scholarly journals Instructional Design of Skill-Balanced LMOOC: a Case of the Russian Language MOOC for Beginners

2021 ◽  
Vol 27 (5) ◽  
pp. 485-497
Author(s):  
Maria Lebedeva
Keyword(s):  
Language Learning ◽  
Course Design ◽  
Online Courses ◽  
Russian Language ◽  
Transfer Of Knowledge ◽  
Communicative Skills ◽  
Characteristic Features ◽  
Competencies Development ◽  
Language Competencies ◽  
Methodological Guidelines

The period of MOOCs mass production made it possible to quite accurately observe the possibilities and limitations of this type of educational products. Language massive open online courses (LMOOCs) deserve a special discussion. Basic standard features of such courses pose big challenges in language learning since it is not only and not so much about the transfer of knowledge, but about developing communicative skills. In this regard, the LMOOC aimed at mastering general language should assume balanced proportions of work on all four language skills, both receptive and productive. In the article, we analyze a case of design and implementation of a skill-balanced course of Russian as a foreign language for the A0-A1 levels. Course objectives were described, as well as characteristic features of its target audience and methodological guidelines that determined the course design. The course scenario, peculiarities of course design and pedagogy were demonstrated, as well as the relevance between language competencies development and types of activities, communication methods and toolset.

Online self-access learning: A work in progress

2019 ◽  
Vol 9 (2) ◽  
pp. 415-428
Author(s):  
Alessandra Marazzi
Keyword(s):  
Language Learning ◽  
Online Courses ◽  
Learning Activities ◽  
List Type ◽  
Traditional Teaching ◽  
Learning Pathways ◽  
Physical Barriers ◽  
Characteristic Features ◽  
The University ◽  
Self Learning

Abstract Autonomy and self-learning are ongoing challenges for universities generally, and for their language centres specifically when it comes to language learning and acquisition. The University of Modena and Reggio Emilia has always paid attention to both fostering autonomy in its learners and developing customized language learning activities. Among all the activities the Language Centre deals with, we include self-access learning, through the establishment of proper laboratories, and traditional-teaching support measures, through the use of Moodle, as means to reach out to several non-attending students with supplementary materials. Although the Language Centre staff has been able to successfully complement teaching activities in class using Moodle, there was also a tendency to keep self-access learning within the physical barriers of its room, thus almost obliging users to go there to find language assistance and materials. However, a natural change in learners’ academic attendance and needs has lately led the Language Centre staff to rethink the whole idea of self-access learning, by having it transcend its walls and find a home online. Exploiting some of Moodle’s characteristic features – i.e. accessibility, flexibility, and customization – in the academic year 2018–2019, a new project will be piloted which will give learners the chance to get in touch with the language adviser via the web in order to receive counselling on language matters, and to find a network of extra services such as: –e-tutored online courses and learning pathways providing support to achieve certain goals;–webinars on specific areas providing learners with methodological tools;–a dedicated space for improving speaking skills (e.g. atelier de conversation). Through these tools the Language Centre hopes to expand its range of self-learning activities so as to meet learners’ new expectations and attitudes.

scholarly journals Development and implementation of blended courses for Russian language teachers in Russia and abroad

2019 ◽  
Vol 69 ◽  
pp. 00142
Author(s):  
Tatyana Malykhina ◽  
Sergey Zolotykhin ◽  
Lyudmila Larina ◽  
Alevtina Kuzmina ◽  
Tatyana Pravednikova
Keyword(s):  
Language Learning ◽  
Life Support ◽  
Professional Competence ◽  
Online Courses ◽  
Russian Language ◽  
Language Teachers ◽  
Theory And Practice ◽  
State University ◽  
Training Video ◽  
Theoretical Approaches

The growing popularity of massive open online courses (MOOC) stimulates teachers to appeal to the theory and practice of this philosophy. MOOCs are aimed at widespread involvement of students, improvement of their progress in studies, implementation of the principles of lifelong learning throughout life, support and development of their professional competence, etc. However, the mechanisms for implementing of the basic principles of MOOCs philosophy remain a subject of discussion. The article deals with theoretical approaches to solving a number of MOOCs problems connected with the use of a training video. The models for using a video content described in the article are given in the context of a blended Russian language learning project implemented at Kursk State University.

scholarly journals Online English Language Learning: Theory-Based Course Design and Pedagogy

2017 ◽  
Vol 5 (3) ◽  
pp. 1 ◽  
Author(s):  
Maureen Snow Andrade
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Language Learning ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
English Language ◽  
Course Design ◽  
Online Courses ◽  
Content Mastery ◽  
Language Courses

