Sheltered Instructional Observational Protocol Model in Digital Teaching EFL Students in Ukraine

Solodka, Anzhelika; Zaskaleta, Svitlana; Moroz, Tetiana; Demianenko, Olha

doi:10.24093/awej/covid.2

Cited by 3 publications

(2 citation statements)

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“…The teacher's primary role in implementing intercultural language teaching is to help learners interpret the linguistic and cultural representations drawn from different souses (Baker, 2015). Teachers create scaffolding discussions and encourage learners to generate their instructional strategies for communication (Solodka, Zaskaleta, & Moroz, 2021). Chou and Chen (2008), Kumi-Yeboah (2018) prove that instructional strategies facilitate designing cross-cultural collaborative learning (group work, self-introductions, and cultural awareness activity, computer-supported collaborative learning activity).…”

Section: Aspects Of Teacher Scaffoldingmentioning

confidence: 99%

Cross-cultural Language Learning: Interpretative Engagement

Solodka¹,

Filatova²,

Hinkevych³

et al. 2021

AWEJ

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Conceptualization of foreign language teaching as a cross-cultural interaction means engaging learners in various cultural mediations. Language use becomes a form of interpretative architecture of a target language. Understanding language use from a discursive perspective develops meta-pragmatic awareness and interpretative capacities of learners. The study answers the question of how to design the architecture of context analysis. This research aims to determine the effective ways of interpretative engagement of learners with aspects of pragmatics in the Ukrainian university setting. The study investigates how the process of interaction shapes the engagement of learners in practices of noticing, reflection, and comparison of cross-cultural situations. The data came from a case study on cross-cultural language learning within the second semester, 2021. The study analyzes the audio-recording of the classes, researcher notes, and post-course interviews of 24 participants. This research used a method of the content analysis. The study of the results, based on six categories (narrative analysis, discourse analysis, semiotic analysis, interpretative analyses, conversation analysis, and critical analysis), showed that the learners started to consider the nature of their cross-cultural mediation. The research proved that through such an interpretative engagement, students become engaged into working with languages and cultures. The study presents some recommendations for language teachers to create a meaning-making process from multiple perspectives.

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Section: Aspects Of Teacher Scaffoldingmentioning

confidence: 99%

Cross-cultural Language Learning: Interpretative Engagement

Solodka¹,

Filatova²,

Hinkevych³

et al. 2021

AWEJ

Self Cite

View full text Add to dashboard Cite

show abstract

“…In Ukraine, Solodka, Zaskaleta, Moroz, & Demianenko (2021) assert that Technology usage plays an essential role in keeping EFL teaching and learning processes to make the content comprehensible. The usage of digital content in the learning process is a beneficial and alternative way to substitute the conventional learning process.…”

Section: Previous Studies On Efl Challenges Abroadmentioning

confidence: 99%

Learning English in an Arabic context: a study of first-year Libyan university students' challenges in the learning of English.

Aljoundi

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This study sought to identify the challenges that lecturers and students faced in developing English language communicative competence for academic purposes at a university within the College of Humanities situated in Zliten city in the north of Libya. This research canvassed students’ and lecturers’ experiences and perceptions in the teaching and learning of academic English in a foreign language context. Within a case study approach, a convergent mixed methods research design was used. Data was collected through qualitative and quantitative methods in an interpretative paradigm. The study employed three data generation methods, a semi-structured interview, focus group discussion, and questionnaires. The findings suggest that the qualitative and quantitative findings in this study can be classified into four categories of EFL Libyan learning challenges namely: linguistic, cultural, institutional, and structural challenges. Linguistic challenges are those related to language issues confronted by both lecturers and students. Most participants (lecturers and students) agreed that Arabic and English are linguistically dissimilar. They are unable to comprehend academic literature in the English language because of the phonological differences between Arabic and English. It is considered the most common linguistic challenge with respect to student anxiety and inadequacy regarding the attainment of academic English proficiency. The cultural challenge manifests as a dissonance between students’ cultural predilections and the decoding required for meaning making in English as a foreign language. A cultural insistence and expectation for Arabic hegemonic communication exacerbates the development of communicative competence in the target language. Institutional challenges are described as the general position of higher education in Libya, and the problems students encounter when joining this education system. The effect of insular politics also negatively impacts effective institutional operations. Finally, structural challenges were related to the overall teaching program coherence. This included the lack of appropriate curriculum design standards and poorly designed policies of English language teaching and learning. The study concludes by making suggestions to improve communicative competence in the target language at the research site.

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The Application of Grow Model in Vocal Music Teaching

Hu¹

2022

2022 Second International Conference on Advanced Technologies in Intelligent Control, Environment, Computing &Amp; Communicatio

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Sheltered Instructional Observational Protocol Model in Digital Teaching EFL Students in Ukraine

Cited by 3 publications

References 0 publications

Cross-cultural Language Learning: Interpretative Engagement

Cross-cultural Language Learning: Interpretative Engagement

Learning English in an Arabic context: a study of first-year Libyan university students' challenges in the learning of English.

The Application of Grow Model in Vocal Music Teaching

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