scholarly journals Distanced Language Education during the Pandemic from the Perspectives of Foreign Language Instructors

2021 ◽  
Vol 12 (5) ◽  
pp. 30
Author(s):  
Bilal Üstün ◽  
Aysel Deregözü
Keyword(s):  
Distance Education ◽  
Foreign Language ◽  
Student Teaching ◽  
Language Education ◽  
Digital Learning ◽  
State University ◽  
Assessment And Evaluation ◽  
Analysis Programme ◽  
Language Instructors ◽  
Foreign Language Instructors

This study aims to examine the opinions of foreign language instructors who teach at preparatory classes through distance education during the pandemic. Based on this objective, five instructors working at a School of Foreign Languages at a state university in Turkey were interviewed and their opinions regarding the positive and negative aspects of distance language teaching were revealed. Moreover, the problems they faced, materials they used, and their willingness to teach through distance education after the pandemic were questioned. Qualitative research method was used in the study. The interviews were decoded and themes were determined. The themes and codes were organized and interpreted using the ATLAS.ti qualitative data analysis programme. The findings revealed four main categories: learning, student, teaching, and assessment and evaluation. Giving education without time and space restrictions, encouraging individual learning, fostering digital learning, and being economical were some of the positive aspects. As for negative aspects, it could be stressed that the instructors were not able to interact with the students adequately and, particularly, they were unable to teach and support the students’ speaking and writing skills at the desired level. From the findings, the use of distance education partially after the pandemic can be suggested as it offers various advantages of time, place, and economy to learners and teachers in education.

scholarly journals Foreign langauge instructors' attitudes towards learner autonomy in foreign language learnin

2015 ◽  
Vol 5 (5) ◽  
pp. 587-606
Author(s):  
Mustafa Özdere
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Study Data ◽  
Survey Study ◽  
Formal Learning ◽  
The Past ◽  
Language Instructors ◽  
Foreign Language Instructors

Learner autonomy has been a buzz word in foreign language education in the past decades. Learner autonomy can be defined as the situation in which learners accept the overall responsibility regarding their own learning. In formal learning contexts, teachers are expected to share some instructional responsibilities with students, acquire new roles and lead their students accordingly for the promotion of learner autonomy. The purpose of this study is to determine if there has been a change in the foreign language instructors' attitudes towards learner autonomy and sharing some instructional responsibilities with their students throughout time at Niğde University. It also aims to determine the direction and the possible causes of this change. For this study, trend survey study design was employed. 25 instructors participated the study. Data for these two studies was collected by a questionnaire designed on a 5 point Likert-Scale consisting of 13 main questions. The overall results of the study indicated that foreign language instructors' attitudes towards learner autonomy have changed within time in a positive way. The possible reasons for this change could be the development of the facilities, opportunities for professional development, increase in the awareness regarding the concept, cultural and traditional changes in attitudes towards learning a foreign language.

scholarly journals The Development of the Linguistic Persona in the Context of Professionally Oriented University-Level Foreign Language Education

2021 ◽  
pp. 123-136
Author(s):  
Liudmila Konyakhina ◽  
◽  
Lora Yakovleva ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Professional Communication ◽  
Foreign Languages ◽  
Language Programs ◽  
University Level ◽  
Foreign Language Programs ◽  
Foreign Language Instructors

The article discusses a number of issues related to developing the linguistic persona and intercultural competency and focuses on educational ideas, strategies, technologies, and practices that embody intercultural approaches to foreign language education. To ensure the high quality of foreign language education, our priorities must include the development of competences in the area of professional communication in foreign languages. In that regard, the article identifies pedagogical conditions conducive to fostering the socio-cultural competence and the successful development of the learner’s linguistic persona. The authors present mechanisms of implementing the said pedagogical conditions in the following areas: a) developing communication skills and competencies of foreign language instructors; b) modeling situations with communication barriers in diverse ethnocultural environments; c) acquiring and selecting ethnocultural information; d) integrating in-class and out-of-class activities in a foreign language; and e) establishing a good rapport between an instructor and her students. The authors go on to describe the methodological basis for designing the content of foreign language programs, identify optimal approaches to teaching and learning foreign languages, and reflect on the context of the intercultural paradigm in university-level foreign language education.

scholarly journals Pedagogical Linguistics Training for Graduate Students

2020 ◽  
Vol 54 (2) ◽  
pp. 337-346
Author(s):  
Etsuyo Yuasa
Keyword(s):  
Graduate Students ◽  
Language Education ◽  
Ohio State University ◽  
Japanese Language ◽  
State University ◽  
Diversity And Inclusion ◽  
Language Instructors ◽  
The Ohio State University ◽  
Prior Experiences

