Teaching and Learning Foreign Languages in a Digital Multimedia Environment

Kryukov, Vladimir; Gorin, Alexey; Mordvintsev, Dmitry

doi:10.1007/978-94-007-7262-5_8

Cited by 6 publications

(10 citation statements)

References 1 publication

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“…The findings showed that all participants think that digital writing in Turkish contributes to their acquisition of Turkish, implying that the young have a positive attitude toward digitalization. The previous research also demonstrated that technology encourages the development of students' individual abilities, autonomy, and responsibility-taking in language learning (Kryukov & Gorin, 2017;Haleem et al, 2022). Dahlström (2019) emphasized that digital writing tools may allow one to spell letters effortlessly and reduce the physical difficulties of writing by hand, positively affecting language acquisition.…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

“…These tools have also taken a seat in language learning/teaching thanks to their peculiarities differing from conventional instruments. In other words, novel education-oriented technological tools have already become fashioning language teaching/learning processes since they facilitate communication, allow immediate access to information and time-and cost-efficient learning/teaching, make learning/teaching more dynamic, and increase learner motivation (Beardsley et al, 2021;Bertacchini et al, 2021;Haleem et al 2022;Perraton, 2000;Mikre, 2011;Kryukov & Gorin, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Digital Writing in Foreign Language Teaching: Learner Views

Güven,

Yılmaz Karaca,

Banaz

2024

Cukurova University Faculty of Education Journal

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The present study explores Turkish learners’ approaches toward digital writing and how digital writing contributes to their language learning. For this purpose, we recruited 21 international students from 16 countries, 10 males and 11 females, who attended B2-C1-level Turkish language classes at the Akdeniz University Turkish Language Teaching Center in the 2021-2022 academic year. We recorded and transcribed the data collected through face-to-face interviews with a semi-structured interview form consisting of 6 questions. The data were then coded to generate themes, and the findings were grounded on the interpretation of these themes. Accordingly, the results uncovered that all participants engage in digital writing and mostly utilize WhatsApp, Instagram, Telegram, YouTube, and Twitter as digital writing platforms. Moreover, they were found to usually mind proper spelling and punctuation and tend to use the T9 typing system in digital writing in Turkish. We also discovered that participants find auto-correction useful and sometimes misspell vowels, consonants, and longer words/consecutive suffixes due to differences between spoken and written languages. They particularly thought that digital writing contribute to their learning of Turkish. Overall, we comprehensively discussed the findings and raised some recommendations for future research.

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Section: Discussion and Recommendationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Digital Writing in Foreign Language Teaching: Learner Views

Güven,

Yılmaz Karaca,

Banaz

2024

Cukurova University Faculty of Education Journal

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“…Evolving far beyond the simplistic, list-based database solutions observed by Kryukov et al [4], modern digital learning has adopted a gamified, engaging, and immersive content platform to the accommodation of varying student learning needs. Yet, following the suddenness of the COVID-19 pandemic, the shift from traditional to completely digital education across these Hong Kong institutions has radically altered the learning approach adopted by these EFL students.…”

Section: Digital Citizenship and Self-accountability In Online Learningmentioning

confidence: 99%

“…For English as a foreign language (EFL), the systemic evolution of the technological landscape towards digital capabilities offers distinct advantages that have the potential to reshape the structure, efficiency, and effectiveness of language learning [3]. Early research in the field of digital language learning presented by Kryukov et al [4] predicted that there would be a significant challenge in designing effective content and multimedia resources that would provide students with an engaging and motivational solution. Yet, as Lo and Mok [5] have demonstrated, the evolution of digital learning capabilities through gamification and interactive digital ecosystems has facilitated a paradigm shift away from utilitarian, list-based designs towards an engaging, meaningful, and adaptive digital environment.…”

Section: Introduction 11 Research Backgroundmentioning

confidence: 99%

A Review of Digital Learning and ESL Online Classroom Experience in Higher Education

