ICT in Supporting Content and Language Integrated Learning: Experience from Poland

Paliwoda‐Pękosz, Grażyna; Stal, Janusz

doi:10.1080/02681102.2014.1003521

Cited by 15 publications

(5 citation statements)

References 23 publications

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“…Students would be able to improve their English skills (Reynolds, 2022). A VE-based EMI is characterized by collaborative pedagogies that give learners autonomy (Ward et al, 2010;Paliwoda-Pękosz and Stal, 2015;Chuang, 2017;Reynolds, 2022). VE can also help them to expand their horizons and advance their global competencies (Hammond and Radjai, 2022;Rakhshandehroo, 2022;Reynolds, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Through VE, international students and/or instructors can be brought virtually to home campuses (De Wit, 2020). Moreover, education can potentially become more interactive and collaborative (Ward et al, 2010;Paliwoda-Pękosz and Stal, 2015;Chuang, 2017), access to education would be easier compared to faceto-face format (Ward et al, 2010), and EMI content comprehension and learning outcomes would be enhanced (Chuang, 2017).…”

Section: Virtual Exchange (Ve) In Emimentioning

confidence: 99%

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The attitude of Iranian students and instructors toward implementing EMI through virtual exchange

Rakhshandehroo

Rakhshandehroo²

2023

Front. Educ.

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English-medium instruction (EMI) has been rapidly adopted worldwide as a strategy for internationalization, accompanied by a substantial amount of research attention. However, research on EMI has only recently been conducted in Iran. To contribute to the ongoing growing literature, this study explores the attitudes of Iranian students and instructors toward the possibility of implementing EMI in Iran through virtual exchange (VE). In order to determine whether EMI can be used through VE in Iran, a mixed method sequential explorative study was conducted. It has been identified that the linguistic readiness of students and/or instructors is the primary barrier to the success of EMI through VE in Iran because EMI is still in its infancy. In accordance with the literature, systematic support is required at the institutional level. Yet many of the students showed interest in the idea of EMI via VE, even if it was only a short one-session VE lesson, primarily to enhance their linguistic skills and global competencies. This study proposes that integrating EMI through VE at the graduate level may be more feasible. This is because there are already more EMI seminars and classes available, students are self-directed learners, and they may be better linguistically prepared. Regarding EMI access through VE, there were advantages and disadvantages. The benefit of using VE in EMI is that EMI would be accessible even to students living in less privileged locations, but the disadvantage is that the accessibility of the Internet may not be stable, considering requiring a VPN to access some websites. It is hoped that this study will serve as a useful starting point for future research in Iran and similar settings.

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Section: Discussionmentioning

confidence: 99%

Section: Virtual Exchange (Ve) In Emimentioning

confidence: 99%

The attitude of Iranian students and instructors toward implementing EMI through virtual exchange

Rakhshandehroo

Rakhshandehroo²

2023

Front. Educ.

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“…Some looked at the use of technology in designing and developing CLIL materials (Villarreal & Bueno-Alastuey, 2022;Zhyrun, 2016;Lavrysh et al, 2021). Others investigated the role of digital technologies in assisting CLIL pre-service teachers' professional development (Adipat, 2021), collaborative tasks and learning-to-learn competence (Garcia-Esteban et al,2021), student's motivation and engagement (Ángel,2015;Zaripova et al, 2019), and learning in a digital environment (Meinecke, 2020;Paliwoda-Pękosz & Stal, 2015). Additionally, researchers investigated the connection between the usage of digital technology and the acquisition of specific language abilities, including science process skills (Firmayanto et al, 2021), reading, and writing (Baranova et al, 2020;Puspitasari, 2020).…”

Section: Summary Of Research Methodologies Used In the Studiesmentioning

confidence: 99%

The impact of digital technology on content and language integrated learning in higher education: a systematic review of literature

Vo¹,

Truong²,

Nguyen³

2023

ictep

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With internationalization becoming an increasing trend in higher education, many universities worldwide have been implementing content and language-integrated learning (CLIL) as an innovative approach to teaching and learning English that helps students compete internationally. Alongside this trend, the advance of digital technologies has offered beneficial use in integrating language and content knowledge. Following the conceptual framework of Hallingda (2013), this systematic review has explored the impact of digital technology use in English education related to the CLIL approach by synthesizing studies on various forms of technologies in supporting different aspects of CLIL. Findings revealed a positive interrelation of digital impact on language use and skills and social collaboration, interaction, and motivation. However, a lack of evidence was found regarding the correlation between using digital technologies and enhancing content knowledge in CLIL. This recommended further research delving into how digital use would assist both language and content teaching and learning so that students at higher educational institutes could effectively access the global world.

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“…The educational domain is changing quickly due to progressions in the Information and Communication Technologies (ICT) (Paliwoda-Pękosz & Stal, 2015;Sharma et al, 2017). Massive Open Online Course (MOOC) is one of such provision responsible for changing educational domain.…”

Section: Introduction To the Studymentioning

confidence: 99%

A Hybrid Approach Based on Fuzzy TOPSIS-AHP for Ranking and Classifying MOOC Key Acceptance Factors

Chopra

Sindwani

Goel

2021

International Journal of Web-Based Learning and Teaching Technologies

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This investigation is done during COVID-19 to identify, rank, and classify MOOC (massive open online course) key acceptance factors (KAFs) from an Indian perspective. A systematic literature review identifies 11 KAFs of MOOC. One more novel factor named ‘contingent instructor' is proposed by the authors considering pandemic and new normal post-COVID-19. The paper implements two popular fuzzy MCDM (multiple-criteria decision-making) techniques, namely fuzzy TOPSIS and fuzzy AHP, on 12 KAFs. The fuzzy TOPSIS approach is used to rank factors. Affordability, performance expectancy and digital didactics are found as the top three KAFs. Fuzzy AHP classified KAFs into three groups, namely high, moderate, and low influential. Examination of the literature indicates that this study is among the first attempt to prioritize and classify MOOC KAFs using fuzzy TOPSIS and fuzzy AHP approach. The results offer managerial guidance to stakeholders for effective management of MOOC, resulting in higher acceptance rate. Likewise, this investigation will upgrade the comprehension of MOOC KAFs among academicians.

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ICT in Supporting Content and Language Integrated Learning: Experience from Poland

Cited by 15 publications

References 23 publications

The attitude of Iranian students and instructors toward implementing EMI through virtual exchange

The attitude of Iranian students and instructors toward implementing EMI through virtual exchange

The impact of digital technology on content and language integrated learning in higher education: a systematic review of literature

A Hybrid Approach Based on Fuzzy TOPSIS-AHP for Ranking and Classifying MOOC Key Acceptance Factors

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