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Tytuł:
Computer based teaching in distance learning department of philological faculty
Autorzy:
Widła, H.
Twardoń, M.
Powiązania:
https://bibliotekanauki.pl/articles/333220.pdf
Data publikacji:
2005
Wydawca:
Uniwersytet Śląski. Wydział Informatyki i Nauki o Materiałach. Instytut Informatyki. Zakład Systemów Komputerowych
Tematy:
nauczanie języków obcych
kształcenie na odległość
materiały on-line
ćwiczenia on-line
foreign language teaching
distance learning
online materials
online exercises
Opis:
The paper is an attempt to show how to introduce elements of distance teaching in philology studies. The key feature of these studies is that the most frequent method of education are workshops and seminars, at which the master-student relationship dominates and the direct thought exchange is fundamental and irreplaceable by any other form of the didactic offer. It appears however, that new technologies can be made use of, along with certain types of distance teaching, despite troubles with breaching the psychological barrier and technical problems. The paper gives factual results of such attempts, illustrating them with products created by lecturers and students. The presentation focuses on the effects of using the new technologies at B.A. and master’s degree seminars on methods of foreign language teaching, literature and linguistics in the past two years, at the Institute of Roman Philology.
Źródło:
Journal of Medical Informatics & Technologies; 2005, 9; 277-284
1642-6037
Pojawia się w:
Journal of Medical Informatics & Technologies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ONLINE ENGLISH LANGUAGE LEARNERS’ PERCEPTIONS OF PORTFOLIO ASSESSMENT
Autorzy:
Baturay, Meltem Huri
Powiązania:
https://bibliotekanauki.pl/articles/955862.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
assessment
language teaching
online learning
perceptions
portfolio
Opis:
Portfolio assessment has been implemented in many core disciplines for quality assurance and consistent assessment of learner outcomes. For English language learning, for which varying proficiency levels of learners exist, portfolios are suggested to assess individual learners’ progress. The current study was carried out in an online English language course at a higher education institution in Turkey. After the portfolio implementation, the researcher collected learners’ perceptions regarding it as an assessment tool through open ended questions. The findings indicated that learners had very positive feelings towards portfolio use in the course because it helped them to see how they were using the target language. They were able to reflect on what they learned, acquired ownership of their work, and took responsibility of their learning process with enthusiasm and enhanced motivation towards the online English language course.
Źródło:
Teaching English with Technology; 2015, 15, 4; 16-28
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
USING QUIPPER AS AN ONLINE PLATFORM FOR TEACHING AND LEARNING ENGLISH AS A FOREIGN LANGUAGE
Autorzy:
Mulyono, Herri
Powiązania:
https://bibliotekanauki.pl/articles/955893.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Online platform
learning management system (LMS)
teaching and learning English as a foreign language (EFL)
computer-assisted language learning (CALL)
Opis:
This paper evaluates the affordability of Quipper as an online platform for teaching and learning English as a foreign language (EFL). It focuses on the extent to which features available in Quipper may correspond to fundamental components of Computer-Assisted Language Learning (CALL) pedagogy, as suggested by Chapelle (2003), including L2-input exposure, interaction and linguistic production. The evaluation results indicate that Quipper is affordable for use as an online teaching and learning EFL platform. More importantly, it corresponds to the three conditions of CALL pedagogy, thus making it a potential aid for activities used in teaching and learning foreign language.
Źródło:
Teaching English with Technology; 2016, 16, 1; 59-70
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Internetowe uczenie języka japońskiego – koncepcja
Teaching Japanese online – a system concept
Autorzy:
Leśniak, Bartłomiej
Żabińska, Małgorzata
Majewski, Janusz
Powiązania:
https://bibliotekanauki.pl/articles/1206580.pdf
Data publikacji:
2017
Wydawca:
Wyższa Szkoła Zarządzania i Bankowości w Krakowie
Tematy:
internetowe uczenie
internetowy system wspomagający nauczanie
język japoński
teaching online
online system supporting teaching
Japanese language
Opis:
Artykuł prezentuje koncepcję internetowego systemu wspomagającego nauczanie języka japońskiego w zakresie przygotowywania do egzaminów JLTP. Celem powstania systemu jest zapełnienie istotnej niszy w obszarze e-learningowego software’u do nauki egzotycznych dla Europejczyków języków obcych. W artykule przedstawiono początkowe etapy procesu tworzenia aplikacji, a więc opis dziedziny problemu i jego analizę z uwzględnieniem modelu wymagań oraz zaprezentowano wybrane elementy projektu części funkcjonalnej systemu. W ramach prac opisywanych w niniejszym artykule w zarysie, opracowano również pełny projekt i implementację proponowanego systemu, której opis może stanowić kontynuację przedstawionych rozważań koncepcyjnych.
