Massive Online Open Courses and Language Learning: The Case for a Beginners’ English Course

Chacón-Beltrán, Rubén

doi:10.1016/j.sbspro.2014.05.042

Cited by 16 publications

(8 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The present study examined the effects of cognate training on learners' lexical knowledge as a learning strategy which could boost their overall FL competence. Moreover, additional vocabulary material was included in the form of a MOOC (Chacón-Beltrán, 2014; in order to promote autonomous learning, by providing learners with the tools to study at their own pace, collaborating with other EFL learners, and being responsible for the progress they made. This study aims to contribute with new data obtained from adult low-proficiency EFL learners to the field by analysing whether their vocabulary knowledge can be enhanced by a cognate-focused pedagogical intervention.…”

Section: Learning Strategies and Vocabulary Learning: A Focus On Cognmentioning

confidence: 99%

“…By contrast, the experimental group received 14 weeks of teaching in cognateawareness raising by a different teacher, who was also the main researcher in the present study. Along with this training, these students worked on 1,000 highly frequent English words drawn from a MOOC (Chacón-Beltrán 2014, among which cognates played a salient role. Both groups worked on the materials especially developed to teach the curriculum for LSEA (Consejería de Educación de la Junta de Extremadura, 2008).…”

Section: Materials Design and Proceduresmentioning

confidence: 99%

“…This cognate approach was also supplemented by the materials provided by the aforementioned MOOC (Chacón-Beltrán 2014, which focuses on the study of 1,000 common English words throughout five thematic modules. These words were discussed both in writing and in video recordings, accompanied by Spanish translations and explanations about their formal cross-linguistic similarities (see Appendix C).…”

Section: Materials Design and Proceduresmentioning

confidence: 99%

See 2 more Smart Citations

When bilingualism goes beyond one’s expectations: the learning of cognates amongst adult EFL students.

López¹

2019

Elia

View full text Add to dashboard Cite

In the last 25 years, the topic of learning strategies has attracted a great deal of interest, quite often to analyse the use first (L1) and second language (L2) learners make of these strategies and how they can be helped to improve strategy knowledge. Although it is true that there has been considerable research on strategies, a smaller number of studies have attempted to explore the strategies that learners use in content and language integrated learning (CLIL) contexts, and even fewer when learning a third language (L3). This article seeks to fill that gap by reporting the findings of an intervention study into reading comprehension among young learners of English as an L3 in a multilingual (Spanish-Basque-English) context in the Basque Country.Research suggests that vocabulary plays a crucial role in learners' FL overall competence and that adult beginners benefit from explicit training in vocabulary acquisition strategies. The present study examines the role of Spanish-English cognates and a technology-based approach in the improvement of learners' lexical knowledge. An experimental and a control ELIA Mon. I, pp. 89-121 DOI: http://dx.doi.org/10.12795/elia.mon.2019.i1.05 When bilingualism goes beyond one's expectations 90 group from the same adult education centre were recruited for the study. While the control group continued with regular instruction, the experimental group received teaching in cognate awareness as a learning strategy. Along with this training, participants completed a Massive Online Open Course (MOOC) focused on the self-study of 1,000 highly frequent English words, among which cognates played a salient role. Both groups completed a vocabulary test before and after the intervention period, with the experimental group significantly outperforming the control group. Therefore, as predicted by previous studies, explicit training in cognates fosters the acquisition of FL lexical competence by assisting the learning of less-proficient students, such as those enrolled in Adult Education. Los adultos suelen considerar el aprendizaje de una lengua extranjera (LE) como un objetivo difícil de alcanzar. Este es el caso de alumnos españoles que retoman sus estudios de Educación Secundaria y cursan inglés de manera obligatoria, a pesar de su poco o nulo contacto previo con la LE. Así pues, ni las autoridades educativas ni los profesores apuestan por la implantación de un programa bilingüe al considerar que el éxito de estos alumnos en él sería limitado.Las investigaciones sugieren que el vocabulario juega un papel significativo en la competencia general de una LE y que los adultos noveles se benefician de la formación explícita en estrategias de adquisición de vocabulario. Este estudio examina el papel de los cognados español-inglés y la aplicación de un enfoque tecnológico en la mejora de la competencia léxica. Para el estudio, se tomaron dos grupos del mismo centro de adultos.El grupo experimental recibió instrucción en el reconocimiento de cognados como estrategia de aprendizaje, junto con un curso...

