scholarly journals Comparing immersive Virtual Reality to mobile applications in foreign language learning in higher education: a quasi-experiment

2021 ◽  
pp. 1-15
Author(s):  
Iolie Nicolaidou ◽  
Petros Pissas ◽  
Dimitrios Boglou
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Applications ◽  
Foreign Language Learning ◽  
Immersive Virtual Reality ◽  
Quasi Experiment

scholarly journals Online Foreign Language Learning in Higher Education and Its Correlates during the COVID-19 Pandemic

2021 ◽  
Vol 13 (2) ◽  
pp. 781
Author(s):  
Maria-Anca Maican ◽  
Elena Cocoradă
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Protective Role ◽  
Teacher Student ◽  
Quantitative Results ◽  
Mixed Approach ◽  
Student Relationship

During the COVID-19 pandemic, the online learning of foreign languages at higher education level has represented a way to adapt to the restrictions imposed worldwide. The aim of the present article is to analyse university students’ behaviours, emotions and perceptions associated to online foreign language learning during the pandemic and their correlates by using a mixed approach. The research used the Foreign Language Enjoyment (FLE) scale and tools developed by the authors, focusing on task value, self-perceived foreign language proficiency, stressors and responses in online foreign language learning during the pandemic. Some of the results, such as the negative association between anxiety and FLE, are consistent with those revealed in studies conducted in normal times. Other results are novel, such as the protective role of retrospective enjoyment in trying times or the higher level of enjoyment with lower-achieving students. Reference is made to students’ preferences for certain online resources during the pandemic (e.g., preference for PowerPoint presentations) and to their opinions regarding the use of entirely or partially online foreign language teaching in the post-COVID period. The quantitative results are fostered by the respondents’ voices in the qualitative research. The consequences of these results are discussed with respect to the teacher-student relationship in the online environment and to the implications for sustainable online foreign language learning.

scholarly journals Foreign Language Learning Gamification Using Virtual Reality—A Systematic Review of Empirical Research

2021 ◽  
Vol 11 (5) ◽  
pp. 222
Author(s):  
Rafael Darque Pinto ◽  
Bruno Peixoto ◽  
Miguel Melo ◽  
Luciana Cabral ◽  
Maximino Bessa
Keyword(s):  
Systematic Review ◽  
Virtual Reality ◽  
Foreign Language ◽  
Language Learning ◽  
Empirical Research ◽  
Second Language Learning ◽  
English Language ◽  
New Technologies ◽  
Foreign Language Learning ◽  
Traditional Approaches

Virtual reality has shown to have great potential as an educational tool when it comes to new learning methods. With the growth and dissemination of this technology, there is a massive opportunity for teachers to add this technology to their methods of teaching a second/foreign language, since students keep showing a growing interest in new technologies. This systematic review of empirical research aims at understanding whether the use of gaming strategies in virtual reality is beneficial for the learning of a second/foreign language or not. Results show that more than half of the articles proved that virtual reality technologies with gaming strategies can be used to learn a foreign language. It was also found that “learning” was the most evaluated dependent variable among the chosen records, augmented reality was the leading technology used, primary education and lower secondary was the most researched school stages, and the most used language to evaluate the use of gamified technology was by far the English language. Given the lack of directed investigation, it is recommended to use these technologies to support second language learning and not entirely replace traditional approaches. A research agenda is also proposed by the authors.

scholarly journals Mobile Applications in Mastering Mining Engineers' Competences

2018 ◽  
Vol 41 ◽  
pp. 04041
Author(s):  
Roman Islamov ◽  
Oksana Greenwald ◽  
Nina Tunyova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Applications ◽  
Positive Impact ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Point Of View ◽  
Educational Institutions ◽  
Language Competence ◽  
Educational Potential

Being one of the leading coal mining regions in the world, Kuzbass (Russia) demands from its regional higher educational institutions to master a range of competences of the graduates, namely mining engineers. Foreign language competence is considered to be among the key ones. The article reveals the concept of the competence, its relevance for mining engineers. We also analyze existing mobile applications from the point of view of their educational potential and present the results of the experiment conducted to assess effectiveness of mobile applications in mastering foreign language competence of mining engineering undergraduates. Our methods included interviews with students, classroom observations and surveys of students. The results suggest that integrating mobile applications in educational process is likely to have a positive impact on foreign language competence and increase students’ motivation and satisfaction with foreign language learning.

scholarly journals Use of Smartphone Applications in English Language Learning—A Challenge for Foreign Language Education

2019 ◽  
Vol 9 (3) ◽  
pp. 179 ◽  
Author(s):  
Jaroslav Kacetl ◽  
Blanka Klímová
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Foreign Language Learning ◽  
Language Education ◽  
Research Topic ◽  
Mobile Technologies ◽  
Cognitive Capacity ◽  
Great Opportunity

