical results and identify methods that teachers use in teaching a foreign language in a distance format and which could be used by them but are not used. On the basis of the data obtained, the authors conclude that there is a discrepancy between the ideas of teachers and students about the effectiveness of using certain forms of online education. This conclusion will allow in the near future to adjust the methodological and teaching aids for working in a distance format in foreign language classes.

scholarly journals Online resources in teaching Russian as a foreign language: expectations vs reality

2020 ◽  
Vol 18 (1) ◽  
pp. 69-84
Author(s):  
Victoria V. Vyazovskaya ◽  
Tatiana A. Danilevskaya ◽  
Margarita E. Trubchaninova
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching Practice ◽  
Educational Process ◽  
Independent Learning ◽  
Online Resources ◽  
Free Access ◽  
Teaching Resources ◽  
Teaching Aids ◽  
Russian Universities

The paper discusses using online resources in modern teaching Russian as a foreign language (henceforth - RFL). A lot of resources for teaching and learning Russian are uploaded online daily. However, the format of their integration into educational process has not been analyzed yet. The acuteness of the present study stems from the necessity to define effective educational online resources for teaching RFL. The study draws upon the data of free-access online resources developed for A0-B1 level students in leading Russian universities. The aim of the study is to analyse online RFL resources, including educational software, applications and sites, their structure and their chances to be integrated into teaching process. The research has resulted in estimating educational and functional value of online teaching resources for students who study Russian in order to enter Russian universities. The paper presents conclusions concerning practical application of online resources in RFL teaching practice in blended education of foreign students in the higher educational establishments. The theoretical significance of the research lies in the fact that the analysis of fundamental scientific articles and electronic materials allows us to expand and deepen our knowledge about the place of e-teaching aids in the sphere of teaching foreign languages and RFL, as well as to justify the need to include electronic teaching materials in order to intensify the learning process. The results of the research can be implemented in blended forms of learning, distance learning, as well as in organizing students' independent learning in the university environment.

scholarly journals ENSEÑANZA DE INGLÉS COMO LENGUA EXTRANJERA (EFL) EN EL DESARROLLO DE LA DESTREZA SPEAKING A TRAVÉS DE CLASES VIRTUALES EN LA EDUCACIÓN SUPERIOR

2020 ◽  
Vol 5 ◽  
pp. 167
Author(s):  
Karlita Genyfer Cevallos Vélez ◽  
María Antonieta Palma Cedeño ◽  
Kenia Monserrate Cevallos Vélez ◽  
Gema Valentina Baquezea Ponce
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Learning Process ◽  
Online Teaching ◽  
English Language ◽  
Skill Learning ◽  
Educación Superior ◽  
Educacion Superior ◽  
Virtual Classes ◽  
Speaking Skills

Los entornos educativos virtuales en la educación superior brindan la oportunidad tanto a los estudiantes como a los docentes de poder conectarse desde cualquier lugar y en cualquier momento, permitiendo potenciar la destreza del speaking en el aprendizaje del idioma inglés. La enseñanza online puede reducir significativamente el efecto que tiene la ansiedad en los estudiantes a lo largo del proceso de aprendizaje. El desarrollo de la habilidad del speaking con la utilización de las herramientas tecnológicas brinda a los docentes y estudiantes un entorno educativo inclusivo con contenidos acorde a la vanguardia tecnológica que vivimos más aún ante la emergencia sanitaria que vivimos a causa del Covid-19. La realización de la presente investigación permitió determinar cuáles son los beneficios de las clases virtuales en la enseña del idioma inglés con la finalidad de evidenciar sus ventajas en el proceso de enseñanza-aprendizaje. Para el desarrollo del presente artículo se empleó el método cuantitativo y a partir de una revisión minuciosa bibliográfica, acompañado de la aplicación de encuestas online, a los estudiantes que cursan las asignaturas de suficiencia en inglés I y II, de la Universidad Técnica de Manabí, facilitaron el análisis y discusión de la temática. PALABRAS CLAVE: Inglés como Lengua Extranjera: speaking; clases virtuales; aprendizaje cooperativo; habilidad; aprendizaje. TEACHING ENGLISH AS A FOREIGN LANGUAGE (EFL) IN THE DEVELOPMENT OF SPEAKING SKILL THROUGH VIRTUAL CLASSES IN HIGHER EDUCATION ABSTRACT Virtual educational environments in higher education provide the opportunity for both students and teachers to connect from anywhere, anytime, empowering speaking skills in English language learning. Online teaching can significantly reduce the effect that anxiety has on students throughout the learning process. The development of speaking skills with the use of technological tools provides teachers and students with an inclusive educational environment with content according to the technological vanguard that we live even more in the face of the health emergency that we experience due to Covid-19. This research allowed us to determine what are the benefits of virtual classes in teaching the English language in order to demonstrate its advantages in the teaching-learning process. For the development of this article, the qualitative method was used and from a thorough bibliographic review, accompanied by the application of personalized interviews, they facilitated the analysis and discussion of the subject. KEYWORDS: English as a Foreign Language (EFL); speaking; virtual classes; cooperative learning; skill; learning.