The article presents a concept of an online system to support teaching Japanese and to prepare to the JLPT examinations. The objective of the system is to fill the niche in the area of e-learning software for teaching exotic foreign languages to Europeans. The paper presents the initial stages of the application development, the description of the problem area and its analysis with the consideration of the requirement model as well as the selected elements of the functional part of the system. Within the framework of the research that was described generally in the article, a complete project and the implementation of the system was developed whose description may constitute a follow up of the presented conceptual considerations.
Źródło:
Zeszyt Naukowy Wyższej Szkoły Zarządzania i Bankowości w Krakowie; 2017, 43; 33-45
2300-6285
Pojawia się w:
Zeszyt Naukowy Wyższej Szkoły Zarządzania i Bankowości w Krakowie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A higher-education teaching module for integrating industry content and language through online recruitment advertisements
Autorzy:
Tatzl, Dietmar
Powiązania:
https://bibliotekanauki.pl/articles/780419.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
English language teaching
content-based instruction
specialised corpus
online recruitment advertisement
aeronautical engineering
Opis:
Empirical evaluations of practical teaching units integrating content and language in higher education are rare and deserve more attention. The current article aims to narrow this gap by providing an empirical study of an integrating content and language in higher education (ICLHE, Smit & Dafouz, 2012) teaching module. It investigates the effectiveness of a content-based English for specific purposes module in tertiary aeronautical engineering education, which incorporates recruitment advertisements as online resources. The study adopted a mixed-methods approach and surveyed three aeronautical engineering student groups (N = 141) over three consecutive years on their perceptions of the module’s learning outcomes. This longitudinal survey was complemented by a teacher-assessed writing task and a qualitative content analysis of online recruitment advertisements (N = 80) in a self-built corpus. All three year groups rated the 10 questionnaire statements on a 5-point Likert scale rather equally, thus suggesting a similar perception of academic achievement stemming from the module’s completion. This student view was supported by the results of the writing assignment. In short, the module’s effectiveness was corroborated both quantitatively and qualitatively, which identifies this teaching concept as a feasible way forward.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 3; 643-672
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Foreign Language Communicative Competence Formation of University Students by Using Interactive Teaching Methods
Autorzy:
Shcherbakova, Irina A.
Ilina, Marina S.
Powiązania:
https://bibliotekanauki.pl/articles/1967616.pdf
Data publikacji:
2019-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
foreign language
communicative competence
interactive technologies
online platform
teaching methods
educational process
teamwork
Opis:
The article describes features in the developing of foreign language communicative competence by using interactive teaching methods. The directions of developing the students’ foreign language communicative competence are determined. Experimentation on skills in the development of this competence was carried out on the basis of interaction between participants. A comparative analysis of the results in experimental and control groups is proposed. The scientific novelty of the article is that it describes the effectiveness of the experience of using cooperation technology and the online platform Technology Entertainment Design in the developing of foreign language communicative competence of students.
