Didactic Possibilities of Information and Communication Technologies in the Process of Development of Educational Environment in Upper Secondary School

Vaskivska, Halyna O.; Kosianchuk, Serhiy V.; Skyba, Halyna M.

doi:10.33407/itlt.v60i4.1790

Cited by 3 publications

(2 citation statements)

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“…Modern technologies, which form an inseparable part of our everyday lives, are evolving rapidly. This has led to the widespread use of ICT(Information and communication technologies), which redefine thinking and communication of people [1],in almost all spheres of human activity [2], including education. Therefore, it is necessary to conduct research in this field so as to examine how these technologies can facilitate the learning process and aid EFL (English as a foreign language) learners in developing their language abilities.…”

Section: Introductionmentioning

confidence: 99%

Developing English Skills by Means of Mobile Applications

Fučeková

Metruk

2018

ITLT

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Modern technologies appear to be gaining in popularity, and affect every sphere of human activity, including education. Thus, ICT (Information communication technologies) have become an inseparable part of the learning process. This article examines the possibilities of learning English by means of mobile applications. Three mobile devices have been selected for the purposes of this research, namely the smartphone, tablet, and smartwatch. Altogether 38 Slovak participants completed a questionnaire, which contained questions concerning the types of mobile devices as well as places and frequency of the devices used. Furthermore, identifying which skills (listening, reading, speaking, writing), and what type of mobile applications are used were also the focus of this research. The research findings indicate that it is the smartphone which is used the most. The most probable place of using the mobile applications is the learners’ home, and when it comes to the frequency, the acquired data illustrate a diverse range in relation to how often the mobile applications are used for the purposes of learning English. As far as the language skills are concerned, it can be concluded that the learners predominantly focus on listening, followed by reading, writing, and speaking. Exploring the preference for language systems, the research results reveal that the participants concentrate on vocabulary, grammar, and pronunciation respectively. Finally, it was found out that it is the dictionary applications which are used the most. It can be concluded that mobile applications represent a powerful and popular educational tool whichis worth attention of teachers, researchers, and academics worldwide, and further investigation into this matter is necessary, and it will certainly prove useful to both language teachers and students.

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Section: Introductionmentioning

confidence: 99%

Developing English Skills by Means of Mobile Applications

Fučeková

Metruk

2018

ITLT

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“…"It is a fact that technology is in every part of our lives" [15, p. 2587]. Thus, technologies affect most aspects of our daily work as they have produced changes in every sphere of society [16], [17], including education [18], [19]. Moreover, they help EFL learners enhance their language abilities [20], [21].…”

Section: Introductionmentioning

confidence: 99%

Using English Movies and Tv Programs for Developing Listening Skills of Efl Learners

Metruk

2019

ITLT

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The skill of listening has always been regarded as one of the primary skills in foreign language teaching. The article attempts to investigate the effects of employing ICT, namely extensive viewing of movies and TV programs, on listening skills of EFL (English as a foreign language) learners. A total of 18 students of Teaching English Language and Literature study program were targeted for this preliminary study. Based on the data acquired by a questionnaire, they were divided into three groups: those who watch movies and TV programs in the original in English on a daily basis 1 hour a day, 2 hours a day, and 3 and more hours a day. Afterwards, all the participants took a listening test, and the obtained data were subsequently analyzed using the Friedman ANOVA non-parametric statistical test and a post-hoc test. The preliminary results illustrate that despite the fact that some differences in the mean scores were observed, no statistically significant difference was detected in the listening test scores between the three groups (p = 0.31). In a similar way, the post-hoc test yielded the same results (p = 0.68; p = 0.22; p = 0.22). Thus, the amount of daily exposure to watching English movies and TV programs in the original did not seem to occupy a substantial role in relation to listening skills of EFL learners. It is vital that further research, on a larger sample of respondents, be conducted, also due to the fact that the exploration of this field of English language teaching and learning is still in its infancy. Extensive listening (extensive viewing) represents a useful and popular way of improving listening skills, which requires attention of teachers and students, and this preliminary study explores whether higher exposure to viewing movies and TV programs results in better listening skills of EFL learners.

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Realization of Subject-Subject Interaction in Conditions of Distance Learning of Foreign Languages by Means of Ict

Васьківська¹,

Скиба²

2021

Pedagogical education

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The article examines innovative aspects of distance learning of a foreign language using ICT in current epidemiological realities. The authors have analysed advantages of the introduction of ICT in distance learning of foreign languages as an effective technical visual and auditory tool and a mean of educational and cognitive activity of students, which helps to increase the motivation and desire of students to learn a foreign language. Means of increasing interactive and communicative activity in the process of learning foreign languages have been researched. The use of ICT in the educational process (foreign language teaching) makes it possible to bring something new to the usual forms of work of a teacher of higher education institution and a teacher of general secondary education, which contributes to discovering more interesting, more comprehensive and more complete innovative potential of distance learning. In this context, the use of ICT contributes to a clearer presentation of even complex learning material and thus allows to reduce learning time for successful mastering of topics. With the implementation of ICT (Zoom, Skype, Teams, etc.) in the process of distance learning of a foreign language, you can not only create an artificial foreign language environment, but also bring it closer to the natural, through the organization of communication with native speakers. Thanks to ICT in the process of distance learning it is possible to solve problems of learning foreign languages in cooperation, as well as individualization and differentiation of learning considering various factors: level of foreign language proficiency, speed of learning, time limits, learning style, personal educational needs and learning pathways etc.

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Didactic Possibilities of Information and Communication Technologies in the Process of Development of Educational Environment in Upper Secondary School

Cited by 3 publications

References 1 publication

Developing English Skills by Means of Mobile Applications

Developing English Skills by Means of Mobile Applications

Using English Movies and Tv Programs for Developing Listening Skills of Efl Learners

Realization of Subject-Subject Interaction in Conditions of Distance Learning of Foreign Languages by Means of Ict

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