scholarly journals Using Technology for Foreign Language Learning: The Teacher’s Role

2021 ◽  
Vol 3 (2) ◽  
pp. 23-28
Author(s):  
Tünde Nagy
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Technology Use ◽  
Creative Thinking ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Traditional Teaching ◽  
Advantages And Disadvantages ◽  
Traditional Teaching Methods

The spread of information technology has changed the role of language teachers considerably. Being a good educator and an expert in their field are not enough anymore, but teachers are expected to be modern, which means, to possess the ability to design interactive classes (often by using digital tools) and use teaching methods that engage students in a creative way. Today it is a general requirement for teachers to know their way around technology and to possess the know-how of implementing it in a way that fosters language learning. To this purpose teachers need to take into account all facets of technology use, including the advantages and disadvantages of technology-mediated tasks, their usefulness for language learning (e.g. if they are related to the topic of the lesson, are challenging enough for students), helpful resources for students, etc. Technology is regarded as a supplementary instrument to traditional teaching methods that can impact students’ motivation to learn in a positive way, provided it is used for activities that are in line with their needs and expectations. Task-based activities are considered to be especially useful in this regard, allowing students to practice their language skills in an authentic context and also develop creative thinking and problem solving abilities. Web 2.0 technologies (e.g. software programs for creating quizzes and polls, language learning websites, chat programs, wikis, etc.) offer a variety of valuable resources both for activities in the classroom and for practice at home.

scholarly journals ReDesigning intercultural exchanges through the use of augmented reality

2019 ◽  
pp. 157-162
Author(s):  
Stella Hadjistassou ◽  
Maria Iosifina Avgousti ◽  
Petros Louca
Keyword(s):  
Augmented Reality ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Zone Of Proximal Development ◽  
Language Teachers ◽  
Learning Needs ◽  
Proximal Development ◽  
Disruptive Students ◽  
The Uk

While the debate on breakthrough technologies has focused on inept, dexterous, and socially transforming technologies such as Artificial Intelligence (AI) assistants and robot dexterity, in second/foreign language learning, particular emphasis is placed on AI, Augmented Reality (AR) and Virtual Reality (VR). This study takes a closer look at the role of three newly developed AR applications in promoting a better understanding of complex concepts such as the Zone of Proximal Development (ZPD), strategies in dealing with disruptive students, and an immigrant’s perspective in moving to a foreign country with no knowledge of the language(s) spoken in that country. The AR applications were developed and implemented during intercultural exchanges among students enrolled in academic institutions in the UK and Cyprus. The aim was to develop AR applications that were geared toward the learning needs of future language teachers and examine what students could achieve through the use of these applications during goal-driven tasks and activities.

scholarly journals The Practical Research of Project Teaching Method in the Teaching of Computer Specialty Courses in Universities

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Guanhong Zhang
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Rapid Development ◽  
Theory And Practice ◽  
Traditional Teaching ◽  
Practical Strategy ◽  
Traditional Teaching Methods ◽  
Computer Professionals ◽  
Computer Teaching

With the rapid development of computer technology, the society has higher and higher requirements for computer professionals. There are many problems in the existing computer teaching methods. The more typical one is the separation of theory and practice, which does not meet the current society's requirements for computer talents. . The application of project teaching method to computer teaching can effectively make up for the shortcomings of traditional teaching methods, effectively improve students' comprehensive ability, and greatly improve the efficiency and quality of college computer talent training. This article discusses the role of project teaching method in computer teaching in colleges and universities from multiple angles, and proposes the practical strategy of project teaching method in computer teaching.

Students’ Strategic Reactions to the Role of Native Language as a Medium of Instruction in English Classrooms

2016 ◽  
Vol 7 (4) ◽  
pp. 716 ◽  
Author(s):  
Soheila Kabiri Samani ◽  
Mehry Haddad Narafshan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Quantitative Research ◽  
Foreign Language Learning ◽  
Code Switching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
English Classrooms ◽  
Speaking Skill

Code-switching is the use of two languages simultaneously or interchangeably and is commonly seen with hesitation in foreign language learning classes. Hence, second or foreign language teachers and researchers have been concerned in decreasing the level of code-switching in the EFL classes. Therefore, this study aimed at investigating students’ attitude towards teachers’ code-switching. In order to conduct the study, the quantitative research method was used. The data was collected from a sample of 219 students (male and female, with different age level) who were selected randomly for the purpose of the study. Through a questionnaire, the students’ attitude was investigated. The results revealed that students held a positive attitude towards teacher’s code-switching. More than half of the students believed teachers had better code-switching to enhance students' understanding. In addition, they believed that code-switching was more useful to teach grammar and writing skills as compared with teaching speaking skill.

