Alternative Evaluation as a Means of Inclusion

The present study concerns a field research aiming to investigate the stances of primary and secondary school teachers in Greece about alternative assessment methods (AAM). For this purpose, 181 language teachers answered an e-questionnaire. In addition, the curricula for Greek and foreign language courses taught in compulsory state education were analysed in order to explore the type and the extension of references to AAM in them. Data analysis showed that teachers of secondary education use AAM on a more frequent basis and a larger variety of them than those of primary education. Furthermore, from data analysis resulted a strong preference of the respondents for self-assessment, portfolio, and project methods. The curricula analysis revealed extensive reference to AAM in foreign language curricula, mainly to portfolio and project. As the regression analysis indicated, teaching experience was not related to the AAM usage. However, teachers' training on AAM appeared correlated with their positive stances towards it.

The Impact of International Virtual Exchange on Participation in Education Abroad

International virtual exchange is gaining popularity as an innovative approach to providing international experiences to students, particularly considering the COVID-19 pandemic. However, little research has been conducted on this unique teaching approach or how it fits into university comprehensive internationalization plans. In this paper, we develop a simple theoretical model to explain the impact of taking international virtual exchange classes on students’ decisions to subsequently study abroad. We use a linear probability model with a longitudinal panel that follows 39,381 students through their entire academic career at a large American university to estimate the impact of international virtual exchange and foreign language courses on the probability of subsequent study abroad. Based on our preferred matching model, which accounts for observable differences in student characteristics, we find the likelihood a student will subsequently study abroad approximately doubles if they take an international virtual exchange course.

Foreign Language Course for General Education on the Basis of Learner’s Knowledge －Focusing on the case of a 〈Basic German course〉 at the H. University

Foreign language courses for General Education generally suffer from poor conditions when it comes to the promotion of the communicative competence of learners. This is due to the predominance of frontal teaching, an insufficient number of lessons, different learner language portfolios, etc. However, learners present many advantages for language acquisition, e.g., the linguistic foundation provided by their mother tongue, their world knowledge, and their English learning experience. Therefore, the limits of the foreign language course for General Education may be overcome by the learners themselves. Thus, such courses should not focus on communicative competence, but rather should serve to strengthen the characteristics of General Education. Above all, motivating learners and promoting autonomous learning are the most important tasks that foreign language courses for General Education should strive to achieve.

Investigating University Students’ Perceptions About Two Different Cases of Foreign Language Courses

This study investigates university students’ perceptions of two different cases of foreign language courses conducted in L1&L2 and in only L2. This qualitative study was conducted as a multiple case study. The data were obtained via a semi structured and analysed through content analysis. The study mainly revealed the students had overwhelmingly positive feelings about the courses in only L2 as in the second case. They explained some (dis)advantages about both cases of the courses in terms of efficiency, contribution to their vocabulary/grammar knowledge and listening /speaking skills. The frequency levels of both advantages and disadvantages regarding both cases stated by the students were so close. Based on the findings, it can be suggested that a student-teacher driven policy should be implemented to assist the process in using L1 appropriately and necessarily based on the students’ perceptions and preferences.

PHONETIC DIFFICULTIES FACED BY STUDENTS LEARNING ENGLISH IN THE LANGUAGE ENVIRONMENT

The urgency of the topic outlined in the article is explained by the increasing demand for qualified teachers who have a good command of a foreign language. The phonological competence of academic students who will become teachers of English in the future under the conditions of modern challenges and digital age is of great importance. The article provides a theoretical analysis of students’ phonetic complexities while learning a foreign language and the demand for improving students’ phonological competence in the learning environment. The analysis shows that interest in the topic of phonetic difficulties faced by students learning English is constantly growing. Thus, the purpose of the article is to research and analyze common phonetic difficulties faced by students learning English in the language environment and identify key aspects that affect constantly the acquisition of English by students studying university foreign language courses when their major is English, and what is more, they are future teachers of English for secondary schools in Ukraine. Moreover, the present investigation describes key factors that affect considerably the acquisition of the foreign language by students studying university foreign language courses namely Practical Phonetics, Theoretical Phonetics at Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University. The materials of this article may be of use to higher school lecturers and researchers who are interested in mastering phonological competence and developing their foreign language communicative competence as well. Keywords: phonological competence; phonetic difficulties; phonological awareness; phonetics; foreign language pronunciation; pronunciation skills; learning foreign language; language environment.

Designing a Successful MOOC – An Empirical Study of the Foreign Language Courses On a MOOCs Platform

MOOCs have achieved great development in the last five to seven years. However, MOOCs present unique features of their own which distinguish themselves from the traditional classroom interaction. In this article, in order to find out the factors influencing the design of successful MOOCs, we examined the communication mode of MOOCs from the perspective of symbolic interactionism by combining the features of the communication mode of MOOCs as well as that of the traditional classroom interaction. Multiple linear regression analysis was conducted on 280 sample MOOCs from the foreign language courses category of a major Chinese MOOCs platform. The findings indicate that providing options for comprehension, providing options for self-regulation, coherence and temporal contiguity are the key factors for a successful design of MOOCs.