Źródło:
The New Educational Review; 2019, 57; 173-183
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Satisfaction with the conduct of online classes among the students of Zagreb University of Applied Sciences
Zadovoljstvo studenata Tehničkog veleučilišta u Zagrebu provođenjem online nastave
Autorzy:
Bačić, Lucija
Krstinić, Marija
Powiązania:
https://bibliotekanauki.pl/articles/2016073.pdf
Data publikacji:
2020
Wydawca:
European Business School Zagreb
Tematy:
online nastava
klasična nastava
učenje stranog jezika
motivacija
online teaching
traditional teaching
learning a foreign language
motivation
Opis:
The Covid-19 virus epidemic has highlighted the need to discover different methods as well as assess the success of distance learning. Teachers and students around the world have faced perhaps the greatest challenge so far, adapting to the available platforms in a short time and equally embracing both the advantages and disadvantages of virtual teaching. This epidemic has actually widened the gap between those who can access digital learning opportunities and those who are excluded because not everyone has adapted to the situation equally successfully. We must also emphasize that a good online learning experience is not necessarily related to the technology we choose, but to the way teachers and students dedicate themselves to that form of teaching and learning, especially when it comes to learning a foreign language. In this paper, a research was conducted on a sample of 120 full-time and part-time students of the 2nd year of the Mechanical Engineering Department at the Zagreb University of Applied Sciences, in April and May 2020. The objectives of the research are to show the degree of satisfaction or dissatisfaction of the students at the Zagreb University of Applied Sciences as well as to determine the degree of difficulty in mastering a foreign language by online teaching. The research was conducted with a survey questionnaire on the basis of which the calculation of relative frequencies will determine the stated goals.
Epidemija uzrokovana virusom Covid-19 aktualizirala je potrebu za otkrivanjem različitih metoda kao i procjenom uspješnosti poučavanja „na daljinu“. Nastavnici i studenti diljem svijeta su se suočili s možda i najvećim izazovom dosad, u kratkom vremenu se prilagoditi dostupnim platformama i jednako tako prihvatiti kako prednosti tako i mane virtualne nastave. Ova epidemija je zapravo i proširila jaz između onih koji mogu pristupiti mogućnostima digitalnog učenja i onih koji su isključeni jer se nisu svi jednako uspješno prilagodili. Isto tako se mora naglasiti da dobro iskustvo online učenja nije nužno vezano uz tehnologiju koju izabiremo, već uz način na koji se nastavnici i studenti posvete tom podučavanju, pogotovo kada je riječ o učenju stranog jezika. U ovom radu provedeno je istraživanje na uzorku od 120 redovnih i izvanrednih studenata 2. godine Strojarskog odjela Tehničkog veleučilišta u Zagrebu, u travnju i svibnju 2020. godine. Ciljevi istraživanja su pokazati stupanj zadovoljstva, odnosno nezadovoljstva studenata Tehničkog veleučilišta kao i utvrditi stupanj težine savladavanja stranog jezika online nastavom. Istraživanje je provedeno anketnim upitnikom na temelju kojeg će se izračunom relativnih frekvencija utvrditi navedeni ciljevi.
Źródło:
Obrazovanje za poduzetništvo - E4E : znanstveno stručni časopis o obrazovanju za poduzetništvo; 2020, 10, 2; 34-42
1849-7845
1849-661X
Pojawia się w:
Obrazovanje za poduzetništvo - E4E : znanstveno stručni časopis o obrazovanju za poduzetništvo
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
English language teaching in times of crisis: teacher agency in response to the pandemic-forced online education
Autorzy:
Thumvichit, Athip
Powiązania:
https://bibliotekanauki.pl/articles/2085228.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
teacher agency
English language teaching
online teaching
higher education
COVID-19
Opis:
Teacher agency occurs when teachers demonstrate a capacity to solve pedagogical and curriculum challenges. This article delves into how tertiary English teachers in Thailand practice their agency in response to the abrupt conversion to online teaching amid the COVID-19 pandemic. This study drew on teachers’ responses to a questionnaire (n=162) and semi-structure interviews (n=3) to identify their positioning and agentic actions. The results suggest that teachers’ positioning as being professionally responsible for students’ learning outcomes remains intact, even though the situation restricted them from going beyond their fundamental responsibilities. From a pedagogical standpoint, teachers’ agentic actions identified were endeavoring to create an interactive learning environment; implementing social media platforms to compensate for the loss of face-to-face communication; working with students to adjust their teaching practices; promoting autonomous learning; and incorporating formative assessment approaches. Teachers might find themselves struggling to achieve their pedagogical goals, but once they become familiar with the new learning environment and master suitable teaching methods, online learning can be a viable option for formal language education, even in the normal situation.
