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    Tytuł:
    SAME TIME SAME PLACE: DO MALL CLASSROOMS EXIST?
    Autorzy:
    Byrne, Jason
    Powiązania:
    https://bibliotekanauki.pl/articles/955499.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    CALL
    English Language Teaching
    MALL
    Mobile Learning
    TEFL
    Opis:
    This paper seeks to help clarify whether Mobile-Assisted Language Learning (MALL) is primarily an independent self-study activity or whether MALL classrooms exist. The research hypothesised that a large number of users frequently using specific MALL apps, at the same time and in the same city location, may indicate the existence of MALL classrooms. The research makes use of big data, in the form of Google Analytics data, collected from two EFL learning mobile apps. The data was gathered over a five month period, in 2015, from more than 6,000 cities worldwide. The research, in doing so, opens a sociological window into the world of MALL, providing a sample of actual user behaviour. The results strongly suggest that independent study is almost certainly the main form of MALL activity. However, the research also concludes that MALL classroom-driven activity may exist in some cities.
    Źródło:
    Teaching English with Technology; 2016, 16, 3; 74-84
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Learning specific academic vocabulary using mall: experience from computer science students
    Autorzy:
    Simanjuntak, Risa Rumentha
    Powiązania:
    https://bibliotekanauki.pl/articles/2096317.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    ESAP
    MALL
    mobile dictionary
    Computer Science
    Opis:
    This study investigated the experiences of students in learning specific academic English vocabularies (ESAP) through the use of a mobile dictionary called SPEARA. The mobile app was designed to help the students learn the use of specific words, providing definitions and examples of use from authentic sources. The study aimed at identifying points of learning students experienced when using the mobile-assisted language learning (MALL) by answering two questions: first, to what extent students improved their ESAP using MALL and second, how students perceived MALL for studying specific words in Computer Science. Data for this study were collected from 113 Computer Science students enrolled in English for Academic Purposes classes. Two data sets were compiled in this mixed-method study. The first data set consisted of test scores, and the second data set contained transcripts from interviews with students and students’ essays. Findings showed significant learning improvement in the use of MALL to students’ vocabulary knowledge (SD=0.992). Students perceived leaning using MALL to be both positive and rewarding. Interestingly, students revealed the use of MALL could not replace human interactions. Human interactions could enrich students’ understanding and allowed the exchange of ideas. Further implications on human-interactions in MALL and on the future investigation were also discussed.
    Źródło:
    Teaching English with Technology; 2020, 20, 5; 87-107
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    DEVELOPING EFL ELEMENTARY LEARNERS’ WRITING SKILLS THROUGH MOBILE-ASSISTED LANGUAGE LEARNING (MALL)
    Autorzy:
    Gharehblagh, Nasibeh Mahi
    Nasri, Najmeh
    Powiązania:
    https://bibliotekanauki.pl/articles/955782.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    MALL
    mobile technology
    m-learning
    writing skills
    Opis:
    This study aimed to investigate the effect of Mobile-Assisted Language Learning (MALL) as compared to paper-based instruction in the development of Iranian EFL elementary learners’ writing skills. The research purpose was threefold: 1) to investigate the effect of MALL on elementary learners’ writing skills; 2) to make a comparison between the obtained results of MALL and pencil-and-paper methods, and 3) to assess elementary students’ attitudes about learner involvement in collaborative learning (CL) settings through mobile phone (MPh) interactions. For this purpose, 30 Iranian EFL elementary students were selected and randomly assigned to two groups: one experimental and one control. While the experimental sample received mobile-based instructions on their writing assignments, the students in the placebo group were provided with only paper-based instruction. The findings revealed that the participants in both groups showed considerable improvement on the immediate and delayed writing post-tests; however, on average, those in the experimental MALL group were shown to have outperformed the students in the control group significantly. Not surprisingly, the learners in the treatment group had made fewer errors on the targeted grammatical structures like the use of adjectives, possessives and simple present tense compared to those in the control sample. Finally, the results of the post hoc interview reflected that MALL learners felt positively about the utility of mobile technology in writing classes. Essentially, the findings could be of great help to EFL teachers, EFL learners, and course designers.
    Źródło:
    Teaching English with Technology; 2020, 20, 1; 104-121
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    SMARTPHONES AND CLT: THREAT OR OPPORTUNITY?
