Study on independent learning model foreign language based on multimedia network

2014 ◽  
pp. 1391-1395
Author(s):  
Yu-Chun Chen
Keyword(s):  
Foreign Language ◽  
Learning Model ◽  
Independent Learning ◽  
Multimedia Network

Research on Independent Learning Model Foreign Language on Multimedia Network

2014 ◽  
Vol 971-973 ◽  
pp. 2603-2606
Author(s):  
Sa Wang
Keyword(s):  
Foreign Language ◽  
Social Development ◽  
Teaching And Learning ◽  
International Communication ◽  
Independent Learning ◽  
The Internet ◽  
Teaching Mode ◽  
College English ◽  
English Class ◽  
Multimedia Network

Foreign English is a basic and very important course that is widely designed in China to meet the needs of our social development and international communication. As the Internet develops and gets popularization rapidly, it has offered more abundant English teaching and learning resources and made the teaching mode and contents more rich and varied. The thesis studies and explores the application of Internet to college English class teaching, as well as the further reformation that will promote the development of college English class teaching.

Feedback as a form of control in a technogenic educational environment

2020 ◽  
pp. 44-49
Author(s):  
I. V. Kharlamenko ◽  
V. V. Vonog
Keyword(s):  
Foreign Language ◽  
Peer Assessment ◽  
Educational Environment ◽  
Educational Process ◽  
Mobile Technologies ◽  
Independent Learning ◽  
Bring Your Own Device ◽  
Self Assessment ◽  
Automated Control ◽  
Wide Range

The article is devoted to control and feedback in foreign language teaching in a technogenic environment. The educational process is transformed in terms of the implementation and active use of digital technologies. ICT-rich environment provides new models of interaction between the teacher, students and digital tools. It also enriches the diversity of tasks and expands the range of possible forms of control and feedback. According to the authors, automated evaluation takes place both in out-of-classroom activities and directly in the classroom using Bring Your Own Device technology (BYOD). Automated control contributes to the intensity of the educational process. It provides all the participants with an opportunity to choose a convenient mode of work and get instant feedback, thereby allowing self-assessment and self-reflection of their own actions. When teaching foreign languages, special attention should be paid to chatbot technology. Chatbots imitate human actions and are able to perform standard repetitive tasks. The growing popularity of bots is explained by a wide range of usage spheres and the ability to integrate chatbots into social networks and mobile technologies. In the technogenic educational environment, ICT can be the basis for interaction, co-editing and peer assessment in collaborative projects. In this case, students receive feedback not only from the teacher, but also from other students, which increases the motivation for independent learning. Thus, automated control, self-assessment and peer assessment can both identify problem areas for each student and design an individual learning path, which increases the effectiveness of learning a foreign language.

EFFЕCIIVENESS OF USING NEW METHODS AND METHODS OF LEARNING THE UKRAINIAN LANGUAGE AS A FOREIGN IN MEDICAL UNIVERSITY

2019 ◽  
pp. 80-90
Author(s):  
S. V. Lychuk
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Foreign Students ◽  
Learning Model ◽  
Educational Process ◽  
Learning System ◽  
European Experience ◽  
Methods Of Learning ◽  
Medical University ◽  
Accessible Form

The article attempts to identify effective methods of teaching Ukrainian as a foreign language and to base them on the European experience. The most commonly used methods in the European practice of foreign language teaching are characterized: communicative, project, audio-lingual, distance, intensive and blended learning. The advantages of the blended learning system are examined. An interpretation of the term "blended learning" is proposed. The features of the organization of online learning and the structure of blended learning are described. The data of the conducted survey are presented: a) teachers conducting classes in Ukrainian as a foreign language; b) foreign students from different countries. Questionnaire was developed for the survey. The article proposes some tasks for teachers of Ukrainian as a foreign language, commenting on the specifics of different models of blended learning. Based on the results of the survey, the respondents outlined effective methods of teaching a foreign language, identified factors that influence the use of the blended learning model of future doctors when teaching Ukrainian as a foreign language. The advantages and prospects of using blended learning in the educational process of a higher medical institution are analyzed. The results of the study strongly suggest that the blended learning model opens up new possibilities for presenting educational material in a new and accessible form for students.

scholarly journals Effect of animation and review video making (arvima) in non-classical learning model on independent learning and students’ learning outcome

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
Muhammad Fath Azzajjad ◽  
Miswandi Tendrita ◽  
Dewi Satria Ahmar
Keyword(s):  
Chemistry Education ◽  
Learning Outcome ◽  
Learning Model ◽  
Independent Learning ◽  
Learning Material ◽  
Study Program ◽  
Education Study ◽  
Research Population ◽  
Quasi Experimental ◽  
Spatial Independence

