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Wyświetlanie 1-15 z 37
Tytuł:
The Use of the Socratic Method in an English Language Learning Classroom to Develop a Global Professional Skill
Autorzy:
Mott, Melissa
Powiązania:
https://bibliotekanauki.pl/articles/463229.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
Tematy:
Socratic Method
English Language Learning Classroom
Opis:
In the global marketplace of the 21st century the idea of learning language specific to business exists as an operative necessity in improving the functionality of a marketable skill set. Similarly, the use of work-place specific terminology acts as a key ingredient in improving the ability to work, converse, and thrive in any environment. However, there is a gap which exists in the ability of an individual to succeed in the workplace despite fluency in business specific terminology. This gap can be remedied with a working understanding of the English language and mastery beyond instructivist methods, using a line of inquiry consistent with modern models of a professional workplace. In this paper, I will explain and discuss the benefits of using the Socratic Method in an English Language Learning course of study to cement the effectiveness and success of English vocabulary and terminology in the workplace.
Źródło:
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik; 2015, 13; 43-50
2080-4814
Pojawia się w:
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Psychospołeczne uwarunkowania studentów cywilnych Akademii Marynarki Wojennej powracających do nauki stacjonarnej po pandemii COVID-19 – komunikat z badań
Psychosocial determinants of civilian students of the Naval Academy returning to full-time education after the COVID-19 pandemic - research report
Autorzy:
Buczko, Ewelina
Powiązania:
https://bibliotekanauki.pl/articles/32304196.pdf
Data publikacji:
2023
Wydawca:
Fundacja PSC
Tematy:
pandemic
COVID-19
e-learning
classroom learning
students
psychosocial conditioning
resilience
rumination
reflection
personality
coping with stress
Opis:
After almost three years of the pandemic related to the spread of the SARS-CoV-2 coronavirus, at the beginning of the academic year 2022/2023, readiness to return to full-time education and selected psychological dispositions of 206 civilian students of the Naval Academy were examined. The relationship between students’ attitudes towards the situation of returning to full-time teaching and selected psychosocial conditions such as rumination-reflection, ego resilience, ways of coping with stress and personality dimensions were analyzed. Both groups of respondents differ in terms of their psychological resources, although differently than originally assumed. It turned out that students who want to return to face-to-face learning, and for whom this situation is not an overwhelming problem, do not have better psychosocial characteristics than students who prefer distance learning. The conclusions of this study may help us understand a certain aspect of students’ mental well-being, a different relationship with the environment than before, and the kind of education that we have not yet experienced.
Źródło:
Alcumena. Pismo Interdyscyplinarne; 2023, 3(15); 113-139
2719-9851
Pojawia się w:
Alcumena. Pismo Interdyscyplinarne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Computer-mediated communication as an autonomy-enhancement tool for advanced learners of English
Autorzy:
Wach, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/781009.pdf
Data publikacji:
2012-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Computer-mediated communication
computer-assisted language learning (CALL)
learner autonomy
learning beyond the classroom
Opis:
This article examines the relevance of modern technology for the development of learner autonomy in the process of learning English as a foreign language. Computer-assisted language learning and computer mediated communication (CMC) appear to be particularly conducive to fostering autonomous learning, as they naturally incorporate many elements of autonomy that give learners control over and responsibility for their own learning, such as choosing the materials used, managing their contact with various genres and types of interaction, often in authentic contexts, and evaluating their own progress, measured through their success in understanding and conveying meanings. However, providing access to language resources does not automatically lead to the development of autonomy, as much depends on other factors, such as the learners’ level or previous experience in learner training. The present study investigated whether advanced learners of English made use of out-of-class CMC engagement for the purpose of learning English autonomously. The results indicate that most of the participants were eager to use CMC opportunities to deliberately practice their English, although, quite naturally, leisure and social reasons for using CMC predominated. The expressed willingness to deliberately focus on practicing English during beyond-theclassroom meaning-oriented online interactions confirms the great potential of CMC as an autonomy enhancement tool.