The demand for higher education is increasing worldwide. To meet this demand, and to provide increased access, flexible forms of delivery are needed. Although online courses are criticized for a lack of interaction, when intentionally designed, they can provide learners with opportunities for collaboration that supports the achievement of desired learning outcomes. The latter may focus on only content mastery, however, rather than on specific learner needs. The diverse learners entering higher education institutions today due to widening access often need help with how to learn and particularly how to learn in an online context. Inclusion of this element in course design supports immediate and future academic success. This study illustrates how online English language courses, based on distance education, learning, and language acquisition theories and related pedagogical approaches, can result not only in improved linguistic skill, but also broader educational outcomes. The significance of this approach is its focus on how to learn and how to facilitate learning rather than simply on what to learn. The theoretical framework is introduced followed by application of the theories for course design and illustrations of instructor/learner interaction.

scholarly journals Russian as a foreign language e-textbooks: current state and perspectives

2020 ◽  
Vol 18 (1) ◽  
pp. 39-53
Author(s):  
Elhan G. Azimov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Services ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
User Interaction ◽  
Russian Language ◽  
Learning Material ◽  
Information And Communication ◽  
Pedagogical Research

The aim of the article is to describe the didactic features of various Russian as a foreign language e-textbooks, online courses, and define their pedagogical features, disadvantages and advantages in language learning. The research methodology includes surveys and analysis of scientific literature, learning outcomes, expert assessments. The research is based on studying the results of pedagogical research and experience of using information and communication technologies in language teaching. The results of the study are given, and the necessity of using various types of electronic textbooks is proved. The article addresses the following issues: how can e-textbooks improve students’ competence? what are the most effective teaching methods in the aspect of new digital technologies? The results of the study allowed to identify the following requirements for online courses: teachers' active participation, planning various possibilities for using online courses, conducting regular monitoring of the course study, supporting the learning process and user interaction within social services, and developing specially designed learning material. The article discusses principles that should be applied in Russian language online courses. The results of the study showed that the variety of forms and means of e-textbooks contributes to implementation of various methods and technologies of teaching Russian (blended learning, inverted class learning, problem-based learning).

Web Course Design and Creation for Language Learning

2013 ◽  
Vol 17 (1) ◽  
pp. 43-58 ◽  
Author(s):  
Robert Godwin-Jones
Keyword(s):  
Language Learning ◽  
Course Design ◽  
Web Course

scholarly journals Error Analysis of Students Essays: A Case of First Year Students of the University of Health and Allied Sciences

2017 ◽  
Vol 6 (4) ◽  
pp. 54
Author(s):  
Benjamin Amoakohene
Keyword(s):  
Second Language ◽  
Error Analysis ◽  
Language Learning ◽  
Academic Writing ◽  
First Year ◽  
First Year Students ◽  
Communicative Skills ◽  
Daunting Task ◽  
Integral Role ◽  
The University

Writing is considered as a daunting task in second language learning. It is argued by most scholars that this challenge is not only limited to second language speakers of English but even to those who speak English as their first language. Thus, the ability to communicate effectively in English by both native and non-native speakers requires intensive and specialized instruction. Due to the integral role that writing plays in students’ academic life, academic literacy has garnered considerable attention in several English-medium universities in which Ghanaian universities are no exception. It is therefore surprising that prominence is not given to Academic Writing and Communicative Skills at the University of Health and Allied Sciences (UHAS). In this paper, I argue for much time and space to be given to Academic Writing and Communicative Skills, a programme that seeks to train students to acquire the needed skills and competence in English for their academic and professional development. This argument is based on the findings that came out after I explored the errors in a corpus of 50 essays written by first year students of  UHAS. The findings revealed that after going through the Communicative Skills programme for two semesters, students still have serious challenges of writing error-free texts. Out of the 50 scripts that were analyzed, 1,050 errors were detected. The study further revealed that 584 (55.6%) of these errors were related to grammatical errors, 442 (42.1%) were mechanical errors and 24 (2.3%) of the errors detected were linked to the poor structuring of  sentences. Based on these findings, recommendations and implications which are significant to educators, policy makers and curriculum developers are provided. This study has implications for pedagogy and further research in error analysis. 

