Retour d’expérience sur l’enseignement du FLE en cours individuels par visioconférence

2021 ◽  
pp. 43-50
Author(s):  
Marine GUÉQUIÈRE
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Online Teaching ◽  
Video Conferencing ◽  
Full Time ◽  
Image Management ◽  
Private Lessons ◽  
Language Classes ◽  
The Uk

My experience in online teaching started in April 2016. Following a professional retraining and the obtaining of the DAEFLE, I first worked on websites connecting language learners with teachers for private lessons by videoconference. Then, in parallel, I followed the Master FLE course at Grenoble Alpes University, which I obtained in September 2018. I then became self-employed and now work full-time online from the UK. I currently teach 80-100 hours of French as a foreign language classes via video conferencing per month. In this article, I will first introduce you to the audience I work with, then the tools I use, especially for sound and image management, and finally I will finish with a feedback.

scholarly journals THE ROLE OF VIDEO CONFERENCING IN FOREIGN LANGUAGE LEARNING AMONG YOUNG STUDENTS

2021 ◽  
Vol 9 (1) ◽  
pp. 493-497
Author(s):  
Branko Medic
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Resistance To Change ◽  
Video Conferencing ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Philip Pullman ◽  
Multimodal Interactions

During the coronavirus pandemic research on video conferencing effects on young language learners is more than ever relevant. During the sharp transition, educators need to fully understand the benefits and possible pitfalls of video conferencing, but also overcome resistance to change through knowledge. As author Philip Pullman rightly points out, “You cannot change what you are, only what you do.” This article summarised key research and provided evidence for and against the use of video conferencing in foreign language education. Thus, it gives food for thought and reflection, as well as directions for possible interventions.  However, the research was limited in terms of time and available literature, and the topic certainly requires more attention. In future, it is recommended to further research the use of multimodal interactions (sound, audio, text) in video conferencing, as well as coping strategies for dealing with the lack of interaction in the video conferencing-enabled classroom.

scholarly journals Benefits and Difficulties of Learning in Group Work in EFL Classes in Saudi Arabia

2017 ◽  
Vol 10 (7) ◽  
pp. 247 ◽  
Author(s):  
Nurah Alfares
Keyword(s):  
Foreign Language ◽  
Adult Students ◽  
Language Learners ◽  
Group Work ◽  
Language Teachers ◽  
Telephone Interviews ◽  
Language Classes ◽  
Emotional Aspects ◽  
Quantitative And Qualitative Methods

This study investigates learners’ perceptions of the benefits and the difficulties of group work (GW) in EFL (English as a foreign language) classes. The purpose of this study is to explore the possible effects of GW, in order to better understand learners’ attitudes towards GW, and to inform language teachers of students’ views of using GW. A mixed-methods approach (quantitative and qualitative methods) was used to collect the required data for the study. Questionnaires were collected from 188 students in five private language institutions. These institutions specialise in teaching EFL to adult students studying in intermediate and secondary schools. From this sample, 20 students were interviewed in more detail in follow-up telephone interviews. The questionnaire examined learners’ general perceptions, and the telephone interviews further explored the questionnaire findings. The findings revealed that many language learners consider the advantages of GW to be mainly related to (1) cognitive aspects, i.e. benefits that help learners in the learning process; and (2) emotional aspects, which are benefits that enhance motivation for learners. However, some learners identified difficulties, mostly related to learners’ behaviours, which can result in uncooperative work in groups. These findings revealed that Saudi learners regard GW as effective in learning, but that some students’ negative behaviours may prevent them from obtaining the benefits of GW.

scholarly journals The Use of Listening Comprehension Strategies in Distance Language Education

2021 ◽  
Vol 14 (10) ◽  
pp. 62
Author(s):  
Aysel Deregözü
Keyword(s):  
Distance Education ◽  
Foreign Language ◽  
Language Learners ◽  
Listening Comprehension ◽  
Language Education ◽  
State Universities ◽  
Comprehension Strategies ◽  
Foreign Language Learners ◽  
Language Classes ◽  
Academic Year

This study aims to examine the listening comprehension strategies used by foreign language learners who are learning languages through distance education. It also aims to explore how the use of listening comprehension strategies differs in terms of three variables, namely, gender, L2, and department majored. To do this, the Listening Strategy Inventory was administered to students attending English and German language classes through distance education at three state universities in Turkey. The data were collected during the 2020-2021 academic year. The study used quantitative analysis methods. The data were analyzed with descriptive statistics and the statistical analyses independent samples t-test. The findings revealed that students use listening comprehension strategies at a moderate level. The most commonly used listening comprehension strategies were those for while listening and nonverbal strategies, while learners use word-oriented strategies the least. The study also revealed statistically significant differences by gender in foreign language learners’ listening comprehension strategies, but no significant differences for department majored and L2 variables. It is recommended that individual differences be considered when teaching listening comprehension strategies to foreign language learners.