    Autorzy:
    Walsh, Rupert
    Powiązania:
    https://bibliotekanauki.pl/articles/955959.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    MALL
    CLT
    classroom teaching
    language pedagogy
    Opis:
    Mobile Assisted Language Learning (MALL) is one of the fastest growing ELT sectors. To date, the teaching methods of MALL appear overly influenced by the desires of businesses, large institutions and technicians to produce easily measurable outcomes, rather than foundations built on upon pedagogical research that emphasises the importance of developing the communicative competence of learners. Findings from initial studies on MALL indicate not only the feasibility of using mobile devices for communicative purposes within classroom teaching, but also the opportunities they provide to implement a communicative approach more successfully than previously possible. Outworkings of this potential need to be established while the development of MALL remains at the “work in progress” stage.
    Źródło:
    Teaching English with Technology; 2019, 19, 2; 59-69
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Modern technology in language learning and teaching
    Wykorzystanie nowych technologii w nauce języka obcego
    Autorzy:
    Ostanina-Olszewska, Julia
    Powiązania:
    https://bibliotekanauki.pl/articles/1896929.pdf
    Data publikacji:
    2018-12-30
    Wydawca:
    Uniwersytet w Białymstoku. Wydawnictwo Uniwersytetu w Białymstoku
    Tematy:
    nowe technologie do nauki języków obcych
    zasoby cyfrowe
    platformy internetowe
    CALL
    MALL
    technology for language learning
    digital resources
    internet platforms
    CALL and MALL
    Opis:
    Wraz z rewolucją technologiczną, stosowanie technologii informatycznej jest wszechobecne i stanowi integralną część naszego życia. W dzisiejszych czasach uczniowie języków obcych mają dostęp do szerokiej gamy narzędzi i zasobów internetowych oraz korzystają w coraz szerszym zakresie z technologii cyfrowych (nauka języka wspomagana komputerowo – CALL). Nowoczesne urządzenia IT i aplikacje mobilne znacznie ułatwiły naukę języków obcych dzięki opcjom wyszukiwania informacji w źródłach internetowych i słownikach elektronicznych, sprawdzania pisowni, śledzenia wiadomości, itp. Cyfryzacja w edukacji ułatwia dostęp do materiałów i innych zasobów, jednocześnie nauczyciele podejmują coraz częściej nowe wyzwania, takie jak identyfikacja i wybór zasobów cyfrowych odpowiednich do ich własnych kontekstów dydaktycznych, a także projektowanie i wdrażanie działań z zastosowaniem techniczno-pedagogicznym w nowoczesnych klasach podczas nauki języków obcych. Nie ma potrzeby dodawać, że zarówno nauczyciele, jak i uczniowie muszą zapoznać się z nową technologią, żeby w pełni korzystać z aplikacji i nowoczesnych rozwiązań. Technologie mobilne (MALL – nauka języka wspomagana technologiami mobilnymi) na zasadzie powszechnej/ogólnej dostępności «anytime, anywhere» (Kukulska-Hulme & Shield, 2008) są obecnie szybko rozwijającym się obszarem zainteresowania badaczy, a branża technologiczna dostarcza elektroniczne rozwiązania do nauki języków obcych w coraz większym zakresie. Chociaż «autonomia ucznia» (Benson, 2007) jest promowana przez MALL, a uczniowie mają w większości pozytywny stosunek do korzystania z urządzeń mobilnych, mogą one napotkać na pewne trudności, szczególnie podczas dokonywania wyboru odpowiedniego narzędzia lub programu. W artykule zostaną przedstawione trzy platformy zaprojektowane do nauki języków. Platformy do nauki języka islandzkiego, polskiego i estońskiego jako języka obcego dostępne na stronie https://icelandiconline.com/, www.popolskupopolsce.edu.pl/, https://www.keeleklikk.ee/ zostaną omówione w kontekście CALL i MALL.
