scholarly journals M-Learning: An Integrative Approach to Increase Student Engagement

LETRAS ◽  
2020 ◽  
pp. 145-175
Author(s):  
Vivian Vargas Barquero ◽  
Natin Guzmán Arce
Keyword(s):  
Costa Rica ◽  
Student Engagement ◽  
Foreign Language ◽  
Real Time ◽  
Mobile Devices ◽  
Electronic Devices ◽  
Integrative Approach ◽  
Learning And Teaching ◽  
Language Classroom ◽  
Handheld Electronic Devices

M-learning utilizes handheld electronic devices as didactic tools for facilitating learning and teaching within real-time access in the language classroom. Current studies on m-learning suggest that the incorporation of electronic devices can lead to greater student engagement and better performance. Using a questionnaire, 22 professors from the major Bachelor’s in the Teaching of English as a Foreign Language from the Universidad Nacional (Costa Rica) were surveyed about how mobile devices are being implemented in the language classroom.

scholarly journals General Word Lists: Overview and Evaluation

2020 ◽  
Vol 9 (1) ◽  
pp. 51-61
Author(s):  
Dana Therova ◽  
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Vocabulary Learning ◽  
Applied Linguistics ◽  
Materials Development ◽  
Learning And Teaching ◽  
Informed Decisions ◽  
Language Classroom ◽  
Word Lists

Vocabulary learning is unarguably one of the sub-goals in every language classroom. The learning and teaching of vocabulary have been transformed by the development of general word lists, providing compilations of the most prevalent vocabulary items used in everyday contexts. These lists have made an invaluable contribution to the field of applied linguistics in terms of both research and pedagogy; they have assisted the learning, teaching and testing of vocabulary; and they have also been widely used in materials development and vocabulary research. However, if they are to be utilised effectively, it is important to understand the characteristics of these word lists. Thus, this article offers a review of the various general word lists presently available with the aim of assisting English as a Foreign Language (EFL)/English as a Second Language (ESL) practitioners in making informed decisions regarding the choice and utility of these word lists in their practices.

scholarly journals Pedagogic Corpus of Lithuanian: A New Resource for Learning and Teaching Lithuanian as a Foreign Language

2020 ◽  
Vol 17 (1) ◽  
pp. 197-230
Author(s):  
Jolanta Kovalevskaitė ◽  
Erika Rimkutė
Keyword(s):  
Foreign Language ◽  
Text Classification ◽  
Spoken Language ◽  
Written Language ◽  
Learning Activities ◽  
Informational Texts ◽  
Learning And Teaching ◽  
Language Classroom ◽  
Text Types ◽  
Future Work

SummaryThe paper aims to present the first pedagogic corpus of Lithuanian i.e. monolingual specialized corpus, prepared for learning and teaching Lithuanian in a foreign language classroom. The corpus has been collected as a result of the project “Lithuanian Academic Scheme for International Cooperation in Baltic Studies”. It is motivated by the need to have a more appropriate resource which could be representative, authentic and relevant enough concerning the process of learning and teaching Lithuanian as it is known that language represented in other existing corpora of Lithuanian (e.g. Corpus of Contemporary Lithuanian, 140 m tokens) is too complex to use for learning activities. The pedagogic corpus includes authentic Lithuanian texts, selected using such criteria as a learner-relevant communicative function and genre. Spoken language as well as written language are represented in the corpus. The size of the corpus is 669.000 tokens: 111.000 tokens from texts and spoken language for A1–A2 levels, 558.000 tokens from texts and spoken language for B1–B2 levels (according to the CEFR – Common European Framework of Reference for Languages). In this paper, we aim to discuss in detail the written subpart of the corpus (containing 620.000 tokens) which includes levelled texts from coursebooks and unlevelled texts from other sources. The level-appropriate labels were assigned automatically to the texts from other sources and this text classification procedure is presented in the paper. The texts from coursebooks and other sources could be classified into 29 text types (dialogs, narratives, information, etc.) and 4 groups according to the communicative aims: informational texts, educational texts, advertising and fiction. Informational texts comprise the biggest part of the corpus; three mostly represented text types differ in coursebook texts and other sources: the most common coursebook texts are informational, narratives, and dialogs (appr. 78% of all coursebook texts). Texts from other sources are represented with richer diversity – appr. 73% of all texts from this subpart can be classified into 5 text types: subtitles, informational texts, educational texts, fiction, and advisory texts. The future work making pedagogic corpus available for learners and its possible application are presented in the closing remarks.

Features of Language Learning in Handheld Electronic Devices

2011 ◽  
Vol 63-64 ◽  
pp. 94-97
Author(s):  
Gao Da He ◽  
Hui Chen
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Electronic Devices ◽  
Foreign Language Learners ◽  
Language Input ◽  
Handheld Electronic Devices

Handheld electronic devices promote M-learning greatly. Foreign language learners favour the learning environment in handheld electronic devices. The authors explore the features of language learning in handheld electronic devices from the prospective of language input theory.The paper discusses the comprehension, nature and authenticity, abundance and varieties in language learning with handheld electronic devices.

scholarly journals Translanguaging: Implications for the language classroom derived from the revised version of the CEFR

2021 ◽  
Vol 47 (2) ◽  
pp. 137-152
Author(s):  
Hadrian Aleksander Lankiewicz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Use ◽  
The Other ◽  
Social Changes ◽  
Learning And Teaching ◽  
Language Classroom ◽  
Enhanced Mobility ◽  
The Moment ◽  
The Eu