A Constructivist Approach to Game-Based Language Learning

2018 ◽  
Vol 8 (1) ◽  
pp. 19-40 ◽  
Author(s):  
James York ◽  
Jonathan William deHaan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Qualitative Data ◽  
Experimental Methodology ◽  
Constructivist Approach ◽  
Action Research Project ◽  
Communicative Skills ◽  
Japanese University ◽  
Board Games ◽  
Second Year

This article provides information on an action research project in a low-level EFL setting in Japan. The project aims were to 1) foster spoken communication skills and 2) help students engage with their own learning. The project investigated the applicability of board games as a mediating tool for authentic communication as part of a wider TBLT approach to language development. Quantitative and qualitative data was collected from 115 first and second year Japanese university students via a questionnaire at the end of a seven-week course using the experimental methodology. Responses to the questionnaire indicated that the framework was perceived to be valuable in both fostering communicative skills and improving student engagement. Methodological improvements were also suggested. Implications applicable to teachers working in similar contexts are discussed, as well as possible improvements for future implementations.

scholarly journals Features of mathematical concepts formation at school students on the basis of bilingual education

2017 ◽  
Vol 6 (1) ◽  
pp. 219-225
Author(s):  
Natalia Ivanovna Spiridonova
Keyword(s):  
Language Learning ◽  
Bilingual Education ◽  
Speech Development ◽  
Educational Process ◽  
Russian Language ◽  
Educational Materials ◽  
School Students ◽  
Mathematical Concepts ◽  
Primary Means ◽  
The Republic

The paper deals with mathematical concepts formation at students on the basis of bilingual education. It describes the results of experimental work, including the questioning of students and teachers, aimed at identifying preferences of native or the Russian language as the language of instruction, screening efforts to identify the level of mathematical language learning at pupils of 5-6 classes on the basis of the two languages. As a result of psycho-pedagogical and educational materials and dissertations analysis the author describes peculiarities of bilingual educational process aimed at mathematical concepts formation in educational institutions of the Republic of Sakha (Yakutia). This process takes place in stages and is implemented through the combined action. The author concludes that the primary means of performing steps corresponding to the steps of mathematical concepts formation can be bilingual didactic complex, aimed at concepts formation and pupils mathematical speech development. The findings of the study can be used as the basis for designing a technique of mathematical concepts formation in terms of bilingualism, for educational materials creation, as well as used by school teachers with native language training.

scholarly journals Treasuring and preserving languages: how the inclusive design in MOOCs might help

2020 ◽  
pp. 5-12
Author(s):  
Kate Borthwick
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Inclusive Design ◽  
Learning Contexts ◽  
Barriers To Access ◽  
Open Content ◽  
The University ◽  
Development Course

This paper reflects on the inclusive design features of Massive Open Online Courses (MOOCs) and how these might support and encourage language learning. It considers what inclusivity in the context of MOOCs means, and some of the features of MOOCs which might be inherently inclusive and of value in supporting languages. It presents an example of inclusive design from a MOOC created at the University of Southampton: English as a Medium of Instruction (EMI) for Academics, a professional development course for teachers. It shows how this course was particularly designed to appeal to the broadest audience possible, and indicates how this might be relevant in language learning contexts. It considers the challenges of creating inclusive open content, and how MOOC design encourages the treasuring and preserving of languages through global reach and low barriers to access.

scholarly journals THE METHODOLOGY OF THE APPLICATION OF SUBJECT-LANGUAGE INTEGRATIVE TECHNOLOGIES FOR TEACHING THE RUSSIAN LANGUAGE AND TEACHING IN RUSSIAN USING THE EDUCATIONAL PLATFORM

2020 ◽  
Author(s):  
В.В. Богданчиков ◽  
Е.А. Тренкина ◽  
Т.А. Шорина
Keyword(s):  
Digital Technologies ◽  
Practical Experience ◽  
Russian Language ◽  
Nikolai Gogol ◽  
Communicative Skills ◽  
Advantages And Disadvantages ◽  
The World ◽  
Subject Areas ◽  
The Subject ◽  
The Russian Language

В статье рассматривается методика применения технологий предметно-языкового интегративного обучения в русских школах за рубежом. Рассматривается и анализируется опыт интеграции предметных областей «Русский язык» и «Окружающий мир». Описываются практический опыт занятий по русскому языку с использованием образовательной платформы в русской школе «Николай Гоголь» в Италии и примеры практической методики обучения фонетике, грамматике, лексике, видам речевой дея-тельности. Выявлены преимущества и недостатки применения цифровых технологий для обучения русскому языку и на русском языке. The article discusses the methodology of applying technologies of subject-language integrative teaching in Russian schools abroad. The experience of integration of the subject areas «Russian language» and «The world around us» is considered and analyzed. The practical experience of classes in the Russian language using the educational platform at the Russian school «Nikolai Gogol» in Italy is described, examples of practical methods of teaching phonetics, grammar, vocabulary, communicative skills activity are described. The advantages and disadvantages of using digital technologies for teaching the Russian language and in Russian are revealed.

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