    With the revolution of technology in the last century, technology is now available everywhere and is incorporated in many aspects of our life. Nowadays learners of foreign languages have access to a wide range of versatile tools and online resources and benefit from the proliferated use of digital technologies (computer assisted language learning – CALL). Modern IT devices and various applications have considerably facilitated language teaching and learning for different purposes, e.g. finding information, interaction, spell check, etc. Digitalization in education facilitates access to materials and other resources, but at the same time teachers face new challenges, such as identification of digital resources appropriate to their own teaching contexts, as well as designing and implementing activities appropriate to the techno-pedagogical affordances of the modern foreign language classroom. Needless to say that both teachers and students have to acquaint themselves with the new technology. Mobile technologies (mobile assisted language learning – MALL) due to its “anytime, anywhere” principle (Kukulska-Hulme & Shield, 2008) is currently a rapidly developing area of interest for researchers and the amount of (freely) available technology for language learning is abundant and still growing. Although “learner autonomy” (Benson, 2007) is promoted by MALL and learners have mostly a positive attitude towards using mobile devices, they may face certain difficulties, especially when making the choice of the suitable tool(s). The paper will consider three platforms that were designed for language learning. Platforms for learning Icelandic, Polish and Estonian as a foreign language accessible at https://icelandiconline.com/, www.popolskupopolsce.edu.pl/, https://www.keeleklikk.ee/ will be discussed in the context of CALL and MALL.
    Źródło:
    Linguodidactica; 2018, 22; 153-164
    1731-6332
    Pojawia się w:
    Linguodidactica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    INVESTIGATING EFL LEARNERS’ PERSPECTIVES ON VOCABULARY LEARNING EXPERIENCES THROUGH SMARTPHONE APPLICATIONS
    Autorzy:
    Ebadi, Saman
    Bashiri, Saba
    Powiązania:
    https://bibliotekanauki.pl/articles/940895.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    MALL
    smartphones apps
    vocabulary learning
    evaluation criteria
    Opis:
    This study investigated EFL learners’ perspectives about their vocabulary learning experiences via a smartphone application. An online demographic questionnaire was used for recruiting 50 EFL learners from a language teaching channel in Telegram messenger required to use a smartphone application called Vocabulary Flashcards 2016 for a month. After finishing the sampling procedure, the participants were asked to take part in Dialang online diagnostic test to specify their vocabulary level proficiency based on CEFR (Common European Framework of Reference). The quantitative and qualitative data were collected utilizing evaluation questionnaires and semi-structured interviews respectively. The evaluation questionnaire adapted from Chapelle’s (2001) evaluation criterion was used to evaluate the application from the users’ perspectives. This study investigated the effects of learners’ proficiency level and gender differences on using the application, and their perspectives on the negative and positive aspects of the application were also uncovered. The findings showed that the users held positive attitudes towards the application because it influenced their learning positively and provided them with both form and meaning-focused instruction, but they were dissatisfied with the app’s levels and authenticity. Results of independent t-test and ANOVA respectively showed that gender and vocabulary proficiency level did not make significant difference on participants’ app usage patterns. The findings of this study highlighted the users’ localized needs which could be used as guidelines for customized vocabulary apps’ development purposes. The study’s implications for learners, teachers, and app developers are discussed in detail.
    Źródło:
    Teaching English with Technology; 2018, 18, 3; 126-151
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    SIGNIFICANCE OF SOCIAL APPLICATIONS ON A MOBILE PHONE FOR ENGLISH TASK-BASED LANGUAGE LEARNING
    Autorzy:
    Ahmad, Anmol
    Farrukh, Fizza
    Powiązania:
    https://bibliotekanauki.pl/articles/955726.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Mobile applications
    language learning
    MALL
    English language
    Opis:
    The utter importance of knowing the English language cannot be denied today. Despite the existence of traditional methods for teaching a language in schools, a big number of children are left without the requisite knowledge of English as a result of which they fail to compete in the modern world. With English being a Lingua Franca, more efforts are mandatory to foster the English language learning abilities. This can be achieved by improving the traditional method of teaching by providing alternative means to ameliorate the effort. Keeping these aspects in view, research is being conducted to evaluate the performance of MOOCs (Massive Open Online Course) and MALL (Mobile Assisted Language Learning) to teach a language. However, this particular research will bring into the limelight a set of social networking applications commonly found in a mobile phone, which can serve as potential English Language Learning tools, due to the versatility of their features. Keeping in view the theories of Mastery Learning, Operant Conditioning, Sense of Community and Task-Based Teaching Principles, the social networking applications will be assessed. Therefore, this descriptive research aims to bring awareness on how the applications can be utilized to enhance task-based learning of English Language.
    Źródło:
    Teaching English with Technology; 2015, 15, 2; 94-105
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Developing a Pronunciation Computer Program for the Acquisition of English Phonemes and Word Stress
    Autorzy:
    Hong, Jhao-Nan
    Yang, James H.