Źródło:
Studies in Second Language Learning and Teaching; 2012, 2, 3; 367-389
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Students’ perception of paperless English classroom: a case study of a Japanese IT universtiy campus
Autorzy:
Ochi, Kentaro
Powiązania:
https://bibliotekanauki.pl/articles/2087168.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
paperless classroom
technology
student learning
Opis:
This exploratory study analyzed students’ perception of a paperless English classroom to identify participants who successfully used the paperless environment. The participants (n = 179) were tasked to answer a questionnaire. Results only showed a significant difference in the amount of time the participants used their PCs to work on their assignments; however, PCs’ prior use was not a factor. The transition from a traditional paper-based classroom to a paperless one cannot be taken for granted. Sufficient instruction on how the digital materials can be accessed is necessary for some learners to embrace a paperless classroom.
Źródło:
Teaching English with Technology; 2021, 21, 4; 35-50
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Le rôle de l’apprentissage informel du FLE dans la stimulation de la conscience et de l’autoconscience métacognitive des étudiants de philologie française. Exemple des films et séries francophones
The role of informal learning of French as a foreign language in stimulating the metacognitive (self-)awareness of French philology students. Example of French-language films and series
Autorzy:
Grabowska, Monika Ewa
Powiązania:
https://bibliotekanauki.pl/articles/15582184.pdf
Data publikacji:
2022-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
informal learning
learning beyond the classroom
French as a foreign language
French philology
films & series
awareness
self-awareness
metacognition
Opis:
The research concerns a specific learning environment, namely the Institute of Romance Studies at the University of Wrocław, and attempts to address two questions: 1. To what extent do students of French philology currently benefit from the affordances offered to them by modern digital tools, in particular the various video-on-demand platforms, for informal learning of French via French-language films and series? 2. How does this activity stimulate their metacognitive awareness and self-awareness in the area of learning French as a foreign language? To this end, students of French philology took part in a survey which demonstrated that films and series are an important leisure activity, even if French-language titles represent only 21% of what they are watching. However, these films and series are subjected to important metacognitive reflection.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2022, 49, 1; 87-106
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Issues and Challenges in the College of Architecture, Qassim University towards Accelerated Learning Techniques
Autorzy:
Ganiron Jr., Tomas U.
Powiązania:
https://bibliotekanauki.pl/articles/1178809.pdf
Data publikacji:
2017
Wydawca:
Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN
Tematy:
Accelerated learning
Qassim University
learner-centered classroom
multiple intelligences
teaching performance
traditional classroom
traditional learning
Opis:
Selection of incompetence teachers and a non-accredited college might affect student learning outcome. Among these outcomes are students’ cognitive skills of comprehension, English proficiency, passing the government examinations, job hunting and the entrance examinations required for the master's program in the top universities of US and UK. This study aims to adopt the principles of Accelerated Learning techniques as a tool to improve the teacher and student performance in the College of Architecture at Qassim University. The results of the study suggest the effectiveness of accelerated learning as indicated by the following: the students’ active participation in class individual and group activities, their good performance in the final examinations and ability to apply what they had learned in the environmental control system. As this study is based on classroom instruction of Environmental Control System Course, the change in behavior expected is the increased ability of the architecture students to perform the core plus the additional requirements of the course
Źródło:
World Scientific News; 2017, 90; 203-230
2392-2192
Pojawia się w:
World Scientific News
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Advanced learners’ foreign language-related emotions across the four skills
Autorzy:
Piniel, Katalin
Albert, Ágnes
Powiązania:
https://bibliotekanauki.pl/articles/780981.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
emotions
language learning
foreign language classroom
Opis:
Individual differences researchers have recently begun to investigate the concept of emotions and their role in language learning (MacIntyre, Gregersen, & Mercer, 2016). Our aim is to report on a project exploring English majors’ feelings related to their use of foreign languages. Using a qualitative research design, participants were asked to write a paragraph in their mother tongue (Hungarian) describing their emotional experiences in connection with foreign languages and one of the four language skills. Our database comprised altogether 166 paragraphs from 31 male and 135 female students, with 43 texts on listening, 35 on speaking, 47 on reading, and 41 on writing. With the help of content analytical techniques, the texts were divided into thematic units and coded by the two authors. A framework of academically-relevant emotions (Pekrun, 2014) was used to guide our initial coding and the categories were modified where it was felt necessary. Results indicate that the two emotions most frequently experienced by English majors are predominantly related to enjoyment and language anxiety, and these emotions vary not only according to the skill involved but also depending on the context of language use (in class or outside class).