scholarly journals Game as a method for increasing the efficiency of legal thinking

2020 ◽  
Vol 6 (3) ◽  
pp. 87-97
Author(s):  
Iya I. Osvetimskaya
Keyword(s):  
Teaching Methods ◽  
Creative Thinking ◽  
Point Of View ◽  
Traditional Teaching ◽  
Creative Development ◽  
Educational Crisis ◽  
Traditional Teaching Methods ◽  
Methodological Tool ◽  
New Type ◽  
Legal Thinking

The present paper has as its object the investigation of the methodological basis for improving the effectiveness of legal thinking in game. The place of legal thinking is defined as a constitutive component of law and as a way of constructing legal reality. This paper identifies the problem of the need to improve the efficiency of legal thinking, proposes criteria for effective legal thinking (competitiveness, creativity, productivity, risk-orientation, proactivity, speed) and justifies why the game is the main methodological tool to increase the effectiveness of legal thinking. This paper focuses on the intersubjective context of the game, on the game methodological designs features, on the peculiarities of the game in the context of globalization. The problem of the educational crisis is designated primarily as a methodological crisis associated with the application of traditional teaching methods to the generation that requires new creative teaching methods. It is substantiated that the game from a methodological point of view allows to reorient the teaching of the discipline from the preferential appropriation of knowledge by students to their predominantly creative development and use. Unlike traditional teaching methods, the game helps not to accumulate and organize knowledge, but to generate it. Thanks to the game, a new type of thinking is being formed creative thinking.

scholarly journals COMMUNICATION-ORIENTED LESSONS: MOVING FROM COMMUNICATIVE LANGUAGE TEACHING TOWARDS TASK-BASED INSTRUCTION

2019 ◽  
Vol 11 (1) ◽  
pp. 58
Author(s):  
Diego Ortega-Auquilla ◽  
Uvaldo Recino Pineda
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Positive Impact ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Language Education ◽  
Communicative Language Teaching ◽  
Language Teachers ◽  
Language Teaching Methods

Communicative-oriented  language teaching methodologies need to have a central role in the current foreign language education. In fact, language teachers are expected to shift away from traditional language teaching methods that have proven to be ineffective for language learning. Nowadays, a movement, which favors and embraces interaction, communication, and negotiation of meaning, is growing in language education; therefore, pre-service and in-service teachers of English need to be responsive to and become aware of the importance of these key aspects. With these notions in mind, the present article can be seen as a contribution  to help language teachers gain an understanding of key theoretical notions related to the emergence of communicative language teaching and its most well-known methods – CLT and TBLT. Additionally, this work analyzed CLT and TBLT as these two language teaching methods are not opposing but in line with the communicative  approach. The importance of implementing communicative-oriented lessons into the English classroom was also examined. In this sense, a table made up of specific guidelines was elaborated by using works of leading experts in language teaching and learning. The table is intended to help teachers to be better equipped to design and implement  TBLT lessons into the classroom, which may have a positive impact  on foreign language learning.

scholarly journals The Role of English as a Foreign Language Teachers’ and Learners’ Emotions and Language Achievement and Success

2021 ◽  
Vol 12 ◽  
Author(s):  
Qian Huang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Language Achievement ◽  
Foreign Language Teachers

It is preserved that one of the noteworthy influential subjects of success and achievement is emotions, and enhancing emotions is dominant in promoting the language learning of students in the classroom. Although emotions are an integral part of the practices of both educators and students, their function has been sidelined due to the emphasis on intellectual instead of emotional scopes of foreign language learning. Therefore, the present theoretical review tries to refocus on the role of emotions of teachers and learners and their effects on language success and achievement. Successively, the effectiveness of verdicts for educators, students, syllabus designers, and future researchers are deliberated.