Źródło:
Teaching English with Technology; 2021, 21, 2; 14-37
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ESP Teachers’ Perspectives on the Online Teaching Environment Imposed in the Covid-19 Era - A Case Study
Autorzy:
Gavranović, Valentina
Prodanović, Marijana
Powiązania:
https://bibliotekanauki.pl/articles/1964265.pdf
Data publikacji:
2021-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
online language teaching at tertiary level
ESP teachers‘ perspectives
COVID-19
Opis:
This paper reports on the results of interviews conducted with ESP teachers examining their attitudes towards different aspects of online language teaching. The aim of this case study is to investigate how confident the teachers feel while teaching online in synchronous mode and to examine whether this emotive attitude is in correlation with their prior experience in both formal and informal online environments. It also aims to establish correlations between the respondents‘ attitudes towards the degree of difficulties and challenges pertaining to teaching all language skills in an online education context. The findings derived from the analysis of the respondents‘ answers point out to the need to investigate the possibilities offered by digital technologies in order to help learners enhance their language skills and competencies.
Źródło:
The New Educational Review; 2021, 64; 188-197
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Methodological aspects of online forms of teaching
Autorzy:
Haskova, Alena
Gadusova, Zdenka
Havettova, Romana
Powiązania:
https://bibliotekanauki.pl/articles/1878446.pdf
Data publikacji:
2021-09-25
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
coronavirus pandemic
online teaching and learning
home schooling
strengths and weaknesses of home schooling
foreign language teaching
English learners
Opis:
The paper presents results of a questionnaire survey which aim was to find out English learners´ preferences of different platforms and applications to be used for home schooling.    Concept. Key attention of the authors is paid to the issue of the transition of face-to-face forms of education to online platforms, caused by school closures due to the coronavirus pandemic in 2020. At first, they deal with the use of digital technologies in teaching in general. They analyse how digital didactic means were used prior to the pandemic situation and they present research results related to differences among the ways of the use of these means within different subjects teaching (natural science subjects, technically oriented subjects, languages, social science subjects, artwork subjects). Consequently, the authors deal with the methodological aspects of the use of online forms in foreign language teaching.    Methodology. To find answer to such questions as which educational form, school education or home schooling, is more preferred by English learners, what are the strengths and weaknesses of home schooling, which foreign language skills are being practiced via online Zoom lessons,  which foreign language skills are being practiced via worksheets, or which mobile applications are used to enlarge students` vocabulary range, a questionnaire survey was carried out. Respondents of the survey were English learners, secondary vocational school students,,aged from 16 to 20 year-olds.    Results and conclusions. Based on the analysis of the data recorded from the learners` responses to the particular questionnaire items as the most significant three weaknesses of the home schooling were identified technical problems, more homework and lack of social contacts, while as the main strengths were found out home comfort, sufficient sleeping time and less dense timetable.
Źródło:
Journal of Education Culture and Society; 2021, 12, 2; 139-152
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Nauczanie języka polskiego w Studium Języka Polskiego dla Cudzoziemców Uniwersytetu Łódzkiego a nowa (pandemiczna) rzeczywistość
Teaching Polish as a Foreign Language in a New (Pandemic) Reality
Autorzy:
Maćkowiak, Rafał
Góralczyk-Mowczan, Paula
Powiązania:
https://bibliotekanauki.pl/articles/2034592.pdf
Data publikacji:
2021-12-30
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
język polski jako obcy
nauczanie zdalne
Studium Języka Polskiego dla Cudzoziemców UŁ
online teaching
Polish as a foreign language
The School of Polish for Foreign Students of the University of Lodz
Opis:
Artykuł stanowi kontynuację badań dotyczących oceny zajęć języka polskiego prowadzonych zdalnie w Studium Języka Polskiego dla Cudzoziemców Uniwersytetu Łódzkiego w czasie pandemii COVID-19. Wnioski z przeprowadzonych ankiet pozwoliły stworzyć model e-lekcji odpowiadający oczekiwaniom uczących się języka polskiego jako obcego. Sytuacja zmusiła nas do poszukiwania nowych rozwiązań i wykorzystania multimedialnych narzędzi dydaktycznych, a studentów do jeszcze większej samodzielności i odpowiedzialności. Ponadto udało się wskazać kierunki rozwoju, które mogą wpłynąć na wzmocnienie potencjału dydaktycznego.