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 1; 127-147
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
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:
Learning Continuity during COVID-19 Pandemic using the Virtual Classroom – A Cross-border experimental Multi Case Approach
Autorzy:
Hasan, Khandakar Kamrul
Mukherjee, Debarshi
Saha, Mahasweta
Powiązania:
https://bibliotekanauki.pl/articles/1366411.pdf
Data publikacji:
2021-06-17
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
Virtual Classroom
e-Learning
Blended Learning
Design Thinking
Learning Gain
Opis:
Aim. The global pandemic of the COVID-19 outbreak and the subsequent nationwide lockdown have put the endeavours of both academicians and students to the test. The disruptions are even visible in andragogical approaches across higher education institutions both nationally and internationally. Two government-funded universities in India and Bangladesh have decided to explore avenues to switch to an alternative e-platform overcoming the challenges of traditional classroom teaching. The business management faculties of both universities exercise blended learning modules using a design thinking approach. Methods. This exploratory case study involves university students and teachers reflecting the knowledge delivery mechanism in a collaborative online workspace called Virtual Classroom. The authors have adopted the case method to identify evidence-based practices to improve learning gain. This case is motivated by the profound idea of learning continuity where the agenda of teaching-learning should remain status quo as much as possible, even under the constrained situation. Results and Conclusion. This study confirms that the use of curriculum-based blended learning modules based on a design thinking approach is gaining momentum to offer courses in which videoconferencing is a useful tool, as an addition to present methods of teaching inside the classroom, to strengthen learning and to inspire students to practice learning. Acceptance of technology has made learning accessible and pervasive, bridging the digital divide. Originality. It is a pioneering effort to measure the effectiveness of the online learning of two public-funded universities across borders with similar demographics and challenges. This case makes an original contribution through its observation that even the traditional and public-funded universities erstwhile functioning through purely offline mode are gradually switching to online mode. This case also highlights the imminent need for policymakers to augment and integrate blended learning tools with design thinking approaches for tertiary education to reduce the intermittent use of technology, thereby assuring higher learning gain for the students.
Źródło:
Journal of Education Culture and Society; 2021, 12, 1; 335-354
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
LANGUAGE CLASSROOM DYNAMICS: AN ATTEMPT AT ANALYSING THE LANGUAGE-EMOTIONAL-COMMUNICATIVE PROCESSES IN A CLASSROOM ENVIRONMENT
Autorzy:
Wiśniewska, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/444799.pdf
Data publikacji:
2017-06-01
Wydawca:
Uniwersytet Warmińsko-Mazurski w Olsztynie
Tematy:
language classroom dynamics
second language learning
Opis:
The main objective of the paper is a preliminary analysis of the dynamic interaction between the language-emotional-communicative processes which occur in language classrooms and both the natural conditions as well as student-/teacher-generated factors in classroom environments. In the article, a linguistic experiment conducted in three language classrooms with English as the students’ second language is described and an analysis of the research outcome is undertaken. The analysis of the research outcome serves a better understanding of the mechanisms which govern successful communication in English as the second language. Thus, the intention of analysing the experiment results might also be considered a voice in the discussion on homeostatic tendencies in a language classroom.
Źródło:
Acta Neophilologica; 2017, XIX/1; 69-82
1509-1619
Pojawia się w:
Acta Neophilologica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Community in a Virtual Classroom
Autorzy:
Kwiatkowska, Wioletta
Powiązania:
https://bibliotekanauki.pl/articles/2028756.pdf
Data publikacji:
2014-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
community
virtual classroom
blended-learning
education
Opis:
The main research objectives were presenting experiences of virtual classroom learners in the context of being part of a community or being indifferent towards it, as well as getting to know the value of the community in view of respondents, and the attitudes of respondents to the community. The research operated within the interpretive paradigm. The respondents were twenty six students of different majors at Nicolaus Copernicus University in Toruń. All the respondents emphasized the value of being part of a community; still, the opinions were diverse with regard to individual predispositions, skills and aptitudes of the learners. The obtained results are of great significance to the educational thought and practice and in relation to the growing importance of e-learning and its popularisation.
