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    Wyświetlanie 1-4 z 4
    Tytuł:
    Projektowanie kursów języka obcego
    Autorzy:
    Pitura, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/782806.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
    Tematy:
    ADDIE
    instructional design
    language course
    Polish as a foreign language
    Opis:
    Courses of Polish as a foreign language, in order to be effective, should be created in accordance with the principles of instructional design. This article sets out to apply the ADDIE approach to designing courses of foreign languages. It begins by addressing the matters of communicative language competence and foreign language acquisition. What follows is basic information about the ADDIE model, i.e. its consecutive phases and corresponding procedures. These fundamental issues must be taken into account by language course designers if they are to create courses that will be effective and satisfying for their recipients.
    Źródło:
    Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia; 2016, 7, 223; 138-152
    2082-0909
    Pojawia się w:
    Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    “CREATING A COMIC STRIP IS VERY CREATIVE AND THANKS TO IT WE LEARN AND REMEMBER” – STUDENT PERCEPTIONS OF A BIOLOGY CHALLENGE IN A GAMIFIED EXTRACURRICULAR CLIL PROJECT
    Autorzy:
    Pitura, Joanna
    Chmielarz, Dagmara
    Powiązania:
    https://bibliotekanauki.pl/articles/955695.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    gamification
    CLIL
    upper-secondary school
    motivation
    technology
    Opis:
    Upper-secondary school students must prepare for adult life, which – among others – entails acquiring relevant skills and discovering their own potential. Efforts at European and national levels have been made to ensure that students gain the competences, the so-called key competences, which facilitate functioning in the modern world. However, in Polish upper-secondary schools their overall development may be problematic as schoolwork is heavily exam-oriented. In order to address this challenge, a study was undertaken, the aim of which was to investigate the usefulness and feasibility of applying gamification to an extracurricular CLIL project intended to develop key competences in an upper-secondary school. The paper reports on one part of this study, i.e. on how a biology challenge (two tasks) was designed, implemented and evaluated. The results show educational and emotional gains, suggesting the motivational effect of gamification in learning.
    Źródło:
    Teaching English with Technology; 2017, 17, 3; 77-95
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Tools for Scaffolding the Development of L2 Speaking in English-medium Higher Education: Lessons from Poland and Australia
    Autorzy:
    Pitura, Joanna
    Chang, Heejin
    Powiązania:
    https://bibliotekanauki.pl/articles/22446738.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    scaffolding
    L2 speaking
    higher education
    Polska
    Australia
    Opis:
    Participating in oral L2 communication may be challenging for English-medium higher education students. While literature suggests that scaffolding facilitates the development of L2 speaking, research has not addressed the notion of tools for scaffolding its development. The aim of this study is twofold: (1) to investigate how scaffolding can be embodied in tool design to support L2 speaking and (2) to obtain and analyse student perceptions of the tools. We draw on questionnaire data gathered in two iterations of a larger design-based research study conducted in two contexts: English Studies students in Poland (N = 26) and culturally and linguistically diverse L2 learners in Australia (N = 12). This study illustrates how features of scaffolding were applied to map instructor, peer- and technology-based tools in terms of learning activities, resources, technology and feedback. The results suggest that these tools may cater to the multiple levels of student understanding and skill with regard to the development of L2 speaking found in modern L2 classrooms.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-35
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    LEARNING ENGLISH WHILE EXPLORING THE NATIONAL CULTURAL HERITAGE: TECHNOLOGY-ASSISTED PROJECT-BASED LANGUAGE LEARNING IN AN UPPER-SECONDARY SCHOOL
    Autorzy:
    Pitura, Joanna
    Monika, Berlińska-Kopeć
    Powiązania:
    https://bibliotekanauki.pl/articles/955430.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    project-based language learning
    technology
    upper-secondary school
    Opis:
    The quality and content of English language courses offered in secondary schools require special attention as they affect many students who learn English as one of their school subjects. Despite curricular provisions prescribing balanced development of language competence and a number of so-called “key competences”, class work in Polish upper-secondary schools heavily focuses on developing students’ selected language skills and language systems, i.e. the areas that are tested during school-exit exams, neglecting civic competences (i.e. group work) and digital skills. It is suggested that technology-assisted project-based language learning can help remedy this situation. Accordingly, the aim of this article is to outline a class project that illustrates the integration of project-based learning approach in language (English) and content (Polish language and culture) learning, the execution of which necessitates collaboration in groups, as well as the use of technology. It is hoped that the presented project will provide inspiration and guidance on how to engage upper-secondary school students in meaningful project work so that the development of target competences can be facilitated.
    Źródło:
    Teaching English with Technology; 2018, 18, 1; 37-52
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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