scholarly journals Using Games to Promote English as a Foreign Language Learners’ Willingness to Communicate: Potential Effects and Teachers’ Attitude in Focus

2021 ◽  
Vol 12 ◽  
Author(s):  
Fei Liu ◽  
Balachandran Vadivel ◽  
Ehsan Rezvani ◽  
Ehsan Namaziandost
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Positive Influence ◽  
Willingness To Communicate ◽  
Control Group ◽  
Foreign Language Learners ◽  
Item Questionnaire ◽  
Language Classes ◽  
Students Attitudes

This study aims to find out the role of games in promoting students’ willingness to communicate (WTC) and their teachers’ attitude toward it. In order to collect the data, the researchers employed a 28-item questionnaire which was given to 60 English as a Foreign Language (EFL) learners in an English institute. Then, the students were randomly divided into two groups of 30 learners functioning as control and experimental groups. The students in the experimental group received games in their language lessons and classes, while control group learners did not. At the end of the term, the same questionnaire was given to the students to know if playing games had a significant impact on their WTC. In addition, the teachers were asked to answer a 30-item questionnaire to investigate their attitudes toward playing games in language classes. The results showed that most of the teachers in this study believe that games have a positive influence on the students’ attitudes towards learning English and that using them in class serves many educational purposes. In addition, games played a significant role in improving the EFL leaners’ willingness to communicate. In the light of these findings, the researchers suggested using games as energizers and practical activities at the end of class not only to improve enthusiasm for learning, but also to improve the learners’ WTC.

scholarly journals Podcasting as a tool to develop speaking skills in the foreign language classroom

2020 ◽  
Vol 28 (1) ◽  
pp. 40
Author(s):  
Mario Tomé Díez ◽  
Marlisa Amanda Richters
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Spoken Language ◽  
Preparation Time ◽  
Foreign Language Learners ◽  
Actual Duration ◽  
Language Classes ◽  
Language Classroom ◽  
Oral Activity ◽  
Speaking Skills

<p>It is essential for foreign language learners to have adequate opportunities for speaking in order to enhance the acquisition of oral communicative competence. Although research over the last few years has dealt with the potential of podcasting for the development of oral competencies, little has been done towards its application in the <em>improvement</em> of speaking skills or the <em>correction</em> of pronunciation. This article presents experiments with podcasts developed in French foreign language classes over the course of ten years. The results obtained relate to the following three aspects: firstly, selection and analysis of the available tools fostering greater oral activity and effective correction of pronunciation; secondly, the quantification of spoken language according to the actual duration of the podcasts, as well as preparation time estimated by the students; finally, the evaluation of spoken language using certain indicators of improvement of pronunciation.<em></em></p>

How teachers promote young language learners’ engagement

2020 ◽  
Vol 2 (1) ◽  
pp. 101-130
Author(s):  
W. L. Quint Oga-Baldwin ◽  
Yoshiyuki Nakata
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Classroom Practice ◽  
Teacher Practices ◽  
Self Determination Theory ◽  
Self Determination ◽  
Teacher Involvement ◽  
Language Classes ◽  
Western Japan ◽  
Observation Tools

Abstract Teachers of young learners often seek guidance on how best to engage and motivate their students. In this study, we aimed to document engaging teacher practices in the context of foreign language classes in Japanese elementary schools. We surveyed 16 public elementary school foreign language classes in western Japan using quantitative (questionnaire; external rating) and qualitative (naturalistic observation) tools grounded in self-determination theory. Classes were sorted into three groups of high, middle, and low teacher support based on student surveys, and observed for practices that influenced student engagement in each tercile. Results indicate that students are most responsive in classrooms involving teacher warmth and strictness, homeroom teacher involvement, appropriate pacing, instructional clarity, and a balance of activities. We offer descriptions of how these practices were employed, with implications for classroom practice and teacher training.

„Latviešu valoda zobārstniecības studentiem” – pirmā latviešu valodas kā svešvalodas mācību grāmata zobārstniecības studentiem

2020 ◽  
pp. 87-101
Author(s):  
Inga Kaija ◽  
Inga Laizāne
Keyword(s):  
Higher Education ◽  
International Students ◽  
Foreign Language ◽  
Language Learners ◽  
Higher Education Institutions ◽  
Academic Programs ◽  
Full Time ◽  
Target User ◽  
Almost All ◽  
Short Time

