scholarly journals Supporting E-learning in Teaching English as a foreign language in Higher Education

2018 ◽  
Vol 6 (11) ◽  
pp. 73-87
Author(s):  
Yasmin Mohamed
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Teaching English ◽  
E Learning

scholarly journals Putting Prosody First — Some Practical Solutions to a Perennial Problem: The Innovalangues Project

2014 ◽  
Vol 12 (3) ◽  
pp. 233-243 ◽  
Author(s):  
Dan Frost ◽  
Francis Picavet
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Foreign Languages ◽  
Teaching English ◽  
Oral Production ◽  
International Language ◽  
Learning Platform ◽  
E Learning ◽  
The Common ◽  
Ministry Of Higher Education

This paper presents some of the difficulties of teaching languages, in particular English, in the context of LSP/LAP2 programmes in French universities. The main focus of this paper will be the importance of prosody, especially in English, as an area where these difficulties may be addressed. We will outline the various solutions that are currently being put into place as part of the Innovalangues project, a six-year international language teaching and research project headed by Université Stendhal (Grenoble 3), France. The project has substantial funding from the French Ministry of Higher Education and Research and its mission is to develop innovative tools and measures to help LSP/LAP learners reach B2 on the Common European Framework of Reference for Languages (CEFRL). The languages concerned are English, Italian, Spanish, Chinese, Japanese and possibly French as a foreign language. Initially the project will be focusing on the needs of Grenoble’s students, but the objective is to make the tools and resources developed freely available to the wider community. Oral production and reception are at the heart of Innovalangues. We believe, along with many other researchers, that prosody is key to comprehension and to intelligibility (Kjellin 1999a, Kjellin 1999b, Munro and Derwing 2011, Saito 2012), particularly given the important differences between English and French prosody (Delattre 1965; Hirst and Di Cristo 1998; Frost 2011). In this paper, we will present the particular difficulties inherent in teaching English (and other foreign languages) in the context of ESP/EAP3 in French universities and some of the solutions that we are implementing through this project (Picavet et al., 2012; Picavet et al 2013; Picavet and Frost 2014). These include an e-learning platform for which various tools are being developed, teacher training seminars focusing on prosody and the collection of data for research.  

scholarly journals AN INTEGRADED APPROACH TO THE STUDY OF A FOREIGN LANGUAGE IN HIGHER EDUCATION

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Vladyslava V. Shcherbytska ◽  
◽  
Inna I. Pysmenna ◽  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Foreign Language ◽  
Blended Learning ◽  
Approaches To Learning ◽  
Economic Education ◽  
Foreign Languages ◽  
The Internet ◽  
Interactive Games ◽  
E Learning

The article considers the issue of distance learning. The practice of training students at universities of Ukraine shows that the use of traditional forms and methods of training does not provide sufficient knowledge level of the foreign language for graduates. Therefore, it is necessary to seek and use new approaches to learning a foreign language. The transition to distance learning in higher education, due to the pandemic, was an unexpected and serious challenge for both teachers and students. That is why the problem of introducing distance learning in higher education is so important and relevant, especially in the process of learning foreign languages. It is dictated by the new social demands to higher education. Attention is drawn to the fact that distance learning has long been of interest to scientists. In the 21st century, with the advent of computers and the Internet, the spread of distance learning is gaining enormous proportions. A brief analysis of recent research and publications on this issue has been made. Definitions of the concept of “distance learning” are given. Attention is drawn to the fact that there are two concepts of “distance learning” and “complete education”. The term “distance education” is much broader than the term “distance learning”, although they are often used as synonyms. It is noted that there are two types of distance learning: traditional and e-learning (learning through the Internet and multimedia). The spread of e-learning has led to a new direction – blended learning. It is emphasized that the future lies in blended learning, which will increase or decrease offline and online components depending on the capabilities and needs of students. The disadvantages and advantages of distance learning are considered. It is emphasized that distance learning can be used when learning foreign languages at any level. Attention is drawn to the fact that the effectiveness of distance learning in foreign languages depends on the quality of methodological support of each online lesson. It is emphasized that the development of electronic textbooks is one of the leading areas of economic education, which introduced distance learning. There are various types of work that can be used for distance learning of foreign languages. Examples of various interactive games that are used in the process of teaching foreign languages are given. It is noted that the prospects for further research lie in the more active introduction of e-learning in the learning process, especially in the study of foreign languages.