One of the basic documents defining, among others, language learning, teaching, and assessment within the EU is the CEFR (2001). Since the moment of its first publication, many political and social changes have occurred which necessitated the reshaping of general language teaching policy to meet the new conditions. There also appeared new theoretical reflections on the process of language learning and language use. Through enhanced mobility a remarkable number of European citizens have become plurilingual, living in multilingual environments. On the other hand, new insights into the process of language learning and teaching accentuated the need for the departure from monolingual approaches in favour of translingual practices (Canagarajah 2013; García & Li 2014). The objective of this article is to present the implications derived from a translingual instinct (Li 2011) for teaching an additional foreign language to plurilingual students. The author of the article derives his reflections from the theoretical underpinnings of multilingualism, his own research on translanguaging and the revised version of the CEFR (2018).

scholarly journals Learning and teaching of English in a foreign language classroom of primary education through current songs and cartoons

2017 ◽  
Author(s):  
Natalia Lucía Vélez Gea
Keyword(s):  
Foreign Language ◽  
Primary Education ◽  
Education Students ◽  
English Teaching ◽  
Learning And Teaching ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Educación Primaria

ABSTRACT: The main purpose of this study is to suggest a series of materials related to English teaching as a foreign language, suitable for the second cycle of Primary Education students. To be able to do this, three songs and three episodes of current cartoons have been chosen because of the students’ familiarity with the materials, they will be motivated and enjoy learning. In relation to this, a variety of activities based on pre-watching/ listening, while-watching/listening and post-watching/listening have been developed. Title in Spanish: Enseñanza-Aprendizaje del Inglés como Lengua Extranjera en la clase de Educación Primaria a través de canciones y dibujos animados actuales. Resumen: El objetivo de este trabajo consiste en proponer una serie de materiales para la enseñanza del inglés como lengua extranjera, dirigida a estudiantes de segundo ciclo de educación primaria. Para ello se han elegido tres canciones y tres capítulos de dibujos animados actuales, que por su cercanía con el alumnado resultan divertidos y motivadores para el aprendizaje. En torno a ellos se han desarrollado una serie de actividades basadas en pre-watching/listening, while-watching/listening and post-watching/listening

scholarly journals Integrating soft skills in higher education and the EFL classroom: Knowledge beyond language learning

SEEU Review ◽  
2015 ◽  
Vol 11 (2) ◽  
pp. 95-106 ◽  
Author(s):  
Elena Spirovska Tevdovska
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Soft Skills ◽  
Foreign Language Learning ◽  
Soft Skill ◽  
East European ◽  
Learning And Teaching ◽  
Language Classroom ◽  
Views And Perceptions

Abstract The purpose of this article is to discuss the importance of soft skills in the context of higher education and in the context of the foreign language learning classroom. The article aims to define the notion of soft skills and to offer possible ways of grouping soft skills. It also provides ways of including soft skills instruction in the context of higher education. In addition, the article aims to propose models of implementing soft skills in foreign language learning and teaching situations and to suggest teaching procedures and activities which will facilitate the introduction of soft skills in the EFL (English as a foreign language) classroom at South East European University. The article also aims to discuss the need of including soft skills in undergraduate studies curricula and to provide arguments in favour of including soft skills. The article will also present participants’ views and perceptions, collected via survey, of the importance and necessity of soft skills for their future careers and workplaces. The conclusion will offer some practical suggestions regarding soft skill inclusion in the EFL classroom.

Student Engagement in the Language Classroom

2020 ◽  
Keyword(s):  
Student Engagement ◽  
Language Learning ◽  
Learning And Teaching ◽  
Language Classroom

Through a mix of conceptual and empirical chapters, this book defines engagement for the field of language learning. It serves as an authoritative guide for anyone wishing to understand the unique insights engagement can give into language learning and teaching, or anyone conducting their own research on engagement within and beyond the classroom.

Literature in language learning: new approaches

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Best Practice ◽  
Pedagogical Approach ◽  
Writing Workshops ◽  
Learning And Teaching ◽  
New Approaches ◽  
Language Classroom ◽  
New Directions ◽  
Creative Writing Workshops

Which are the new directions in learning and teaching Modern Languages and English through literature? How can we use songs to talk about poetry in the language classroom, and how can creative writing workshops help with language teaching beyond the classroom? These are just a few questions addressed in this volume. Researchers and practitioners in Modern Languages and English as a Foreign Language share theory and their best practice on this pedagogical approach.

scholarly journals Student perceptions of self-efficacy in the foreign language classroom: A design-based research study

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Rhia Moreno ◽  
Jeffrey Kilpatrick
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Perceptions ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Grammar Instruction ◽  
Design Based Research ◽  
Learning And Teaching ◽  
Language Classroom ◽  
Foreign Language Classroom

The foreign language (FL) classroom can be an anxious environment where students feel uncomfortable having to communicate in a language in which they feel inadequate and have little practice. Low self-efficacy in skill-specific tasks is oftentimes the culprit. While there are a number of factors involved in successful language learning, this study examines how practice affects students’ sense of self-efficacy in the foreign language classroom. Using self-efficacy theory and design-based research, this qualitative study ‘flipped’ the classroom to focus on student input and output practice in class with grammar instruction video-recorded for homework. Data were recursively collected and analyzed from ten courses over three semesters. Classroom observations and reflection were triangulated with interviews and focus groups. Findings suggest that practice and self-efficacy in the FL classroom are indeed linked and that other factors such as peer familiarity and grading also play a role. The paper concludes with implications for language learning and teaching.

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