At present, hardly any younger person can imagine life without mobile technologies. They use them on a daily basis, including in language learning. Such learning supported with mobile devices is called mobile learning, which seems beneficial especially thanks to the unique features of mobile applications (e.g., interactivity, ubiquity, and portability) and teachers’ encouragement and feedback. The purpose of this review study is to explore original, peer-reviewed English studies from 2015 to April 2019 and to determine whether mobile applications used in the learning of English as a foreign language are beneficial and/or effective. The methods are based on a literature review of available sources found on the research topic in two acknowledged databases: Web of Science and Scopus. Altogether, 16 original journal studies on the research topic were detected. The results reveal that mobile learning is becoming a salient feature of education as it is a great opportunity for foreign language learning. Its key benefits are as follows: the enhancement of the learner’s cognitive capacity, the learner’s motivation to study in both formal and informal settings, the learner’s autonomy and confidence, as well as the promotion of personalized learning, helping low-achieving students to reach their study goals. Although mobile learning seems to be effective overall, it is desirable to design, plan and implement it with caution, according to students’ needs, and to deliver multiple language skills in authentic learning environments.

scholarly journals USING SOCIAL MEDIA AS A LEARNING MEDIA OF FOREIGN LANGUAGE STUDENTS IN HIGHER EDUCATION

2019 ◽  
Vol 18 (2) ◽  
Author(s):  
Agung Rinaldy Malik ◽  
Muhammad Nur Ashar Asnur
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Survey Method ◽  
Foreign Language Study ◽  
Study Programs ◽  
Information And Communication ◽  
Media Learning

ABSTRACT  Foreign language is an important component of someone in facing the era of Industry 4.0. The development of Information and Communication Technology (ICT) will have an impact on the creation of a learning media innovation that will facilitate users in the learning process in higher education. Likewise in foreign language learning. Online-based learning has been designed in such a way as to increase learning knowledge and motivation. This study uses a qualitative approach with the survey method. Data and Sources of data in this study are students of foreign language study programs at universities in Indonesia. The results of the study show that students generally always use smartphones and use social media in all their activities. Students use a lot of social media in exploring vocabulary and increasing vocabulary mastery, learning as well as building networks for native speakers (Muttersprachler), and making social media a means of learning by accessing foreign-language songs and interesting media in student foreign language learning. Thus social media can be one of the means of education for students which ends in improving foreign language skills.  Keywords: Social Media, Learning Media, Learning Foreign Languages, Higher Education

scholarly journals STUDENTS’ MOTIVATION IN DEVELOPING TRANSLATION COMPETENCE

2021 ◽  
Vol 2021 (3) ◽  
pp. 46-59
Author(s):  
Liudmyla Krainiak ◽  
Oleksandra Duda ◽  
Svitlana Rybachok ◽  
Tetiana Piatnychka ◽  
Nataliia Rybina
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Language Translation ◽  
Foreign Language Learning ◽  
Learning Motivation ◽  
Self Regulated Learning ◽  
Factors Influencing ◽  
Language Learning Motivation ◽  
Regulated Learning

Students’ language learning motivation is an important factor to ensure the quality of higher education in Ukraine in the context of its integration into the European Higher Education Area. The present study reveals the findings that showcase both pedagogical and psychological factors influencing students’ foreign language learning motivation in translation competence. The authors used a set of basic theoretical research methods to analyze, synthetize and classify scientific and methodological sources on the research problem; empirical methods of questionnaire surveys with direct and indirect questioning to represent learning motivational characteristics, statistical analysis to summarize the research results. Both psychological and pedagogical diagnostics of the socially heterogeneous respondents’ motivation made it possible to determine the external socio-cultural and internal self-concept motives in their self-improvement and self-regulated learning. It is established that the respondents’ external motives have arisen due to such stimulating factors as "competitive advantage in the labor market" and "career growth potential". Internal motives are mainly related to the satisfaction of a student’s personal needs in the foreign language learning (interest, awareness of the insufficient level of communicative competence, internal belief in the need for self-improvement of foreign language translation skills, etc.). Analysis of the diagnostics results provided an opportunity to distinguish the obstacles to the self-development of respondents in translation education. Experimental testing of the learning motivation within the internal and external mediation allowed to reveal the dominance of internal motives over external ones in all categories of respondents. Insufficient or low level of independent self-regulated learning has been identified as the main obstacle to self-improvement of foreign language translation competence. The paper contributes to the current understanding of translation education, especially in the context of Ukraine, by investigating factors influencing students’ learning motives and their pedagogical and theoretical implications.

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