    Powiązania:
    https://bibliotekanauki.pl/articles/620949.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    MALL
    phonemes
    word stress
    Opis:
    This study devised a pronunciation computer program to examine whether mobile-assisted language learning (MALL) could facilitate college students’ acquisition of English phonemes and word stress. Thirty-eight participants enrolled in the remedial English class offered at the language center of a national technological university in central Taiwan. Before the class, they were asked to read a word list. In the following six weeks, they were taught to distinguish and articulate English phonemes and to predict word stress locations using the designed computer program. They were also instructed to review the learning materials using the smart-phone version of the devised program. After the teaching session, each participant was asked again to read the same word list and fill out an assessment questionnaire. The sound analyses show that their readings of English minimal pairs and word stress placement were more accurate than their performances before the instruction. Their responses to the questionnaire indicate that both the given instruction and the designed computer program were satisfactory. In the open-ended questions, some of them said that they have built up a better understanding of phonemes and word stress, and that they would try to predict polysyllabic word stress when reading English articles. The present findings can be further applied to research on MALL-based English pronunciation acquisition.
    Źródło:
    Research in Language; 2017, 15, 4; 325-352
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    UNIVERSITY STUDENT ACCESS TO AND USE OF ELECTRONIC DEVICES: A LATENT ENGLISH LANGUAGE LEARNING POTENTIAL
    Autorzy:
    Alfarwan, Salah
    Powiązania:
    https://bibliotekanauki.pl/articles/955440.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    technology
    CALL
    MALL
    smart phone
    English Language Learning
    ESOL
    EFL
    Opis:
    This study investigates the potential, in relation to learning and using English, which exists in the current access to and use of new technological devices by university students who are not native speakers of English. As an example case, the availability of a range of devices to 138 Saudi English and Business students at a Saudi university was ascertained through a survey, along with their current use both in general, and specifically involving English, both on and off campus. Students and teachers were also interviewed in order to illuminate the further enhancement of student use of their devices for English improvement. The findings indicate that a range of electronic devices, especially smart phones and laptops, are owned by, or to a lesser extent accessible in other ways to, students. English majors however far outstrip Business majors in access to and use of devices. A considerable proportion of use of devices, especially by English majors, is already English-related. On two measures, it is the smart phone which has the greatest potential for further exploitation in relation to English, followed by the laptop and tablet, and for English majors the TV. Based on teacher and student comments, recommendations are made for such English as a foreign language contexts as to how best to move forward to exploit this potential for both groups of students.
    Źródło:
    Teaching English with Technology; 2019, 19, 1; 102-117
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Using Twitter to enhance writing skill with senior high school students: a case study
    Autorzy:
    Espinoza-Celi, Verónica
    Morocho Pintado, Cristina
    Powiązania:
    https://bibliotekanauki.pl/articles/2096334.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    ESAP
    MALL
    mobile dictionary
    Computer Science
    Opis:
    Computer Assisted Learning (CALL) is defined as the process in which a learner improves language skills by using a computer. Hani (2014) argued that CALL enables individualized, continuous, and authentic activities to teach and integrate the four language skills and indicates that immediate feedback can be given. Thus, this research aims to investigate and analyze the use of Twitter to improve writing skills on senior high school students and to determine its effectiveness as a tool in EAP instruction. The participants were 19 students from the senior level and an English teacher. To conduct this research, a mixed-method design was applied; and a survey and pre-post tests were administered to the participants. At the end of the research process, the participants outperformed on post-testing of writing, therefore, it can be concluded that Twitter is an effective tool to improve the written production of senior high school students, and this micro-blogging platform can be integrated to enhance EAP instruction within EFL contexts.
    Źródło:
    Teaching English with Technology; 2020, 20, 5; 108-124
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    21st CENTURY LEARNING SKILLS AND AUTONOMY: STUDENTS’ PERCEPTIONS OF MOBILE DEVICES IN THE THAI EFL CONTEXT
    Autorzy:
    Howlett, Graham
    Zainee, Waemusa
    Powiązania:
    https://bibliotekanauki.pl/articles/955465.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    mobile devices in EFL context
    MALL
    21st century learning skills
    learner autonomy
    Opis:
    This study examined the extent to which English as a Foreign Language (EFL) high-school students believed mobile devices increase learning and learner satisfaction in the Thai school/classroom context, and whether they are prepared for autonomous learning using these devices. The participants were 277 students in eight high-schools in Southern Thailand who completed a questionnaire constructed around the core competencies of 21st century learning skills and autonomous traits in relation to mobile device use. The findings indicated that students had access/ability to use mobile devices, and either agreed/strongly agreed that mobile devices increase their learning potential and satisfaction, suggesting they are ready for autonomous learning using mobile devices in partnership with their 21st century learning skills. Recommendations are made for teachers and policy-makers to allow students to complement their learning using mobile devices.