This commentary tries to address how we can foster diversity and inclusion among peers and potential peers in Japanese-language education based on my experience with providing pedagogical linguistics training to graduate students at The Ohio State University. Pedagogical linguistics training aims to instill future Japanese-language instructors with the knowledge of how the Japanese language works and to foster their ability to incorporate such knowledge into teaching. I would like to propose that pedagogical linguistics training can be a powerful tool to help individual teachers achieve their potential regardless of their prior experiences and backgrounds. I will discuss 1) the importance of pedagogical linguistics training and how it empowers future Japanese-language; and 2) issues in pedagogical linguistics training.

scholarly journals The Use of Listening Comprehension Strategies in Distance Language Education

2021 ◽  
Vol 14 (10) ◽  
pp. 62
Author(s):  
Aysel Deregözü
Keyword(s):  
Distance Education ◽  
Foreign Language ◽  
Language Learners ◽  
Listening Comprehension ◽  
Language Education ◽  
State Universities ◽  
Comprehension Strategies ◽  
Foreign Language Learners ◽  
Language Classes ◽  
Academic Year

This study aims to examine the listening comprehension strategies used by foreign language learners who are learning languages through distance education. It also aims to explore how the use of listening comprehension strategies differs in terms of three variables, namely, gender, L2, and department majored. To do this, the Listening Strategy Inventory was administered to students attending English and German language classes through distance education at three state universities in Turkey. The data were collected during the 2020-2021 academic year. The study used quantitative analysis methods. The data were analyzed with descriptive statistics and the statistical analyses independent samples t-test. The findings revealed that students use listening comprehension strategies at a moderate level. The most commonly used listening comprehension strategies were those for while listening and nonverbal strategies, while learners use word-oriented strategies the least. The study also revealed statistically significant differences by gender in foreign language learners’ listening comprehension strategies, but no significant differences for department majored and L2 variables. It is recommended that individual differences be considered when teaching listening comprehension strategies to foreign language learners.

scholarly journals Pengaruh Media Audio terhadap Kemampuan Menyimak Bahasa Jerman Mahasiswa Program Studi Pendidikan Bahasa Jerman Universitas Negeri Makassar

2019 ◽  
Vol 21 (2) ◽  
Author(s):  
Misnawaty Usman ◽  
Wahyu Kurniati Asri ◽  
Nurming Saleh ◽  
Ernawati Ernawati
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
T Test ◽  
German Language ◽  
State University ◽  
Education Department ◽  
Study Program ◽  
Department Faculty ◽  
Audio Media

This study aimed to obtain data about the influence on the ability listen to audio media students of German Language Study Program, Foreign Language Education Department  Faculty of Languages and Literature, Makassar State University. The type of this research is a quantitative research using quasi-experimental. The research design used in this study is a pretest-posttest control group design. The population in this study is a student of German language Study Program, Foreign Language Education Department  Faculty of Languages and Literature, Makassar State University 2016/2017, with the number of 46 people. The sample in this study is the total sample. Analysis of the data is an inferential statistical analysis using t-test. The calculation result is t test (8.61) > t table (2.015)  with   alpha level (0.05). That means, there is an effect using audio media on listening skills  of students.

scholarly journals The analysis of students' preferences of mobile applications for studying Russian as a foreign language

2020 ◽  
Vol 48 (6) ◽  
pp. 220-233
Author(s):  
Tatiana V. Potemkina ◽  
◽  
Lilia V. Bondareva ◽  
Svetlana Novoselova ◽  
Monika Shevechkova ◽  
...  
Keyword(s):  
Czech Republic ◽  
International Students ◽  
Foreign Language ◽  
Mobile Applications ◽  
Language Education ◽  
Mobile Internet ◽  
Language Training ◽  
Digital Learning ◽  
Digital Resources ◽  
The Czech Republic

Introduction. The relevance of the research comes from the tendency for the Russian as a foreign language methodology to apply digital learning tools. The research focuses on mobile applications that are used for self-studies by international students learning Russian. The aim of the research is to establish the factors that influence the preferences in online applications among students learning Russian in different countries. The methodology and research methods. The research relies on the theoretical methods of the analysis of scholarly works, the analysis of the distinctive features of learning Russian in the countries with different social and cultural contexts of language education (the Czech Republic, Turkmenistan). The survey used to gather empirical data (the total of 103 respondents) was aimed to identify the preferences of international students in their choice of online language applications. Results. The research established that about 90% of students from both groups resort to using mobile Internet for learning Russian. Students from the Czech Republic choose language online applications much more frequently than their peers from Turkmenistan (80% and 20% respectively). Czech students prefer to use applications with in-built methodology systems that encourage the development of different types of speech activities. Students from Turkmenistan use applications with a limited range of methodology resources. The factors that are found to influence students’ preferences include the existing context for language training (access to language training, use of digital resources for learning), the presence of the native language in the digital resources, the proficiency level in the intermediary language which is included in the digital education environment.

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