Latvian as a foreign language is being learned both inside and outside Latvia. It is done in higher education institutions as well as various group language classes and individual lessons. The goals of learners range from professional and research-driven needs to personal interests. A significant part of Latvian language learners in Latvia are international students who study in higher education institutions in Latvia. Those are not exclusively exchange students. There is a considerable number of international students who study full-time academic programs in universities of Latvia. The first adult-oriented textbook of Latvian as a foreign language came out in 1960s. Since then, quite a lot of various learning materials have been created with 11 intermediary languages. However, the contents of almost all textbooks are targeted to people who have either a general or philological interest in Latvian, because in the higher education institutions outside Latvia, Latvian is often learned for research purposes as a part of philology studies. The authors of the present paper – Inga Kaija and Inga Laizāne – teach Latvian to international students who study dentistry at Riga Stradiņš University in Latvia. These students have a specific goal when learning Latvian, namely, they have to be able to communicate to their patients in Latvian, which is using the language in a professional environment. The pre-existing textbooks are not suitable for reaching this goal in a relatively short time. Thus, a new textbook had to be created to support the learners’ needs. The textbook “Latvian for dentistry students” has been created to support acquisition of the basics of Latvian with the purpose of enabling a conversation between a dentist and a patient. The needs of the language learners have been acknowledged by employing the communicative approach but also including explanations on grammatical topics. A grammar overview is included in the end of the book. It could be useful for any adult learner of Latvian as a foreign language as well as teachers. Its target user is the practically, rather than academically inclined learner. This kind of grammar overview has not been included in any textbooks of Latvian before.

Korean Foreign Language Learning

2019 ◽  
pp. 1123-1146
Author(s):  
Byung-jin Lim ◽  
Danielle O. Pyun
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Video Conferencing ◽  
Foreign Language Learning ◽  
Target Language ◽  
Korean Language ◽  
Language And Culture ◽  
Desktop Videoconferencing ◽  
Foreign Language Learners

This article presents intercultural and linguistic exchanges by foreign language learners in an exploratory study of Internet-based desktop videoconferencing between Korean learners at a university in the United States, and their counterparts at a South Korean college. The desktop videoconferencing project was designed for foreign language learners of Korean to assist in developing linguistic competence, as well as intercultural communicative competence, by providing the learners with the target language and culture through real-time, one-on-one communication. The study shows the emerging themes that recur in a video-chat. It also reports on the Korean language learners' self-rated proficiency in their target language. Challenges and difficulties in video-conferencing are examined, followed by a discussion of the effectiveness of synchronous one-on-one video-conferencing for language learning in general, and in Korean language education in particular.

scholarly journals DESIGN THINKING DEVELOPINGMETHODSIN FOREIGN LANGUAGE CLASSES

PRIMO ASPECTU ◽  
2021 ◽  
pp. 86-92
Author(s):  
Natalia A. FROLOVA ◽  
Irena V. ALESHCHANOVA
Keyword(s):  
Foreign Language ◽  
Creative Thinking ◽  
Design Thinking ◽  
Thinking Skills ◽  
Scientific Activity ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Research Activities ◽  
Language Classes

The article considers the issue of design thinking developing methods in foreign language classes. The study materials are presented by educational and methodological courses for teaching foreign languages, methodical developments for professionally oriented teaching, checklists of students’ educational and scientific activity, the final rating of the educational process of the academic groups participating in the experiment. The methods of observation, questioning and interviewing were used. The experimental results were statistically processed. The authors differentiate between the concepts of "design thinking" and "creative thinking" which are often confused. In this case design thinking is viewed as a higher level of thought process. It was found that the most effective basis for developing students' design thinking skills is the OIW (organized independent work), in particular, project activities. The effectiveness of the methodology for the formation and development of students’ design thinking competence core has been proven experimentally in 2018-2020 academic semesters in the process of full-time and remote working modeat at the Foreign Languages and Humanities Department of the Kamyshin Technological Institute (branch) of the Volgograd State Technical University. The conducted study showed that students participation in the experiment significantly influenced their outlook, quality of intellectual modeling, research activities, subject communication both in their native and foreign languages.

scholarly journals Strategie komunikacyjne w obliczu trudności językowych

Neofilolog ◽  
2017 ◽  
pp. 193-206
Author(s):  
Jolanta Morytz
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Communication Strategies ◽  
Foreign Languages ◽  
Communicative Skills ◽  
Scale Method ◽  
Language Classes ◽  
Verbal Strategies ◽  
The Relationship ◽  
Different Levels

Foreign language classes at university should enhance not only knowledge of foreign languages but with the use of different methods, should also develop skills of communication strategies, which are very important to compensate for deficits in communication. These strategies are indispensable for language learners irrespective of their level of proficiency. The objective of the study described in the present paper is to explore the communication strategies used by Polish students at different levels of knowledge of Italian. Data was collected by two types of questionnaires, one including two open-ended questions. The other was based on a Likert-scale method which examined the frequency of usage of avoidance strategies, verbal and non verbal strategies, as well as the strategy of transfer. Emphasis was placed on the relationship between the use of types of communication strategies and students’ level of proficiency. In the final part the author recommends types of lexical exercises which should be practised during classes to help students to develop their communicative skills.

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