Źródło:
The New Educational Review; 2014, 35; 66-76
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Effectiveness of Flipped Classroom on Students’ Performance and Satisfaction in a Biostatistics Course
Autorzy:
Tamimi, Mohammed H.
Khvtisiashvili, Tamrika
Tamimi, Malak B.
Samuh, Monjed H.
Powiązania:
https://bibliotekanauki.pl/articles/2034204.pdf
Data publikacji:
2022-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
flipped classroom
university class
alternative-learning methods
Opis:
This paper investigates the effectiveness of the flipped classroom approach on the performance of a group of students in a biostatistics course at Palestine Polytechnic University (PPU). A questionnaire and the class performance are used as the study instruments to evaluate the effectiveness of this approach. The results are compared with another homogeneous group of students using conventional learning. Statistical analysis is carried out to check the significant difference between the two groups. The analysis reveals that the flipped classroom had better class performance and a higher level of satisfaction than conventional learning.
Źródło:
The New Educational Review; 2022, 67; 159-171
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
IMPLEMENTING BLENDED LEARNING AND FLIPPED LEARNING MODELS IN THE UNIVERSITY CLASSROOM: A CASE STUDY
Autorzy:
Sulaiman, Noor A.
Powiązania:
https://bibliotekanauki.pl/articles/569223.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
blended learning
flipped classroom
technology
case study
Opis:
Mobile technologies have increasingly become more and more widespread not only for making our daily lives easier and simpler, but also for their enormous potential in educational development. This case study examines university students’ satisfaction with and perceptions towards the use of blended learning and flipped classroom models in foreign language learning (FLL) contexts. The methodology used in this study involves the descriptive and quantitative analysis of responses generated from students studying English as a foreign language at the Faculty of Foreign Languages at the University of Jordan. The analysis of these responses gave the author of this study an idea about what factors a teacher should take into account when introducing blended learning and flipped classroom models into a classroom.
Źródło:
Teaching English with Technology; 2018, 18, 4; 34-47
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Developing students’ speaking skills through role-play
Autorzy:
Kuśnierek, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1193998.pdf
Data publikacji:
2015
Wydawca:
Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN
Tematy:
ELT classroom
learning foreign languages
play activities in the classroom
theoretical background
Opis:
One of the main purposes of learning foreign languages, particularly English, which has become lingua franca in many parts of the world, is the ability to communicate effectively with other users of the target language. Teaching to communicate in real, everyday situations is very often neglected and students have little chance to practise ordinary language in class. Therefore, teachers ought to provide learners with opportunities to improve their speaking skills. The prime objective of this diploma paper is to investigate whether role-play activities contribute to developing students’ speaking skills in the ELT classroom. This thesis consists of three chapters; the first two sections deal with a theoretical background and the third one focuses on implementing role-play activities in the classroom.
Źródło:
World Scientific News; 2015, 7; 73-111
2392-2192
Pojawia się w:
World Scientific News
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
DEVELOPING ENGLISH SPEAKING SKILLS THROUGH SIMULATION-BASED INSTRUCTION
Autorzy:
Angelini, M.Laura
García-Carbonell, Amparo
Powiązania:
https://bibliotekanauki.pl/articles/955906.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
web-based simulation
blended learning
simulation
flipped classroom
Opis:
Foreign language teachers and researchers face a major challenge enabling students’ learning. Not only must they provide training in the target language, but they must also find ways to optimise class time and enhance students’ communication skills in the target language. How does technology intersect with English teaching in ways that benefit learning? A possible approach would align with integrating web-based strategies and optimising class time through new methodologies, techniques and resources. In this study, a group of university engineering students were taught with simulations to aid their learning of English as a foreign language. These engineering students were taught English through both class-based and a large-scale real-time web-based simulation. We present the results of quantitative analysis of students’ oral production. The goal was to show whether simulation-based instruction contributes to significant progress in oral language production in English. The results indicate that students progressed significantly in four language-related areas: vocabulary, pronunciation, variety of expression and grammar.
Źródło:
Teaching English with Technology; 2019, 19, 2; 3-20
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 37

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