scholarly journals Effective methods of teaching listening to the students of higher education

2021 ◽  
Vol 2 (5/S) ◽  
pp. 458-463
Author(s):  
Shakhzoda Fayzullayeva
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
English Language ◽  
Real Life ◽  
International Communication ◽  
Teaching English ◽  
Increasing Demand

In response to the increasing demand of learners for English as a language of international communication, issues related to the teaching of foreign language in higher education are being discussed. Effective forms and methods of teaching English-language auditing to students in higher education are being considered. The nature and role of the auditing process is noted. Audio texts that reflect real-life situations are described. Series selected and analyzed. The problems and difficulties encountered by students in learning to audit. Measures are recommended for the correct organization of the audition process in the classroom, the most effective approaches to developing the student’s confidence in listening to audio texts and the ability to understand foreign language speech.

scholarly journals Changes in Student Autonomy via E-Learning Courses

2021 ◽  
Vol 16 (17) ◽  
pp. 209
Author(s):  
Olga V. Lazorak ◽  
Oksana V. Belkina ◽  
Elena N. Yaroslavova
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Educational Activity ◽  
Higher Education System ◽  
Professional Activities ◽  
Student Autonomy ◽  
Learning Content ◽  
E Learning ◽  
Long Life ◽  
New Challenges

Nowadays, the concept of autonomy is becoming increasingly crucial in the area of instruction, especially when new challenges call into question the efficiency and sustainability of the higher education system. The aim of the research is to identify emerging attributes and dimensions of student autonomy via e-learning courses, which facilitate the quality improvement of modern higher education, meet the requirements of digitally based learning content, contribute to increasing learners’ self-motivation, encourage their further individual and professional development and ultimately, promote long-life learning. The study was conducted among 75 master students enrolled in academically oriented and vocationally focused course “Foreign Language for Professional Activities” in 2020. Research has revealed changes in student’s perception of autonomy; examined extent of their willingness to carry out complicated tasks with the limited instructor’s guidance; determined the scope of responsibility of students to manage their own educational activity and track the progress; explored their initiative and persistence as well as detected the most frequent challenges students faced while completing the course.

scholarly journals TEFL PROFESSORS' E-LEARNING EXPERIENCES DURING THE COVID 19 PANDEMIC

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Sumer Salman Abou Shaaban
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Higher Education Institutions ◽  
Action Plan ◽  
Gaza Strip ◽  
Real Life ◽  
Technical Problems ◽  
E Learning ◽  
The Gaza Strip ◽  
Teaching Learning

<p>This study aimed at revealing teaching English as a foreign language (TEFL) professors' eLearning experiences during the Covid 19 pandemic in the Gaza Strip higher education institutions. For this end, the researcher designed a (20) open-ended questions questionnaires to be completed by (32) TEFL professors in (8) Palestinian higher education institutions. Results showed that TEFL professors need training to develop their skills in designing, developing and drawing action plan for TEFL e-courses that achieve the objectives of foreign language teaching\ learning. Palestinian TEFL professors spent (4- 7) hours daily preparing, meeting, guiding, helping and facilitating learning by using different eLearning programs and network social media such as Moodle, Google classroom, Zoom, WhatsApp and Facebook. They adopted different teaching methods as well as different types of evaluation and following up in order to measure the objectives achievement; however, they neglected developing thinking and real life skills. The most challenges for both TEFL professors and learners were insufficient knowledge about eLearning and technical problems. TEFL professors action plan was focused on reducing the number of activities and drawing clear procedures with all the needed tools and activities for each objective in the course. Based on the findings, the researcher recommends that higher education institutions should provide training courses in the field of eLearning for both learners and professors, prepare a guide for designing and developing e-courses and provide professional technicians for maintenance of equipment and should regularly fix various technical malfunctions.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0656/a.php" alt="Hit counter" /></p>

scholarly journals Material Development for Peer-Assisted Learning Program (PALP) in Higher Education

