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    Wyświetlanie 1-4 z 4
    Tytuł:
    The effect of computer-assisted gamified learning on students attitudes and progress in advanced grammar class
    Autorzy:
    Turula, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/2087090.pdf
    Data publikacji:
    2021
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    focus on form pedagogy
    technology-enhanced grammar learning
    gamification
    Opis:
    The paper looks at how an eclectic, gamified course design affects student attitudes to learning grammar as well as how effective such a design is in terms of final-exam results. Described and discussed here is a 2-year study investigating such digital enhancement in a Practical Grammar class. Carried out as experimental, the study involved 2 groups of first-year students of the English Studies programme at the Pedagogical University in Cracow, Poland. In the first research group (N1e=14), which underwent the treatment in the academic year 2016/2017, the traditional grammar class was replaced with a quasi- experimental instruction including elements of gamification, digital input flooding (including pull and push presentation techniques) and enhancement as well as collaborative (structure flashcards and grammar memes) and exploratory (structure samples from multimedia) learning of grammar. At the end of the course, the students’ result of the final grammar test were gathered and compared with the results of the population of first-year students (N1c=113) in whose case the traditional treatment (lecture on rules plus practice in class; practice at home). Additionally the students’ attitudes towards various aspects of the experiment were checked with a survey. The same treatment was repeated (N2e=13; N2c=78) in the academic year 2017/2018. Data analysis shows that while the experimental treatment proved equally effective examwise, various factors, such as learner individual differences and material specificity need to be taken into account.
    Źródło:
    Teaching English with Technology; 2021, 21, 3; 3-17
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    WHAT THE GOOD (DIGITAL) LANGUAGE LEARNER CAN TEACH US?
    Autorzy:
    Turula, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/955500.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    good language learner
    learner competence
    multiliteracies
    Opis:
    The article revisits the question of the good language learner, with special regard to the contemporary digital learner of English as a foreign language. It focuses on the learner who can certainly be called successful based on the considerably high level of language proficiency s/he has reached (B2-C1). The question considered here – with reference to good learner studies of the 1970s – is to what extent such successful learners of English can actually be called “good language learners” as described in research to-date. In particular, it is interesting to investigate whether such learners effectively utilise the “plethora of creative routes for digital language learning” (Oxford and Lyn 2011: 157) available today. The answer to the questions above was sought in a two-partite study carried out in October-December 2014 among 106 first-year students of the English Studies programme at the Pedagogical University in Cracow, Poland. In the first part of the study all the participants filled in a survey (N=106) whose purpose was to discover typical online language learning routines of the respondents. Subsequently, 16 study participants, randomly sampled from the main pool, took part in semi-structured interviews. The interviews were aimed at examining the nature of the online routines reported in the survey and confronting them with selected characteristics of good language learners identified in the early studies (Rubin 1975; Stern 1975) as well as the more contemporary studies into good digital language learning reported by Oxford and Lin (2011). The results of both parts of the study give a number of insights into how the participants of the study augment their language education with the use of the new media as well as show areas in which they still need the assistance of the (digital) teacher. As a result, it is argued here that while the respondents are good digital language learners from whom we may learn, there are still important things to be taught to them, with particular regard to developing digital learner autonomy, closely connected to a whole range of digital language learning strategies (Oxford and Lin 2011) and multiliteracies (Pegrum 2009).
    Źródło:
    Teaching English with Technology; 2016, 16, 3; 52-73
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    BETWEEN DEFERENCE AND DEMEANOR: THE OUTSTANDING MIND IN ONLINE COLLABORATION CONTEXTS. SOME INSIGHTS BASED ON THE FIVE-FACTOR MODEL OF PERSONALITY TRAITS
    Autorzy:
    Turula, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/941173.pdf
    Data publikacji:
    2013
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    personality traits CALL
    Opis:
    The article looks at the problem of online collaboration vis à vis individual differences, with special regard to the converger learning style, also referred to – throughout the article – as the solitary outstanding mind. Based on a study of a group of such learners (N=11), utilizing a bifocal analysis of personality types determined by the NEO Five Factor Inventory together with student self-reflection journals, it is being argued here that for everybody to benefit from online co-operation, the teacher needs to sequence groupwork, intertwining it with phases of quiet individual effort; as well as carefully choose tasks remembering their specificity is a catalyser of genuine collaboration.
    Źródło:
    Teaching English with Technology; 2013, 13, 2; 3-22
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    LEARNER AUTONOMY AS A SOCIAL CONSTRUCT IN THE CONTEXT OF ITALKI
    Autorzy:
    Anna, Turula
    Powiązania:
    https://bibliotekanauki.pl/articles/955867.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    learner autonomy
    tandem learning
    online ethnography
    Opis:
    The article looks at language learner autonomy as a social construct in relation to the context and its user based on the example of Italki, a social networking site for tandem language learning. Considering the two foci – the context and the learner – the study is divided into two parts, both carried out from the perspective of online ethnography, each utilising different techniques and tools. Part 1, based on participatory observation and user experience of the author, was aimed at investigating the context of Italki as a language learning environment. Its affordances, noted in the course of the study, are analysed against the three aspects of social learner autonomy (Murray 2014): emotional, political, and spatial, in order to investigate the potential of Italki for interdependent learning. In Part 2 of the study, with its focus on the learner, the data were gathered by means of semi-structured open-ended interviews with Italki users (N=10). One of these interviews evolved into a case study, in which elements of social network analysis (SNA) were utilized to look at learner autonomy of an individual user. The results of the study indicate that learner autonomy in the digital age can be both self- and other-regulated; characterized by learner independence as well as interdependence. All this is very much promoted by new tendencies in language learning and affordances offered by the new media. At the same time, though, the nature of the autonomy exercised will, to a large extent, be determined by individual learner agendas, motives and attitudes.
    Źródło:
    Teaching English with Technology; 2017, 17, 2; 3-28
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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