The article is a continuation of research on the evaluation of Polish language classes conducted remotely at The School of Polish for Foreign Students of the University of Lodz. Conclusions from the surveys made it possible to create an e-lesson model that meets the expectations of language learners. The situation forced us to look for new solutions and use multimedia didactic tools, and forced students to even greater independence and responsibility. Moreover, it was possible to indicate directions of development that may strengthen the teaching potential.
Źródło:
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2021, 28; 393-424
0860-6587
2449-6839
Pojawia się w:
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
TED talks as resources for the development of listening, speaking and interaction skills in teaching EFL to university students
Autorzy:
Kozińska, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/1921595.pdf
Data publikacji:
2021-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
TED
online resources
listening
speaking
interaction
EFL
language skills
communication skills
university teaching during the COVID-19 pandemic
OER
online language learning
zasoby internetowe
słuchanie
mówienie
interakcja
sprawności językowe
umiejętności komunikacji
nauczanie uniwersyteckie w czasie pandemii COVID-19
nauka języków online
Opis:
The article presents a study conducted on 27 university students and 5 of their teachers in the Winter semester 2020/21. The study was conducted because of recommended online teaching at Polish universities and almost four decades after the first TED event, when the TED community has become worldwide and the recordings of the events can be accessed online cost-free by anybody. The popularity of TEDs and the need to teach online prompted the author to incorporate it in teaching practice and review research literature from the areas of SLA (Second Language Acquisition), EFL (English as a Foreign Language) teaching and learning, socio-constructivism and adult learning. Based on this review, a hypothesis was formulated: TED talks support the development of listening, speaking, and interaction skills when used as a supplementary resource in teaching English as a foreign language to university students. Three supplementary questions were formed to test the hypothesis. Data was obtained in an online questionnaire and analysed using the qualitative data analysis framework of Miles and Huberman (1994). The study confirmed the hypothesis. Lessons with TEDs are valued as varied, interesting, inspiring and supporting oral communication skills’ development. Results are discussed, conclusions drawn and further research explored.  
Źródło:
Neofilolog; 2021, 56/2; 201-221
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
CLT in Pandemic Remote Teaching – How Communicative are Group Tasks in Synchronous Online Environments?
CLT w nauczaniu zdalnym w czasie pandemii – komunikatywność zadań grupowych w synchronizowanych środowiskach online
Autorzy:
Krajka, Jarosław
Powiązania:
https://bibliotekanauki.pl/chapters/2192945.pdf
Data publikacji:
2022
Wydawca:
Akademia Bialska Nauk Stosowanych im. Jana Pawła II w Białej Podlaskiej
Tematy:
pandemic teaching
Communicative Language Teaching
ComputerMediated Communication
online learning platforms
Opis:
Once COVID-19 pandemic struck the world in spring 2020 and continued for two more years, it exerted an enormous (negative and tragic, unfortunately) impact on the way people lived, worked and studied. New ways of coping with apparently well-established and familiar tasks had to be invented, often at quite a cost of time, money and effort. One could even say that in many domains the pandemic moved back the development of humankind a number of years backward. The purpose of the paper will be to highlight the way Communicative Language Teaching was implemented in the reality of online teaching in the first (March-June 2020) and second wave (November 2020-June 2021) the pandemic in Poland. The paper reports upon a study in which primary and secondary school teachers’ perceptions towards teaching communication in the online medium, lesson models used as well as opportunities and limitations of different online platforms in terms of their suitability for organising communicative tasks were gained insight into through observation, lesson plan analysis and interview.