Design and Implementation of SMS-Based Business English Education System

2014 ◽  
Vol 971-973 ◽  
pp. 2564-2567
Author(s):  
Wei Feng Geng
Keyword(s):  
Teaching Methods ◽  
English Education ◽  
Traditional Teaching ◽  
Business English ◽  
College English ◽  
English Teaching ◽  
Teaching Reform ◽  
Traditional Teaching Methods ◽  
Professional Business

With increasing popularity and development of computer and network technology, the driving force behind business English teaching reform and providing development. Internet assisted teaching of English in many ways irreplaceable advantages, it is with traditional teaching methods are complementary and mutually balanced, played a traditional teaching does not have the function and role in business English teaching. Based on the features and role of the Internet to support teaching business English courses, explore network-assisted college English teaching model professional business English.

scholarly journals Võõrkeeleõpe kui sotsiaalne, sünergiline ja teadvustatud protsess

2014 ◽  
Vol 5 (3) ◽  
pp. 37-56
Author(s):  
Mari Kruse
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
First Language ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Self Reflection ◽  
Conscious Process ◽  
Role Of Teachers

Kahekümnes sajand oli võõrkeeleõppe jaoks mõneti sama murranguline nagu muudes eluvaldkondades. Tehnika ja ühiskonna areng on loonud olukorra, milles väide „alati on nii tehtud” maksab vähe, kui seda ei põhjendata. Kui keeli on võimalik kodust lahkumata arvuti taga õppida, miks siis selleks klassis istuda? Ja kui kommunikatiivsusel põhinev õpe on ennast tõestanud edasiviivamana kui grammatikareeglite ning sõnade nimekirjade pähe õppimine, nagu varem tavaks oli, milline on siis grammatika ja sõnavara õppimise roll tänapäevases keeletunnis? Artiklis toon välja teadusuuringuid ja keeleteadlaste seisukohti, mis mõtestavad lahti võõrkeeleõpetaja rolli e-ajastul ja juhivad tähelepanu metalingvistilise arutelu edasiviivale rollile õppeprotsessis. Võõrkeele ja emakeele omandamises on olulised erinevused, nagu on erinevad ka lapse ja täis kasvanu kognitiivsed võimed ja vajadused. Grammatikareeglite ja semantika üle arutlemine tõstab teadlikkust ja annab õppijale vahendid ise tõhusamalt õppida.Abstract. Mari Kruse: Foreign language learning as a social, synergetic and conscious process. In foreign language learning, as in other fields of life, the twentieth century proved to be groundbreaking. The development of technology and society has taken us to a point where ”It has always been so” is no longer a valid argument unless supported by other grounds. If we can learn languages in the privacy of our own homes and at our own pace, why bother going to presential lessons? And if communicative language learning has proven to be so much more efficient than memorising of rules and word lists, as was customary earlier, what place do grammar and vocabulary learning have in contemporary language lessons? The article presents evidence from scientific research and linguists’ opinions that substantiate the role of foreign language teachers and call attention to the impelling force metalinguistic reasoning has in the process. There are significant differences between learning a first language and a foreign language; likewise children and adults differ in their cognitive capacities and needs. Reflecting on rules of grammar and semantics raises awareness and provides learners with a powerful tool to improve their learning.Keywords: foreign language learning, role of teachers, metalinguistic reasoning, intralingual comparison, attention, cognitive baggage, self-reflection

scholarly journals English Foreign Language Teachers’ Pedagogical Beliefs: Traditional Teaching and Language Socialisation

2020 ◽  
Vol 8 (3) ◽  
pp. p101
Author(s):  
Alanazi Khatmah
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Classroom Environment ◽  
Teaching Method ◽  
Language Teaching ◽  
Language Teachers ◽  
Pedagogical Practices ◽  
Traditional Teaching ◽  
Teaching Methodologies

Teachers’ beliefs play a key role in the selection of language teaching methodologies. They affect teachers’ pedagogical practices and behaviors and are, consequently, integral in shaping the language learning classroom environment. This study investigates the beliefs of teachers of English as a Foreign Language in relation to the concepts of traditional teaching method (e.g., Grammar-Translation Method) and language socialisation which emphasises the importance of socialization within social norms of the target community through exposure and interaction. The study uses questionnaire and interview to examine the beliefs of 28 teachers about language teaching methods in a Saudi higher education context. The findings revealed that, despite the fact that teachers continue to believe in traditional teaching methods, they show considerable support for language socialisation in language learning. Therefore, the findings suggest the need for teachers to explore their beliefs on teaching the foreign language and creating teachers’ awareness of teaching methodologies (e.g., awareness of factors associated with language socialisation such as interaction and the focus on meaning rather than form).

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