show abstract

Section: Learning Strategies and Vocabulary Learning: A Focus On Cognmentioning

confidence: 99%

Section: Materials Design and Proceduresmentioning

confidence: 99%

Section: Materials Design and Proceduresmentioning

confidence: 99%

See 1 more Smart Citation

When bilingualism goes beyond one’s expectations: the learning of cognates amongst adult EFL students.

López¹

2019

Elia

View full text Add to dashboard Cite

show abstract

“…Recently, a large number of open online courses have emerged in Spain, which have been proved to be an effective way of foreign language teaching and learning. The course conducted by Chacón-Beltrán [7] is an experience in a large student group with MOOC as a learning tool of Spanish English. The experience course aims to enable learners to quickly learn the meaning of the most common 1,000 words in English and begin to read short sentences.…”

Section: State Of the Artmentioning

confidence: 99%

MOOC Teaching Mode of News Transmission Based on Network Audio Data Decoding Technology

Shen

2018

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

Abstract-MOOC, an online classroom development mode, has gradually developed due to its unique advantages under the background of big data. However, most online audio data of MOOC are acquired through the application software on PCs, which has limitations in the support of audio format. In the meanwhile, there are still some shortcomings in the existing research on the application and integration of the core technology of MOOC. Therefore, this study constructs the News Transmission MOOC course based on the network audio data decoding technology. Moreover, the course is applied to the actual teaching process to test the teaching effect and realize the organic integration of the core technology of computer and the teaching idea of MOOC. The practical teaching results show that the MOOC course not only improves the teaching effect, but also has significance and value for improving students' ability and learning interest.

show abstract

“…Web-based collaborative learning is a learning method that combines network resources with traditional learning methods. With the advent of the web2.0 era, the advantages of web-based collaborative learning have become more prominent, and it is of great significance for improving students' learning methods, collaboration ability among students, and innovation capabilities [15][16]. This new type of learning has greatly inspired the reform of the current teaching model by combining the web-based collaborative learning model with the traditional face-to-face teaching method, which can improve the teaching environment from many aspects, stimulate students' interest in learning, and promote their learning efficiency [17][18].…”

Section: Introductionmentioning

confidence: 99%

An Innovative English Teaching Mode Based on Massive Open Online Course and Google Collaboration Platform

Liang

Jin

2019

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

The web-based collaborative teaching mode is the key to reforming the teaching mode and developing the teaching practice. To improve the traditional English teaching mode, this paper puts forward an innovative English teaching method for elementary, secondary and higher education based on the massive open online course (MOOC) and Google Collaboration platform. The research shows that it is possible for students to learn collaboratively under the guidance of teachers; the students can broaden their horizon by searching for more materials on the online collaboration platform, according to the objectives and themes laid down by the teachers; the proposed innovative English teaching method can improve the learning efficiency of the students, encourage them to participate in learning and collaboration, arouse their interest and enthusiasm in foreign language learning, and help them to gain insights into learning. The research findings provide technical support to the reform and innovation of English teaching mode, and lays a theoretical basis for deepening the reform of teaching methods in various disciplines.

show abstract

Massive Online Open Courses and Language Learning: The Case for a Beginners’ English Course

Cited by 16 publications

References 1 publication

When bilingualism goes beyond one’s expectations: the learning of cognates amongst adult EFL students.

When bilingualism goes beyond one’s expectations: the learning of cognates amongst adult EFL students.

MOOC Teaching Mode of News Transmission Based on Network Audio Data Decoding Technology

An Innovative English Teaching Mode Based on Massive Open Online Course and Google Collaboration Platform

Contact Info

Product

Resources

About