Źródło:
Individual and Group Learning and Teaching in Traditional and Online Education: Possibilities and Limitations; 17-31
9788364881893
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Foreign Language Teachers’ Training in East Asia under the COVID-19 Pandemic
Szkolenie nauczycieli języków obcych w Azji Wschodniej w związku z pandemią COVID-19
Autorzy:
Paziura, Nataliia
Powiązania:
https://bibliotekanauki.pl/articles/33930859.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
COVID-19
online language teaching
virtual community
feedback
pandemic
teaching innovation
East Asia
nauczanie języków obcych online
społeczność wirtualna
informacja zwrotna
pandemia
innowacje w nauczaniu
Azja Wschodnia
Opis:
This article presents an experience of East Asia countries in the training of foreign language teachers with three objectives. The first is to incorporate the principles and values of multicultural world in the university curriculum. The second objective addresses the question of how to train an adequate number of highly qualified foreign language teachers with necessary knowledge and skills to prepare their students to live in the globalized world and contribute to the development of global and national economies. The third one tries to explore how to apply active methodologies in the teaching of foreign languages and to provide students with active distance learning tools to improve and guarantee the quality of the teaching–learning process. The results of the experience of East Asian countries demonstrate the potential of distance learning for the development of transversal competencies and the capacity of students to design and solve complex problems with creativity and knowledge of social and labour realities. The article presents the advantages of distance learning methods and techniques, which assume the combined responsibility of students and teachers in generating knowledge conducive to their professional development as foreign language teachers, corresponding to the needs resulting from the changes taking place in the globalized world.
W artykule opisano doświadczenia krajów Azji Wschodniej w kształceniu nauczycieli języków obcych w trzech celach. Pierwszym z nich jest włączenie zasad i wartości wielokulturowego świata do programu nauczania na uniwersytetach. Drugi cel odnosi się do pytania, w jaki sposób wyszkolić odpowiednią liczbę wysoko wykwalifikowanych nauczycieli języków obcych, posiadających niezbędną wiedzę i umiejętności, aby przygotować studentów do życia w globalnym świecie oraz przyczynić się do rozwoju gospodarki światowej i krajowej. Trzeci cel obejmuje badanie, którego celem jest określenie tego, jak stosować aktywne metodologie w nauczaniu języków obcych i zapewnić studentom aktywne narzędzia nauczania na odległość, aby poprawić i zagwarantować jakość procesu nauczania–uczenia się. Doświadczenia krajów Azji Wschodniej pokazują potencjał kształcenia na odległość dla rozwoju kompetencji przekrojowych oraz zdolności studentów do projektowania i rozwiązywania złożonych problemów z kreatywnością i znajomością realiów społecznych i zawodowych. W artykule ukazano zalety metod i technik kształcenia na odległość, które zakładają połączoną odpowiedzialność studentów i nauczycieli w generowaniu wiedzy sprzyjającej ich rozwojowi zawodowemu jako nauczycieli języków obcych, odpowiadających potrzebom wynikającym ze zmian zachodzących w zglobalizowanym świecie.
Źródło:
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia; 2022, 35, 1; 105-114
0867-2040
Pojawia się w:
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Improving intercultural pragmatic competencies in online L2 Spanish classrooms through task-supported learning
Autorzy:
Bachelor, Jeremy W.
Powiązania:
https://bibliotekanauki.pl/articles/2080386.pdf
Data publikacji:
2022-07-29
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
interlanguage pragmatics
intercultural communication
online learning
motivation
task-based language teaching
Opis:
Learners of a second language often have limited access to the native culture of that language in an authentic way, resulting in them committing linguistic and intercultural mistakes. One of the main advantages of task-based learning is that it can expose students to real-world circumstances, which makes learning a language more meaningful and inclusive of appropriate language behaviour. Task-based learning has become an accepted method for learning a language in face-to-face classroom environments, but its applicability to online learning is largely unaddressed. The author proposed well-organised online role-plays based on a task-based approach involving native speakers, which helped students interact in an authentic way and demonstrate their understanding of culture. The author conducted the research to increase intercultural pragmatic competencies in online L2 classrooms regarding common pragmatic speech acts as to not only increase their pragmatic competency but to also motivate students. The students from the online experimental group who were exposed to task-supported role-plays performed better than the online control group of students; however, student motivation was only mildly impacted. Thus, pragmatics and interculturality can be effectively taught in online L2 classrooms through task-supported learning, though motivation may require longer interventions.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2022, 94, 2; 19-27
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
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