Cross-cultural analysis of users' attitudes toward the use of mobile devices in second and foreign language learning in higher education: A case from Sweden and China

2013 ◽  
Vol 69 ◽  
pp. 169-180 ◽  
Author(s):  
Olga Viberg ◽  
Åke Grönlund
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Foreign Language Learning ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Cross Cultural Analysis

scholarly journals About Using Mobile Learning Methods in Foreign Language Learning In NonLinguistic Institutions of Higher Education

2019 ◽  
Vol 65 (2) ◽  
pp. 274-278
Author(s):  
Nataliia Skrypnyk
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Foreign Language Learning ◽  
Mobile Technologies ◽  
Institutions Of Higher Education ◽  
Learning Programs ◽  
Communication Devices

The article is devoted to the analysis of the methods of mobile learning in relation to foreign language learning in institutions of higher education and systematization of their practical use. Despite the fact that mobile devices with internet access are becoming more and more widespread among students and teachers, mobile learning, in foreign language learning in particular, is not common in non-linguistic institutions of higher education nowadays. The concepts of «mobile learning», «mobile technologies» have been described. Mobile learning of a foreign language should be understood as a form of learning process organization and control based on the use of mobile communication devices, where students can develop and improve their language skills, form socio-cultural and intercultural competences in order to use a foreign language as a means of communication in the social and professional sphere anywhere and at any time. Mobile technologies involve the use of mobile devices, access to training aids, forms of educational interaction and forms of training materials and tasks. The didactic possibilities of mobile technologies have been considered. They include accessibility by means of mobile devices; the possibility of storing and transmitting information of various formats; the possibility to post comments or make changes to the content; possibility of using them as information resources; the possibility of organizing a network discussion; the possibility to perform group and individual projects. The didactic and methodical functions of mobile technologies when learning foreign language have been presented. The requirements to mobile learning programs and advantages of their using have been covered. The disadvantages and problems of using mobile learning in foreign language learning have been given. Division of practical using methods of mobile learning in relation to foreign language learning in non-linguistic institutions of higher education into five groups has been presented. Each group has been grounded and illustrated with examples.

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 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 PEMBELAJARAN BIPA DENGAN APLIKASI AWAN ASA BERBASIS PENGENALAN LINTAS BUDAYA

2021 ◽  
Vol 17 (1) ◽  
pp. 97-107
Author(s):  
Prahoro Yudo Purwono ◽  
Prima Vidya Aster
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Cross Cultural ◽  
Average Score ◽  
Cultural Understanding ◽  
Descriptive Research ◽  
Quantitative Descriptive ◽  
Abstract Learning ◽  
Bahasa Indonesia

ABSTRAK:Pembelajaran bahasa Indonesia sebagai bahasa asing sudah menjadi tren dan kebutuhan di era saat ini. Maka,  inovasi pembelajaran bahasa Indonesia sangat penting dilakukan sesuai dengan level pembelajar. Hal ini bertujuan untuk mempermudah pemahaman pembelajar dalam menguasai bahasa Indonesia. Salah satu caranya adalah dengan pembelajaran terintegrasi berbasis pengenalan lintas budaya. Oleh karena itu, digagaslah media AWAN ASA. Aplikasi ini berbasis software macromedia flash sehingga mudah untuk diaplikasikan dan interaktif bagi pengguna. Metode penelitian yang digunakan adalah penelitian deskriptif kuantitatif persentase. Metode dan media aplikasi AWAN ASA yang dipakai dalam pembelajaran bahasa Indonesia sebagai bahasa asing terintegrasi dengan pengenalan lintas budaya, didapati hasil keterampilan menulis siswa cukup bagus, dengan rata-rata mendapatkan nilai di kisaran 70 dan mampu menulis konjungsi dari 8-18 kata. Dapat disimpulkan bahwa metode dan aplikasi yang digunakan untuk mahasiswa BIPA UNESA benar-benar sesuai bagi mereka, serta metode dan media yang dipakai mampu meningkatkan pemahaman dan pengetahuan mereka mengenai bahasa dan kebudayaan Indonesia.KATA KUNCI: Aplikasi; Bahasa Asing; Lintas Budaya;Pembelajaran. BIPA’S LEARNING WITH AWAN ASA APPLICATION BASED ON CROSS-CULTURAL UNDERSTANDING  ABSTRACT: Learning Indonesian as a foreign language has become a trend and a necessity in the current era. Thus, it is very important to make innovations in learning Indonesian based on the level of the learner. This research aims to facilitate the learner's understanding of mastering Indonesian through integrated learning based on cross-cultural introduction. Therefore, the AWAN ASA media was initiated. AWAN ASA is an Indonesian language learning application which is integrated with wayang stories as Indonesian culture. The research method used quantitative descriptive research. The method and media of the AWAN ASA application is integrated with cross-cultural introduction, which was found that the results of students' writing skills were quite good, with an average score in the range of 70 and being able to write conjunctions of 8-18 words. It means, the methods and applications used in learning language for BIPA UNESA students are really suitable for them. Therefore, the methods and media can improve understanding and their knowledge of Indonesian language and culture.KEYWORDS:Application; Cros-Cultural Understanding; Foreign Language; Learning.

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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