scholarly journals Usage analysis in the web-based distance learning environment in a foreign language education: Case study

2011 ◽  
Vol 15 ◽  
pp. 993-997 ◽  
Author(s):  
Daša Klocoková ◽  
Michal Munk
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Web Based ◽  
Distance Learning Environment ◽  
Usage Analysis ◽  
The Web

scholarly journals Foreign Language Teaching of Ukrainian University Students in a Distance Learning Environment

2021 ◽  
Author(s):  
Olena Pylypenko ◽  
Liubov Kozub
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Information And Communications Technology ◽  
Distance Learning Environment ◽  
Face To Face Learning

The Covid-19 pandemic has forced Ukraine, like other countries, to move to distance education. The study aims to analyze the distance learning experience of Ukrainian philology students, to find out the pros and cons of distance education, those things that motivate students, and the challenges they face while studying online. The survey consisted of a questionnaire and embraced 105 respondents. The survey goal was to collect data that would allow concluding about the effectiveness of distance education for Ukrainian philology students at the National University of Life and Environmental Sciences of Ukraine, particularly for the study of foreign languages. The significant results of the survey include: obtaining reliable data on the effectiveness of distance learning of Ukrainian philology students through their feedback in questionnaires, online testing, a variety of writing assignments, and assessment in the online classroom, finding out the most effective distance learning tools, the main features of teacher – students interactions in a distance-learning environment. The research proves that Ukrainian philology students overall positively evaluate their distance learning experience. It does not negatively impact students’ foreign language learning motivation. Despite a positive attitude to distance learning, Ukrainian philology students face particular challenges connected with access to devices, lack of information and communications technology skills, Internet connection, and lack of communication with their peers. The finding reveals, whatever are the benefits of distance education, it cannot entirely replace face-to-face learning.

Instructional Guidance for Promoting Creativity in English as a Foreign Language Writing Classrooms: A Korean Case Study

RELC Journal ◽  
2021 ◽  
pp. 003368822110666
Author(s):  
Hyun-Ju Kim ◽  
Stewart Gray ◽  
Christopher Lange
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Mind Mapping ◽  
Instructional Techniques ◽  
Creative Ability ◽  
South Korean ◽  
Instructional Guidance ◽  
Language Writing

As student creativity is increasingly emphasized in English as a Foreign Language education, it is necessary to consider instructional techniques to encourage it. This study examines the effectiveness of two instructional techniques on creative writing performance of English as a Foreign Language students in a South Korean university. These techniques are variations of brainstorming known as mind mapping and SCAMPER. Survey data from the participants ( n = 39) were analysed to determine which technique resulted in higher levels of perceived creative output (essays). Additionally, a creativity rubric was developed and used to assign analytic scores to the essays to examine the relative benefits of the two techniques for high and low creative ability students. Results show that SCAMPER produced statistically significantly higher levels of perceived creative output. The essays written using SCAMPER generally received higher creativity scores than those written using mind mapping, though this difference was not statistically significant. Finally, results suggest that both techniques may help to narrow the performance gap between high and low creative ability students.

Telecollaboration in Foreign Language Curricula

2020 ◽  
pp. 958-980
Author(s):  
Linda van der Kroon ◽  
Kristi Jauregi ◽  
Jan D. ten Thije
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Mutual Understanding ◽  
Intercultural Communicative Competence ◽  
Intercultural Understanding ◽  
Time Space ◽  
Collaborative Construction ◽  
Adequate Understanding

The development of intercultural communicative competence is increasingly important in this globalised and highly digitalised world. This implies the adequate understanding of otherness, which entails a myriad of complex cognitive competences, skills and behaviour. The TILA project aims to study how the use of digital communication means in foreign language education can contribute to the development of intercultural understanding when communicating with peers across borders. Understanding is the result of a collaborative construction of shared knowledge, which can be supported through the use of meta-communicative devices (MCDs) (). This case study investigates how pupils used communication strategies during video communication sessions to achieve intercultural understanding. Results reveal that task-based telecollaboration sessions offer learners the opportunity to achieve mutual understanding by utilizing a variety of meta-communicative devices that help the learners to compare their cultures in relation to time, space and habits, verify meaning and clarify utterances.

scholarly journals STUDENT COACHING FOR RETENTION IN A DISTANCE LEARNING ENVIRONMENT

2009 ◽  
Vol 4 (2) ◽  
pp. 86-96
Author(s):  
Tamar Benaya ◽  
Ela Zur
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Teaching Method ◽  
Education Institution ◽  
Admission Policy ◽  
Web Based ◽  
Self Study ◽  
New Students ◽  
Distance Learning Environment ◽  
Learning Institutions

The Open University of Israel (OUI) is a higher education institution with an open admission policy which is based solely on distance learning and self-study. The teaching method practiced at the OUI is a combination of traditional and web-based distance learning. One of the issues of great concern in all institutions and even to a greater extent in open and distance learning institutions is student retention. In an attempt to deal with this problem, the OUI decided to embark on a Retention Project which aim is to help new students to overcome the hardships of the first course. The new students were offered to be paired up with senior students who would accompany and coach them throughout their first semesters. This paper describes the Retention Project, and it presents results concerning the performance of the coached students, their retention at the OUI and the means of communication used by the coached students and their coaches in a distance learning environment.

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