The non-classical learning model used in this study was a jigsaw type cooperative learning model with the assignment treatment of making learning material video which is expected to make it easier in finding knowledge in teaching materials, with the creativity of students’ forming skills. The purpose of this study are to determine: (a) the effect of animation video and review video making in non-classical learning model on the ability to learn independently of students of the chemistry education study program at USN Kolaka, (b) the effect of animation video and review video making in non-classical learning model on the ability of spatial independence of students in the chemistry education study program at USN Kolaka, and (c) the effect of animation video and review video making in non-classical learning model on the learning outcome of students in the chemistry education study program at USN Kolaka. This research was a quasi-experimental research (quasy experiment) with a posttest only research design. The research population was students in the IV and VI semester of Chemistry Education Study Program. The instrument used was a questionnaire of learning independence, spatial ability and learning outcome.

Learning a foreign language by cochlear implant users

2017 ◽  
Vol LXXVIII (1) ◽  
pp. 17-27
Author(s):  
Ewa Domagała-Zyśk ◽  
Agnieszka Kłos-Dacka
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cochlear Implants ◽  
Hard Of Hearing ◽  
English Language ◽  
Foreign Language Learning ◽  
Independent Learning ◽  
Hearing Impairments ◽  
Communication Techniques ◽  
And Performance

Learning a foreign language is a special challenge for students with hearing impairments as it requires not only developing necessary strategies to learn all language skills in another language, but also overcoming specific perceptual and performance difficulties. The methodology of foreign language teaching to students with hearing impairments describes this process with reference to deaf and hard-of-hearing students of various ages who have various degrees of hearing impairment and who use various communication techniques. However, experiences relating to foreign language learning by people with cochlear implants have not been studied so far. These are students with unique characteristics whose hearing impairments are usually severe or profound and, at the same time, whose functioning is similar to the functioning of hard-of-hearing people thanks to their cochlear implants. It is assumed that their full inclusion in education in mainstream schools and social integration are possible.The article presents the issue of teaching the English language as a foreign language to students with hearing impairments who use cochlear implants (three case studies), especially in the context of the level of independent learning, beliefs concerning foreign language learning, foreign language classroom anxiety or lack of anxiety, and the scope of learning to read, write, speak and listen in a foreign language. In the study, a questionnaire designed by the authors was used as well as the scale FLCAS (Horwitz, Horwitz, Cope, 1986), autonomous scale (Macaskill, Taylor, 2010) and subscale BALLI (Horowitz, 1999).

The Application of Multimedia Network Technology in Production Practice for Foreign Language

2014 ◽  
Vol 926-930 ◽  
pp. 4705-4708
Author(s):  
Jiang Yan Mo
Keyword(s):  
Foreign Language ◽  
Present Status ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Network Technology ◽  
Language Training ◽  
Production Practice ◽  
Multimedia Network

As same as the production practice in engineering, the foreign language can also realize the unification of the educational and productive. Through studying the application of multimedia network technology in foreign language training, this paper analyses the present status of the production training in foreign language in-depth, to design the multimedia network course meeting the requirements of the foreign language training. So as to improve the students’ foreign language professional ability and practical ability, stimulate the interest in learning, it promotes the benign development of the foreign language teaching, having profound significance.

scholarly journals Learning Phrasal Verbs Autonomously

2012 ◽  
pp. 204-211
Author(s):  
Pauline Moore Hanna
Keyword(s):  
Foreign Language ◽  
Design Process ◽  
Learning Object ◽  
Independent Learning ◽  
Learning Skills ◽  
Phrasal Verbs ◽  
Language Styles ◽  
The Way

This paper describes the design process of a learning object (LO) for the acquisition of phrasal verbs (PVs) in English, which are a particularly difficult aspect of English as a Foreign Language (EFL) for many learners. As such, learners can benefit from the provision of greater opportunities for practice in this area. The PV problem is approached as a semantic rather than a syntactic problem, and so the LO aims to present the learner with contextualized, meaningful practice of PVs with a view to developing independent learning skills. The paper discusses the twin problems of PV use in different language styles (formal vs. informal) and the polysemy of PVs, both of which have been found to contribute directly to learner difficulty (Side, 1990; Dempsey, McCarthy & McNamara, 2007). The way in which the LO attempts to resolve these issues is described in the hope that other materials developers may find them useful.

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