The effect of augmented reality games on English as foreign language motivation

2018 ◽  
Vol 16 (2) ◽  
pp. 122-135 ◽  
Author(s):  
Ayse Taskiran
Keyword(s):  
Augmented Reality ◽  
Foreign Language ◽  
Mobile Learning ◽  
Subjective Experience ◽  
Language Teachers ◽  
Mobile Technologies ◽  
Digital Information ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Video And Audio

Today, educational practices are being designed and varied due to advance of millennium generation who tend to use mobile technologies in every aspect of their lives. Accordingly, growing interest towards mobile learning in education brings several opportunities and advantages for English as foreign language teachers and learners. Augmented reality, which is another growing phenomenon on mobile devices, is a technology that incorporates digital information such as images, video, and audio into real-world spaces. As a part of mobile learning, augmented reality technique has potential to facilitate learning through enjoyment over learning tasks, engagement and motivation. Designed in descriptive survey model, this study intended to assess English as a foreign language learners’ subjective experience regarding the implementation of augmented reality-based learning materials in their language classes with a game-based approach in Anadolu University, Turkey. The analysis of the questionnaire items showed that most of the students accepted the activities in augmented learning environment highly motivating and enjoyable, which is common in augmented reality research.

scholarly journals THE IMPLEMENTATION EXPERIENCE OF STUDENTS MOBILE TRAINING IN THE FUNDAMENTALS OF LEADERSHIP AS A RESOURCE-ORIENTED FORM

2020 ◽  
Vol 78 (4) ◽  
pp. 116-131
Author(s):  
Наталія Василівна Кононец ◽  
Світлана Іванівна Нестуля
Keyword(s):  
Distance Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Experience ◽  
Educational Process ◽  
Educational Resources ◽  
Portable Devices ◽  
Students With Special Needs ◽  
Teaching Aids ◽  
Learning Platform

In the article, the authors consider mobile learning as a form of resource-based learning of university students in the study of professionally-oriented disciplines. The advantages of mobile learning are revealed: using the latest technology in training; using lightweight, compact, portable devices in training; delivering blended, resource-oriented learning; providing a quality support for training in any format; teaching students with special needs; reducing the costs of educational support; using the new ways of educational content developing; providing the continuous targeted support for the educational process; creating a fun, exciting and comfortable learning experience. The conditions necessary for organization of mobile education in the educational environment of a modern university are described: availability of mobile devices for students and teachers; access to developed electronic educational resources (electronic textbooks and manuals, educational websites, distance learning courses); organization of feedback between the teacher and the student. On the example of the discipline "Fundamentals of Leadership" at the University of Ukoopspilks "Poltava University of Economics and Trade" (PUET), Ukraine, the authors propose ways of organizing mobile learning for distance students. The developed distance course (via distance learning platform Moodle) and the electronic manual on "Fundamentals of Leadership" for mobile devices (program Dr.Explain) are offered. The opportunities and benefits of Dr.Explain program, which allows you to create e-learning manuals for mobile learning, are demonstrated. The article states that Dr.Explain is a convenient and effective tool / aid for developing a variety of electronic educational resources, ranging from electronic lectures and manuals to complete electronic courseware package and educational Internet resources. The authors emphasize that for mobile learning, it is necessary to create electronic teaching aids in the formats supported by mobile devices.

scholarly journals Blended Learning in English Teaching and Learning: A Review of the Current Literature

2019 ◽  
Vol 10 (2) ◽  
pp. 232 ◽  
Author(s):  
Waheeb S. Albiladi ◽  
Khlood K. Alshareef
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Social Benefits ◽  
Traditional Teaching ◽  
English Learning ◽  
Teaching Approaches ◽  
Language Context

This paper provides a review of the research related to the use of blended learning in English as a second/foreign language context. Blended learning is a relatively new field that combines traditional teaching approaches with distance and online learning. The use of blended learning has been emphasized by the recent research that examines the academic and social benefits of this teaching approach. Because it combines traditional and online teaching modes, the promise of blended learning rests on the strengths of both teaching approaches. The present review of the literature revealed that blended learning can be used effectively to develop language skills, enhance the English learning environment, and promote students’ motivation toward learning the language. There is a dearth of literature that examines the challenges that face language teachers when using blended learning. Hence, more research has to be done to identify and deal with these challenges.

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