Subject MOOCs as Component of Language Learning Environment

Bovtenko, Marina A.; Parshukova, Galina

doi:10.1007/978-3-319-67843-6_15

Cited by 10 publications

(3 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It can be stated that it is not possible to learn a foreign language only with the help of such electronic textbooks. It is rather an assistant, consultant or examiner, than an express language learning method [1].…”

mentioning

confidence: 99%

See 1 more Smart Citation

Formation of Foreign Language Competence of Future Economists by Means of Distance Learning System "Moodle"

Cherniavskyi¹

2019

View full text Add to dashboard Cite

The study deals with formation of foreign language competence of future economists by means of distance learning system «MOODLE». It was stated that MOODLE focuses on collaborative learning technologies. The main feautres of this platform were described. It should be noted that MOODLE was created on the bases of five principles that were used by the creator of the platform Martin Dougiamas. The main advantages for tutors and students were described.Анотація. Статтю присвячено формуванню іншомовної компетентності майбутніх економістів засобами системи дистанційного навчання «MOODLE». Було зазначено, що платформа MOODLE орієнтована на колаборативні технології навчання. Описано основні особливості цієї платформи. Слід зазначити, що MOODLE був створений на основі п'яти принципів, якими користувався розробник платформи Martin Dougiamas. Описано основні переваги для викладачів та студентів. Ключові слова: інформаційно-комунікаційні технології, система дистанційного навчання, колаборативні технології, переваги, мультимедіа.

show abstract

mentioning

confidence: 99%

“…The core for creating a learning management system was based on principles from a large number of works by such scientists as Lev Vygotsky, John Dewey, Jean Piaget, Ernst von Glaserfeld. Constructivism and social constructivism in the fields of education and psychology have been developed due to their scientific research [1].…”

mentioning

confidence: 99%

Formation of Foreign Language Competence of Future Economists by Means of Distance Learning System "Moodle"

Cherniavskyi¹

2019

View full text Add to dashboard Cite

show abstract

“…When it comes to the use of ICT in higher education, which is the focus of this dissertation, universities use technology to make themselves attractive to students, for example by developing new learning platforms adapted to specific users (see Okamoto, Anma, & Nagata, 2014). Also, platforms such as Massive Open Online Courseware (MOOCs) have also shown to have certain educational benefits (Bovtenko & Parshukova, 2018;Chacón-Beltrán, 2017;Hemmi, Narumi-Munro, Alexander, Parker, & Yamauch, 2013;Orsini-Jones, et al, 2015;Plump & LaRosa, 2017). As a result, we are witnessing a rise in the number of online universities which erase geographical borders (Lee & Im, 2014).…”

Section: Information and Communication Technology In Education And Language Learningmentioning

confidence: 99%

The role of blended learning in vocabulary acquisition and student autonomy development in an ESP context

Grabar¹

View full text Add to dashboard Cite

Nowadays, when globalization is having a strong influence across all spheres of life, people are aware of the significance of (foreign) languages. Since languages are influenced by the surrounding environment and are therefore constantly developing, fast changes in technology have influenced second language acquisition and interaction between students, students and teachers and students and computers at higher education institutions. In line with the need for a better understanding of influences that technology has on language learning at this particular level, research was conducted to investigate the role of blended learning in vocabulary acquisition and learner autonomy development in the context of English for specific purposes. The study included 179 participants, first-year students of University North, allocated to two groups (a face-to-face group and a blended learning group) in accordance with the level of their English language knowledge. Three hypotheses were formulated and in order to test them, both groups were asked to complete several tasks during the semester. In order to test the first hypothesis, Blended learning of ESP vocabulary has the same effect on vocabulary acquisition as face-to-face learning, at the beginning of the semester, the students were asked to do a vocabulary test related to their study programme. At the end of the semester, vocabulary levels of both groups were tested once more and compared. Results of the study indicated that it is possible to acquire vocabulary in a blended learning environment to the same extent as in a traditional face-to-face environment. In order to test the second hypothesis, Blended learning raises students’ awareness of the possibility of more autonomous and independent English language acquisition in relation to the traditional classroom learning, and the third hypothesis, The effect of blended learning on the acquisition of ESP vocabulary and the level of students’ self-assessed competence is related to the students’ skill of using a blended approach to learning, that is their technological skills and the use of the technology for learning purposes, the students were asked to fill in a questionnaire containing questions about their self-assessed technology competence, attitude towards learning in blended and online environments and using technology for academic purposes, and to self-assess their English language knowledge using “can-do” statements. The results showed that the students involved in online learning were aware of the possibilities that blended learning offered, and the possibility of developing learner autonomy through technology and distance learning, but were not aware of any improvements in their language skills. The results, in spite of certain limitations, confirmed those obtained by previous research and contributed to the field of second language acquisition, and they can therefore be applied in theory and practice to tertiary contexts outside Croatia.

show abstract

Influence of CLIL with MOOCs on Japanese EFL students' L2 willingness to communicate and international posture

Yamaoka

2024

TESOL Journal

View full text Add to dashboard Cite

This study investigates whether Japanese university students' motivation to communicate in English was enhanced through the application of content and language integrated learning (CLIL) practices. Fifty‐three non–English majors took a CLIL English class that utilized massive open online course (MOOC) content for a semester. They gave presentations on the MOOC of their choice after watching lectures for a certain period. A questionnaire on second‐language (L2) willingness to communicate (WTC) and international posture was administered three times throughout the semester. Analysis of variance showed significant effects on the factor having things to communicate, whereas L2 WTC and other elements of international posture did not change significantly. A qualitative analysis of students' comments on classes indicated that allowing students to learn topics of interest to them and giving presentations boosted having things to communicate, intercultural approach‐avoidance tendency, and L2 WTC. Based on these results, the author discusses the importance of students' autonomy in learning topics and the necessity of longitudinal research and increasing opportunities for students to speak English in useful and authentic ways.

show abstract

Subject MOOCs as Component of Language Learning Environment

Cited by 10 publications

References 3 publications

Formation of Foreign Language Competence of Future Economists by Means of Distance Learning System "Moodle"

Formation of Foreign Language Competence of Future Economists by Means of Distance Learning System "Moodle"

The role of blended learning in vocabulary acquisition and student autonomy development in an ESP context

Influence of CLIL with MOOCs on Japanese EFL students' L2 willingness to communicate and international posture

Contact Info

Product

Resources

About