Digital educational media in foreign language teaching and learning

Kodrle, Svetlana; Savchenko, Anna Aleksandrovna

doi:10.1051/e3sconf/202127312018

Cited by 10 publications

(8 citation statements)

References 13 publications

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“…However, listening skills are still considered difficult, especially by EFL learners in Indonesia, because they require focus and concentration of the listener, which is in line with the opinion (Sawir, 2005). Kodrle and Savchenko (2021) state that educational media functions to clarify messages or information imparted in the teaching and learning process to achieve specific learning objectives. Various media are employed in the learning process, categorized into offline options like videos and online alternatives such as Spotify that would be discussed.…”

Section: Introductionmentioning

confidence: 88%

Tertiary Students’ Perspectives on the Use of English Songs and Podcasts on Spotify in Improving Listening Skills

Marsela,

Nurul Aini,

Yuliastuti

et al. 2024

Onoma

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The use of multimedia tools has proven beneficial for teaching basic English language skills in our present day. Several studies have demonstrated the result of using one of the media platforms, such as Spotify, where English songs and podcasts can help students learn and develop their listening skills. Despite its efficacy, few researchers have investigated students' attitudes to listening skills using English songs or podcasts on Spotify. The study examines students' perceptions of enhancing their listening skills through Spotify songs and podcasts. Over the academic year 2023/2024, this research was carried out at the Department of English Language Education, UIN Jakarta, with the participation of 10 first-year students. Qualitative description methods have been used in this survey, with data collected from questionnaires and presented by descriptive statistical analyses. The results show that most first-year English Education Department students think that English songs on Spotify are much more effective or beneficial than podcasts for enhancing listening comprehension.

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Section: Introductionmentioning

confidence: 88%

Tertiary Students’ Perspectives on the Use of English Songs and Podcasts on Spotify in Improving Listening Skills

Marsela,

Nurul Aini,

Yuliastuti

et al. 2024

Onoma

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“…Therefore, Kodlrle and Savchenko [11] propose that the conversational and interactive advantages associated with multimedia EFL applications are conducive to 'favourable communication' practices that are not only integrative but are directed towards a practical translation of knowledge into meaningful real-world outcomes. Within this digitalisation paradigm, Lo and Mok [5] describe a concept of 'paratextuality' in gaming which transfers to language 2 (L2) acquisition in the form of consumption and production of linguistic themes, textual representations, and representations like art and/or imagery.…”

Section: Online Education and Digital Pedagogymentioning

confidence: 99%

A Review of Digital Learning and ESL Online Classroom Experience in Higher Education

Lo¹

2023

Higher Education - Reflections From the Field - Volume 2

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Whilst universities across the global community had adopted new digital learning standards prior to COVID-19, the radical effect of quarantines and social distancing on remote learning needs has fundamentally altered the structure of modern English as a second language (ESL) education in higher education institutions. The current investigation critically explores the educational paradigm from a perspective of content dissemination, learning best practices, and knowledge acquisition in Hong Kong colleges and universities. Through a critical review of the literature surrounding digital learning challenges and opportunities, evidence revealed an overlapping proposition of adaptation and discipline which many students lacked prior to the COVID-19 interruption. By comparing the perspectives of 1062 students across ESL programmes taking English for academic purposes (EAP) and English for specific purposes (ESP) courses within several Hong Kong institutions, this study has confirmed the potential advantages of digital learning solutions including time management, self-paced learning, and knowledge engagement. Students were surveyed using a digital, structured questionnaire to capture a robust representation of experiences during the COVID-19 pandemic and their effects on student learning outcomes. Through quantitative analysis, student feedback has confirmed several developmental challenges related to skills gaps, personal discipline, environmental forces, and student learning expectations. Based upon these findings, a revised protocol for digital citizenship has been proposed which focuses on core principles of self-accountability and discipline that evolve out of proactive, motivated learning objectives that link students to their digital identity and role. Ultimately, these observations indicate a need for future assessment of the competing motivations shaping student engagement in digital learning services and traditional classroom offerings as the COVID-19 pandemic restrictions are lifted and the educational industry evolves towards its new normal.

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“…However, other studies report that there were also positive implications of the COVID-19 pandemic for teaching and teacher identity in the long run. This pandemic prompted educators to embrace the digital revolution and to find ways to make their subject and its delivery relevant and accessible for contemporary learners [ 47 , 48 ]. In summary, the review of literature shows that previous studies provide mixed evidence on the effect of the pandemic on teachers’ identity.…”

Section: Relevant Studiesmentioning

confidence: 99%

To Learn or Not to Learn: Perceptions Towards Continuing Professional Development (CPD) and Self-identity Among English Language Teachers During the COVID-19 Pandemic

To²

2023

SN COMPUT. SCI.

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Purpose The COVID-19 pandemic necessitated a pivot towards digital teaching and learning. This study aims to assess the perceptions of self-identity and continuing professional development (CPD) among secondary school English teachers in Hong Kong in light of the academic paradigm shift triggered by the pandemic. Methods A mixed methods approach is adopted. A quantitative survey (n = 1158) was complemented by qualitative thematic analysis of semi-structured interviews with English teachers in Hong Kong (n = 9). The quantitative survey offered group perspectives related to CPD and role perception in the current context. Interviews offered exemplar views on professional identity, training and development, and change and continuity. Results The results reveal that collaboration among educators, development of higher-order critical thinking in students, refining knowledge about teaching methods, and being a good learner and motivator were among the key traits that comprised the teacher identity during the COVID-19 pandemic. The increased workload, time pressure and stress associated with the paradigm shift during the pandemic resulted in lower voluntary involvement of teachers in CPD. However, a significant need for the development of information communications technology (ICT) skills is emphasised as educators in Hong Kong received relatively little ICT support from their schools. Conclusion The results have implications for pedagogy and research. Schools are recommended to enhance technical support of educators and help them acquire more advanced digital skills to work effectively in the new environment. Reduction of the administrative workload and providing more autonomy to teachers is expected to lead to greater engagement in CPD and improvements in teaching.

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Digital educational media in foreign language teaching and learning

Cited by 10 publications

References 13 publications

Tertiary Students’ Perspectives on the Use of English Songs and Podcasts on Spotify in Improving Listening Skills

Tertiary Students’ Perspectives on the Use of English Songs and Podcasts on Spotify in Improving Listening Skills

A Review of Digital Learning and ESL Online Classroom Experience in Higher Education

To Learn or Not to Learn: Perceptions Towards Continuing Professional Development (CPD) and Self-identity Among English Language Teachers During the COVID-19 Pandemic

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