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    Tytuł:
    Students perceptions of the incorporation of flipped learning into L2 grammar lessons
    Autorzy:
    Noroozi, Ahmad
    Rezvani, Ehsan
    Ameri-Golestan, Ahmad
    Powiązania:
    https://bibliotekanauki.pl/articles/2097667.pdf
    Data publikacji:
    2021
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    conventional classroom
    flipped classroom
    sociocultural theory of learning
    students’ perception
    Opis:
    The present study examined EFL learners’ perceptions of using flipped learning procedure in a grammar class. The participants recruited were 60 Iranian intermediate male EFL learners, randomly assigned to an experimental and a control group. The learners in the control group, having no preparation prior to class, were given direct instruction by using whiteboard with no or little use of interactivities in their grammar lessons. The instruction in the experimental group, however, featured flipped learning through WhatsApp and was augmented through in-class face-to-face discussion. Online teaching as the pre-class preparatory activity grounded the learners in the formal instruction of new grammatical concepts. The in-class time was then used by the teacher to induce learner-centered, meaningful interaction intended to render better comprehension and retention of the target grammar. The data collection instruments were College and Universities Classroom Environment Inventory (CUCEI) and a semi-structured interview. The results revealed that the participants receiving flipped learning instruction found it satisfactory, engaging, and effective. The findings add further evidence to the existing literature on flipped learning and have implications for curriculum development and pedagogy enhancement.
    Źródło:
    Teaching English with Technology; 2021, 21, 1; 112-130
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dyskurs edukacyjny w klasie językowej z perspektywy teorii społeczno-kulturowej
    Educational discourse in the foreign language classroom from the perspective of Sociocultural Theory
    Autorzy:
    Rokoszewska, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/1037625.pdf
    Data publikacji:
    2019-09-24
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    educational discourse
    Sociocultural Theory
    Activity Theory
    dyskurs edukacyjny
    podejście społeczno-kulturowe
    teoria działania
    Opis:
    The present paper focuses on classroom discourse from the perspective of Sociocultural Theory. This theory, represented mainly by Vygotsky (1978), Leont'ev (1978) and Wertsch (1985), has been applied to second language acquisition by researchers such as Lantolf (1994). Firstly, the paper presents the view of language and language learning and the main constructs in sociocultural SLA, such as mediation through social interaction, mediation by means of private speech, internalization, the zone of proximal development, and Activity Theory. The methodology of sociocultural research is also taken into consideration. Secondly, the paper describes a number of studies into classroom discourse which are discussed in reference to the constructs mentioned above. Thirdly and finally, the paper provides some evaluation of the theory in question.
    Źródło:
    Neofilolog; 2012, 38/1; 27-42
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Der phänomenographische Ansatz in der glottodidaktischen Forschung
    The phenomenographic approach in research on second language learning
    Autorzy:
    Nerlicki, Krzysztof
    Powiązania:
    https://bibliotekanauki.pl/articles/911819.pdf
    Data publikacji:
    2020-06-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Fremdsprachenforschung; Lernermeinungen; Phänomenographie; soziokultureller Ansatz
    second language research; learner beliefs; phenomenography; sociocultural theory
    Opis:
    The phenomenographic approach in educational research dates back to the early1980s. Marton and his co-workers focused on the significant role which is played by the individual beliefs of learners in the processes of teaching and learning. The study of learning experiences, reflections on these experiences and verbalization of these reflections have defined a new perspective in the perception of educational reality. The paper presents the basic assumptions of the phenomenographic approach and its application in the study of foreign language learners’ beliefs. Since beliefs result from many factors, among others of a socio-cultural nature, particular attention is paid to the dynamics of how beliefs are shaped in the light of the Activity Theory proposed by Vygotsky and his successors Leontiev and Engerström. The paper finishes with a discussion on the prospects of the study of beliefs in the Polish educational context, with particular consideration of foreign language philology students
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 1; 73-89
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THEORETICAL FRAMEWORKS USED IN CALL STUDIES: A SYSTEMATIC REVIEW
    Autorzy:
    Akayoğlu, Sedat
    Powiązania:
    https://bibliotekanauki.pl/articles/569458.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Computer Assisted Language Learning
    theoretical framework
    Social Constructivism
    Sociocultural Theory
    Interactionist Second Language Acquisition
    Opis:
    In the last three decades, there has been a great interest in the field of Computer Assisted Language Learning (CALL). As a newly flourished area, CALL borrowed or adapted theories from other disciplines, such as second language acquisition, linguistics, psychology and education; however, it is still questioned how these theories are modified, utilized and integrated into CALL research. In this study, the articles published in Computer Assisted Language Learning, System, British Journal of Educational Technology, and Language Learning and Technology between 1997 and 2018 were analyzed and the suggested theoretical frameworks for the research studies were examined. First, the articles without any explicit theoretical frameworks were eliminated. Second, the articles with specific theories were categorized and discussed in categories. At the end of the study, it was found that the prominent theoretical frameworks used in the last two decades were Social Constructivism, Sociocultural Theory, and Interactionist SLA in CALL studies. As for further studies, it can be claimed that these prominent theories will continue to be adopted by the researchers no matter what kind of new tools and platforms emerge for educational purposes. These findings might help researchers to better understand the past and the present situation of CALL research and to design further studies.
    Źródło:
    Teaching English with Technology; 2019, 19, 4; 104-118
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Roles of Music-Making in the Process of Cross-Cultural Adaptation: A Case of International Students in Wrocław
    Autorzy:
    Alptekin, Emre Can
    Powiązania:
    https://bibliotekanauki.pl/articles/2196932.pdf
    Data publikacji:
    2022-10-06
    Wydawca:
    Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu
    Tematy:
    music-making
    sociocultural adaptation
    psychological adjustment
    culture learning theory
    social network
    cross-cultural transition
    Opis:
    With the intensifying flow of academically motivated people between countries, the significance of research on cross-cultural adaptation increases. Although the problems and difficulties caused by cultural differences have been researched extensively, this research focused on a common practice among different cultures: participative music making in an intercultural context. Therefore, the current study explores how participative music-making shapes international students’ cross-cultural experiences in Wroclaw. For this purpose, the relevance between international students’ cross-cultural adaptation and music-making as a social activity in Poland is examined. The required data were gathered through in-depth interviews with six students from various countries who made music as a collective activity during their transnational accommodation. The collected data is analysed by the inductive coding approach to explore the commonalities in the international students’ experiences. Findings concluded that collective music making shapes music-maker students’ cross-cultural experiences by not merely helping them gain a specific social network but also contributing to their financial income and mood states, and finally, privileged behaviour by the host country members towards these students.
    Źródło:
    Academic Journal of Modern Philology; 2022, 15; 21-32
    2299-7164
    2353-3218
    Pojawia się w:
    Academic Journal of Modern Philology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-5 z 5

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