Tandem Language Learning as a Tool for International Students Sociocultural Adaptation

Almazova, Nadezhda; Rubtsova, Anna; Eremin, Yuri; Kats, Nora; Baeva, Irina

doi:10.1007/978-3-030-47415-7_19

Cited by 9 publications

(2 citation statements)

References 13 publications

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“…Although a primary qualification of e-tutors aims at an understanding of the tasks to be accomplished and a basic grounding in the required competencies, there is potential for improvement. The approach of tandem learning addresses this opportunity for competence development (Almazova et al, 2020).…”

Section: Competenciesmentioning

confidence: 99%

E-Tutor Tandems in a COIL Course – Design, Implementation and Evaluation

Langesee

Ukhova

2023

IJREL

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Research on digital collaboration scenarios in Higher Education (HE) is characterized by various approaches that often define the acquisition and development of global skills as learning goals. Virtual Collaborative Learning (VCL) in HE represents one approach to facilitating students’ global skills. Depending on the use case, these learning arrangements can include case study-based group learning under e-tutorial supervision. This paper focuses on the perspective of e-tutors – specially qualified student assistants – and their competence development during the summer semester of 2022. Based on previous research findings, a tandem setting was chosen for their competence development. This paper mainly compares expectations and experiences regarding the competence improvement of e-tutors in a multinational tandem. These expectations and experiences were queried through two quantitative questionnaires utilizing 5-point Likert scales and one short follow-up questionnaire after the finalization of VCL. In general, the positive expectations of the e-tutors were fulfilled, but not to a similar extent for each competence category. Especially the development of social and pedagogical competencies was positive, whereas the development of intercultural competencies was challenging. Several recommendations for action were derived, which impact further e-tutor training.

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Section: Competenciesmentioning

confidence: 99%

E-Tutor Tandems in a COIL Course – Design, Implementation and Evaluation

Langesee

Ukhova

2023

IJREL

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“…Studies show that one-third of interviewed students experiencing problems with self-adjustment believe that teachers do not contribute to accommodating students to academic life [25]. Learning environments, such as learning communities, that actively involve students, faculty members, and staff in shared learning activities can be used as an effective means of facilitation of the adaptation process [26,28]. Faculty-student interactions are crucial for developing students' academic self-concept and enhancing their motivation and achievement [29].…”

Section: Introductionmentioning

confidence: 99%

The Use of Monologue Speaking Tasks to Improve First-Year Students’ English-Speaking Skills

et al. 2021

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A significant number of studies are devoted to the psychological and social adaptation of students to the educational process at university. This research contributes to the solution of the problem of first-year students’ academic performance in the framework of studying a foreign language by working with monologue speaking tasks. The study offers an analysis of the improvement of academic performance in this particular type of language activity. The study took place at Peter the Great Saint Petersburg Polytechnic University, Russia, and involved 274 first-year students enrolled in undergraduate programs. Mixed qualitative and quantitative methods were applied to collect and analyse data for the study. The research included the qualitative content analysis of monologue speaking tasks. Results of the study make it possible to conclude that the use of monologue speaking tasks paired with peer interaction and peer assessment can improve first-year students’ English-speaking skills.

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