Perception and Expectation of Elective Japanese Language Learners in Malaysian Higher Education Institution: A Case Study

Japanese language course registered as either compulsory elective or free elective foreign language course at University Putra Malaysia (UPM). The Japanese language is the most popular among 11 foreign language courses offered for foreign language students who wish to take global languages proficiency courses. However, their achievements in the course are inadequate as most of them are incompetent in communication skills upon completion of the course. Therefore, this article aims to identify the perception of Japanese language students in UPM to enhance their understanding of the issue. This quantitative research applies questionnaires and random purposive sampling techniques as instruments for collecting data. The sampling consists of 84 students who had enrolled in Basic Japanese level 1course. The findings show there are significant factors attribute to students’ preference for learning the Basic Japanese language. The result of the study also indicated the Kana writing and numbers are easier to acquire compared to vocabulary, sentences, grammar, and particles in the Basic Japanese 1 course. The study also revealed that mastering vocabulary plays a vital role in speaking, reading, and writing well in the Japanese language. Therefore, this study suggests that the instructor should include more engaging activities, teaching aids, and tools in the classroom to make the teaching and learning process more conducive and friendly for the students to excel in this course.

СУЧАСНІ ТЕХНОЛОГІЇ ТА СТРАТЕГІЇ В ОНЛАЙН ВИКЛАДАННІ АНГЛІЙСЬКОЇ МОВИ ДЛЯ ГУМАНІТАРНИХ ФАКУЛЬТЕТІВ

The article is devoted to the use of online technologies and strategies in learning a foreign language. In particular, in close correlation with full-time education, the article considers the leading strategies and technologies used by higher education institutions in building online foreign language courses. These are mainly lectures, discussions, games, simulations, blog technologies, wiki technologies, etc. The article mentions the work of the world's leading online universities. Quotes from their supervisors and lecturers are given, which analyze the main concepts that distinguish or, conversely, resemble online and offline learning. We can say that today the technology has reached a sufficient level for students to receive a proper education, even in distance learning. Even more, thanks to the synchronous and asynchronous method of teaching, students get additional opportunities that are not always available in the classroom. However, it is worth noting that mastering, selecting and successfully using existing technologies is another challenge for teachers working online.The article also discusses the advantages and disadvantages that accompany online learning. The article analyzes the methods and means of learning a foreign language online. According to the author of the article, the number of online courses, online faculties and online universities will grow steadily every year. Because they do not require significant investment and allow people to be educated regardless of their geographical location. However, online education relies heavily on traditional education, it creates space for the preservation, development and improvement of traditional learning models, as well as selectivity in choosing more effective methods.

Hybrid Design and Flipping the Classroom in Content-Oriented Foreign Language Courses Developing Intensive Italian for Gamers

In recent years, scholars have increasingly indicated content-based language teaching (CBLT) as a potential successful response to the increasing challenges faced by language departments in higher education. This article is a case study on the advantages of using a hybrid format in a content-based intensive foreign language video game-based (VGBL) course. For decades now, video games have been a pervasive part of our culture. My experiments in introducing video games as a learning device in the F/L2 language classroom have led me to explore the option of teaching a gaming-based language course. I further developed language acquisition strategies using video games and related media. In spring 2017, I used the SLU state-of-the-art learning studio to teach Intensive Italian for Gamers, which combines “traditional” intensive language instruction with gaming-based interaction. Within the pedagogical premise that language acquisition is a process that involves, and benefits from, daily interactions in the language in and outside the classroom, the course targeted the specific segment of the student population that self-identifies as gamers. A specific content-oriented intensive foreign language course of this kind would not have been possible without a hybrid course design format. Flipping the classroom allowed learners to spend more time in contact with the target-language and focus their attention on exploring the spoken language through the digital gaming realia and communicating with one another in the target language on the specific course topic: video games. Flipping the classroom also encouraged students to explore more of the language independently. In an online survey conducted approximately six months after completing the course (response rate was 83.3%), all of the respondents reported that they autonomously continued to play games in the target language in their own spare time, and most of them did so often”. Pilot data show that students attained the desired level, continued learning on their own, and less stress was involved than in a traditional course. My course could serve as a model for a mixed/blended learning format that could be applied to other languages and even other fields. After all, video games lend themselves to some interesting potential multidisciplinary developments in, among other subjects, History, Art and Architecture.

GROWTH, FIXED, AND MIXED MINDSETS

Language learners’ mindsets–their beliefs about whether language is a fixed aptitude that is immutable or a malleable capacity that can be developed–are associated with achievement goals, language-use anxiety, reappraisals of challenges, and persistence. This study integrates these mindset-related constructs to identify mindset-system profiles among foreign language learners. A latent profile analysis of 234 university students in foreign language courses revealed three distinct profiles. The fixed (21.8%) and growth (20.5%) profiles showed distinct and contrasting patterns of goals, reappraisals, anxiety, and persistence. However, most learners (57.7%) endorsed a mixed profile. Although mindsets alone did not predict grades, students in the growth profile were consistently most engaged and achieved the highest grades, suggesting that mindsets function as a system, in concert with related factors. This person-centered approach enhances our understanding of the complexity and functions of the mindset system, as well as the motivation of learners with mixed mindsets.