2018 ◽  
Vol 15 (1) ◽  
pp. 32
Author(s):  
Khafidhoh Khafidhoh
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
English Education ◽  
The Other ◽  
Learning Needs ◽  
Teaching English ◽  
Learning Program ◽  
Education Department ◽  
Peer Assisted Learning ◽  
Material Development

Teaching English as a foreign language in higher education becomes more challenging from year to year. Based on the learner and learning needs, nowadays, English should be taught in relation to the other fields of the study. The phenomena require a certain &lsquo;scenario&rsquo; to support the students&rsquo; English mastery. In accordance to the condition, English Education Department of Universitas Ahmad Dahlan has a program to help the students improving their English skills called Peer-Assisted Learning Program PALP. As an official program in the department, PALP is managed professionally by the boards. However, developing the appropriate materials for the program still becomes one big question to everyone dealing with the program, especially the boards. It is a really challenging work to develop such informative and practical materials for the students joining the program. Thus, in this paper, the writer will discuss several theories as the basis in developing the materials for PALP. It will cover the information about PALP, learner needs, learning needs, criteria of good materials, material development, and materials evaluation/assessment.

scholarly journals Teaching English with Insta.Ling Online Platform: Case Study in Higher Education Level

2019 ◽  
Vol 9 (1) ◽  
pp. 269-287
Author(s):  
Artur Baranowski
Keyword(s):  
Higher Education ◽  
English Language ◽  
Education Level ◽  
University Teaching ◽  
Teaching English ◽  
Student Groups ◽  
Biology Students ◽  
Learning Platform ◽  
E Learning

The paper presents a study about using Insta.Ling e-learning platform in university teaching process of English language for Biology students. The aim of this study is to estimate its effectiveness and the correlation between the number of repetitions and the number of words memorized. The total number of students involved in this research is 129 (6 student groups and in 3 academic years). They are all students of Cardinal Stefan Wyszynski University, Warsaw. The results allow to assume that Insta.Ling environment is an effective way to learn new vocabulary and regular sessions positively affect the number of vocabulary memorized.

scholarly journals Developing Critical Thinking Strategies Through Short-Stories In Learning Foreign Languages

2021 ◽  
Vol 03 (02) ◽  
pp. 193-197
Author(s):  
Yorkinoy Hamidovna Nazarova ◽  
◽  
Iroda Abduaziz Kizi Abduazizova ◽  
Mashkhura Ikromjon Kizi Hakimova ◽  
Dilafruz Olim Kizi Nematjonova ◽  
...  
Keyword(s):  
Higher Education ◽  
Short Stories ◽  
Critical Thinking ◽  
Foreign Language ◽  
Foreign Languages ◽  
Teaching English ◽  
Active Involvement ◽  
Thinking Strategies ◽  
Effective Use

The article defines the concept “critical thinking” and reveals the effectiveness of critical thinking (CT) strategies through short stories in teaching English as a foreign language. According to the results of the study, the authors propose a certain set of critical thinking strategies to encourage students’ active involvement and effective use of teaching foreign languages in higher education.

scholarly journals Shifting the Assessment Paradigm from Knowledge to Skills: Implementation of New Appraisal Procedures in EFL Classes in Uzbekistan

2019 ◽  
Vol 9 (1) ◽  
pp. 4943-4951
Keyword(s):  
Higher Education ◽  
Experimental Design ◽  
Foreign Language ◽  
Learning Outcomes ◽  
Systems Analysis ◽  
Cognitive Skills ◽  
Teaching English ◽  
Assessment Systems ◽  
Assessment Procedures

The present study is devoted to the analysis of the situation emerging in Uzbekistan classes teaching English as a foreign language on the level of higher education in connection with the modernization of assessment procedures. The research aims at defining the problems occurring in assessment systems, analysis of the reasons that lead to this situation, and suggestion of possible solution to them. In the course of experiment different approaches were suggested to the appraisal of knowledge, obtained as learning outcomes and skills, developed as a result of application of the acquired knowledge. The experimental design, basing on four principal stages of monitoring (informational, diagnostic, comparative, and prognostic) proved the inability of the students to employ higher cognitive skills in the process of finding solutions to the problems stated as revised test assignments.

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