Lo¹

2023

Higher Education - Reflections From the Field - Volume 2

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Whilst universities across the global community had adopted new digital learning standards prior to COVID-19, the radical effect of quarantines and social distancing on remote learning needs has fundamentally altered the structure of modern English as a second language (ESL) education in higher education institutions. The current investigation critically explores the educational paradigm from a perspective of content dissemination, learning best practices, and knowledge acquisition in Hong Kong colleges and universities. Through a critical review of the literature surrounding digital learning challenges and opportunities, evidence revealed an overlapping proposition of adaptation and discipline which many students lacked prior to the COVID-19 interruption. By comparing the perspectives of 1062 students across ESL programmes taking English for academic purposes (EAP) and English for specific purposes (ESP) courses within several Hong Kong institutions, this study has confirmed the potential advantages of digital learning solutions including time management, self-paced learning, and knowledge engagement. Students were surveyed using a digital, structured questionnaire to capture a robust representation of experiences during the COVID-19 pandemic and their effects on student learning outcomes. Through quantitative analysis, student feedback has confirmed several developmental challenges related to skills gaps, personal discipline, environmental forces, and student learning expectations. Based upon these findings, a revised protocol for digital citizenship has been proposed which focuses on core principles of self-accountability and discipline that evolve out of proactive, motivated learning objectives that link students to their digital identity and role. Ultimately, these observations indicate a need for future assessment of the competing motivations shaping student engagement in digital learning services and traditional classroom offerings as the COVID-19 pandemic restrictions are lifted and the educational industry evolves towards its new normal.

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“…As explained by Jaultop (in Fitria, et.al., 2021: 1), in this era of globalization, one can be called clueless or even illiterate if one does not master the development of information technology. Hitt explained that technology brings big and promising changes which are so broad so that universities cannott separate plans strategic, goals, and activities from data initiatives, resources, and administration (Kryukov and Gorin, 2017). According to Schneckenberg (2009: 412), there have been many studies showing that advances in Information and Communication Technology (ICT) can be used to realize innovative educational concepts in building platforms for learning activities.…”

Section: Introductionmentioning

confidence: 99%

School Information System Innovation by Eduversal through Edunav Implementation in Indonesia: A Case Study at SMP-SMA Kesatuan Bangsa Bilingual Boarding School Yogyakarta

Sidik,

Pitoyo,

Ikhwan

2023

J Populasi

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Technological innovation is a science which will continue to develop over time, therefore knowledge, skills, and understanding are needed in life, especially in educational institutions. Many researchers have conducted studies on educational system innovations because the implementation of information systems in educational institutions has made a positive contribution to education management. The existence of an educational information system provides convenience in communicating, exchanging information quickly and accurately, as well as an increase in educational services. This research is based on the implementation of the Edunav Information System as an information system innovation which is applied to educational institutions. Edunav is an application for student progress reports in learning in the form of e-reports. The form of the reported activity from the learning process includes attendance, homework, quizzes, unit tests and so on. This study aims to uncover the factors which drive the Edunav Information System to be implemented and the benefits derived from it at the SMP-SMA Kesatuan Bangsa Bilingual Boarding School Yogyakarta. The method used in this research is a qualitative research method with a case study approach. The data of this research are obtained from in-depth interviews, observation, and literature study. In-depth interviews were conducted with several informants by means of a snowball. The results of this study show that there are several factors which encourage the implementation of the Edunav Information System at the Kesatuan Bangsa School, which are 1) complex problems occur in the field as there is no integrated system; 2) manual data processing which is recorded in books; 3) the existence of school initiatives to make changes from conventional to digital schools by increasing the use of information technology; 4) increasing competitiveness among schools is significant, especially for private schools. The perceived benefits of the Edunav Information System are 1) as an information system for schools, parents, and students; 2) as a media to support education; 3) as a means of control for schools, parents and students.

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Teaching and Learning Foreign Languages in a Digital Multimedia Environment

Cited by 6 publications

References 1 publication

Digital Writing in Foreign Language Teaching: Learner Views

Digital Writing in Foreign Language Teaching: Learner Views

A Review of Digital Learning and ESL Online Classroom Experience in Higher Education

School Information System Innovation by Eduversal through Edunav Implementation in Indonesia: A Case Study at SMP-SMA Kesatuan Bangsa Bilingual Boarding School Yogyakarta

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