    Źródło:
    Teaching English with Technology; 2019, 19, 1; 72-85
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The relationship between reading strategy use and reading comprehension as mediated by reading rate: the case of eye movement training by rapid serial visual presentation (RSVP)
    Autorzy:
    Rahimi, Mehrak
    Babaei, Seyyed Abolfazl
    Powiązania:
    https://bibliotekanauki.pl/articles/2097444.pdf
    Data publikacji:
    2021
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    RSVP
    eye movement
    reading
    rate
    comprehension
    cognitive strategy
    MALL
    Opis:
    The purpose of the current study was to examine the relationship between reading strategy use and reading comprehension as mediated by reading rate amongst advanced EFL students who received eye movement training by Rapid Visual Presentation (RSVP) technology. Seventy-two EFL learners participated in the study and received instruction for enhancing their reading speed via Reading Trainer Application for twelve consecutive weeks. Their entry-level of reading strategies awareness was assessed by the Metacognitive Awareness of Reading Strategies Inventory prior to and after the study. Their reading comprehension was assessed by International English System Test before and after the study. Their reading rate was also recorded prior to and after the study. Modelling the relationship between strategy use and reading comprehension as mediated by reading rate was tested prior to the study and the findings showed that the model was not statistically significant. The model was reassessed after the experiment and the results lent credence to the fact that eye training via RSVP for speed reading led to a mediating role for reading rate in the relationship between strategy use and reading comprehension. The results support the fact that reading rate is a contributory factor in understanding reading passages and integrating speed reading training using the-state-of-the-art technologies into reading instruction should be considered in EFL reading courses.
    Źródło:
    Teaching English with Technology; 2021, 21, 1; 94-111
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Architettura del regime e apprendimento incidentale dell’italiano: uno studio con la app “Forliviamo”
    Architecture of the Regime and Incidental Learning of Italian: A Study with the “Forliviamo” App
    Autorzy:
    Zingaro, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/34655845.pdf
    Data publikacji:
    2023-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    totalitarian architecture
    app
    MALL
    Italian L2
    incidental learning
    architettura del regime
    italiano L2
    apprendimento incidentale
    Opis:
    This paper aims to describe the use of the Forliviamo app, which fosters incidental learning of Italian as L2 through the promotion of the city of Forlì and its surroundings. It will show how the app was used with a two-fold objective: to introduce users to the controversial topic of Fascist architecture and to foster incidental learning of Italian. After a brief portrayal of the context in which the app originated, the theoretical underpinnings that supported the project, and a general description of the app contents and functions, particular attention will be paid to the analysis of the outcomes of testing with international students. The app was evaluated as very useful from a touristic and educational point of view not only to discover architectural heritage and its specialized vocabulary, but also and especially to promote awareness about the existing debate on the controversial legacy of the architecture of totalitarian regimes.
    L’articolo si propone di descrivere l’uso dell’app Forliviamo che favorisce l’apprendimento incidentale dell’italiano come L2 attraverso la promozione della città di Forlì e dei suoi dintorni. Si mostrerà come l’app sia stata utilizzata con un duplice obiettivo: introdurre gli utenti al tema controverso dell’architettura fascista e favorire l’apprendimento incidentale dell’italiano. Dopo una breve descrizione del contesto di sviluppo dell’app, verranno brevemente delineati i fondamenti teorici alla base del progetto. Seguirà una descrizione generale dei contenuti e delle funzioni dell’app. Particolare attenzione sarà dedicata all’analisi dei dati raccolti nell’ambito di una sperimentazione condotta con studenti internazionali, in cui l’app è stata valutata come molto utile dal punto di vista turistico ed educativo non solo per scoprire il patrimonio architettonico e il suo vocabolario specialistico, ma anche e soprattutto per promuovere la consapevolezza del dibattito esistente sulla controversa eredità dell’architettura dei regimi totalitari.
    Źródło:
    Italica Wratislaviensia; 2023, 14.2; 191-210
    2084-4514
    Pojawia się w:
    Italica Wratislaviensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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