Academic literature on the topic 'Digital tools in language teaching'
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Journal articles on the topic "Digital tools in language teaching"
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BAINIYAZOV, Daniyar. "Teaching English Language Through Digital Technologies." International Journal of Pedagogics 5, no. 5 (2025): 357–59. https://doi.org/10.37547/ijp/volume05issue05-93.
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This research explores the incorporation of digital technology in the creation of educational resources for the English language and its effects on improving learner effectiveness, motivation, and accessibility to education. It reviews various technologies ranging from mobile applications to online learning platforms, including gamification tools and virtual reality, while presenting research findings and international case studies. The paper encourages discussion on technical frameworks, digital literacy, and teacher preparedness, offering practical recommendations for the successful implementation of pilot programs.
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Botezatu, V.N., and F.G. Nicolae. "THE USE OF DIGITAL TOOLS IN LANGUAGE TEACHING." POLISH JOURNAL OF SCIENCE, no. 77 (August 17, 2024): 13–17. https://doi.org/10.5281/zenodo.13336801.
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The use of digital tools in language teaching represents an increasingly widespread and effective practice in the contemporary educational context. With the advent of new technologies and the wide availability of online resources, teachers have at their disposal a vast arsenal of digital tools that allow them to enrich and enhance the process of learning foreign languages. This article aims to analyze three most used platforms in language teaching as well as the reasons behind this growing trend, examining the benefits and challenges it entails.
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Ahmadova, Z. "USING SOCIAL MEDIA AND DIGITAL TOOLS IN LANGUAGE TEACHING." Sciences of Europe, no. 140 (May 10, 2024): 11–12. https://doi.org/10.5281/zenodo.11171333.
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Recently, learning foreign languages using the Internet has become popular. In this regard, there are a number of social networks that have created special conditions for those who want to learn the language. Users who do not know the language very well often try to establish a dialogue in that language. In this case, the assessment and advice of other users will help him. Currently, the use of social networks in the teaching of foreign languages is very relevant and has a positive role in increasing the motivation of students to learn the language. In this regard, recent research shows the growing interest of linguists, historians and politicians in social networks.
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Juan, Rubio Antonio Daniel, and Conesa Isabel María Garcia. "The use of digital tools in the English classroom." Journal of Language and Linguistic Studies 18, no. 3 (2022): 214–36. https://doi.org/10.5281/zenodo.14668574.
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In recent years, the rapid growth of information and communication technologies and social networks has radically changed our lives. The digital revolution has had a positive impact on all areas of society, especially in education, allowing students to improve their communication and language skills. Today, knowledge is on the web and teachers are the ones in charge of guiding the students in their learning process. For this reason, the teachers’ work is more important than ever; their role needs to be reconsidered and they must be ready for the challenges of a digital education. This study aims to be a tool to guide their steps towards a teaching prepared for society challenges, in which, as we have seen in recent years, at any time face-to-face teaching can falter. Teachers must make an effort and prepare themselves for the teaching of the future. Methodology, resources, tools and even evaluation must be adapted to the new era. This paper focuses on the integration of digital tools in English as a foreign language classroom. Its main objective is to design a program based on the development of digital competences of English language teachers. To this end, the evolution of the use of digital tools in the educational field and more specifically in the teaching of foreign languages will be scrutinized, analyzing the main advantages and disadvantages of their integration in the classroom. As for the program, the starting point will be an initial assessment based on the collection of information through a questionnaire to assess the digital competence of teachers. Moreover, activities aimed at teachers of our school English department are developed in order to put into practice the tools that will be analyzed throughout the program.
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V.I., Normuratova. "EXERCISES FOR DEVELOPING CRITICAL AND DIGITAL THINKING IN TEACHING FOREIGN LANGUAGES." Frontline Social Sciences and History Journal 4, no. 10 (2024): 48–55. http://dx.doi.org/10.37547/social-fsshj-04-10-06.
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The article explores the interplay between critical thinking and digital literacy in today's technology-driven society. This article explores various exercises designed to enhance critical and digital thinking skills in the context of teaching foreign languages. It emphasizes the integration of language learning with digital literacy, presenting activities for developing critical thinking such as source evaluation, comparative analysis, digital footprint assessment, online discussion evaluation, ethical considerations, digital content analysis, online research and presentation tools to produce their project, reflective blogging, virtual debate. Additionally, it highlights the importance of engaging in digital scavenger hunt, evaluating online language tools, creating digital content, online discussion forums, web-based language projects, analyzing digital media, digital storytelling, online forums for better digital communication and project-based learning for collaboration based on digital thinking.
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A. Govardhini. "Innovation in Teaching English with Digital Tools." Shanlax International Journal of English 12, S1-Dec (2023): 252–55. http://dx.doi.org/10.34293/rtdh.v12is1-dec.106.
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The technology is omnipresent and indispensable at present era. Due to the technology, the education of teaching English is undergone an enormous transformation. The recent technology signifies the major development in the English language teaching and learning methods. The English teachers are very energetically integrating the technological teaching materials planned to make possible and through this, it helps the most advantageous in teaching delivery. According to the language teaching, the digital virtual media is occupied the classroom. At present era, the teaching is too interesting because of the digital media. The language teachers are creating a visualized of innovative in approach. “Technology in Education” is being an important role in educational field. The students need for technology in the education system. The conventional methods are based on lecturing but the present learning is foundation on interactive learning method. The modern technologies like Internet, Skype, Interactive Boards, Blogs, Android phones, Twitter, YouTube are used for the learner’s interactive session in the classroom. The research paper attempts to establish the use of technology in language teaching and it brings new teaching technique and to make sure the effective and quality based teaching.
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Aşık, Asuman. "Digital Storytelling and Its Tools for Language Teaching." International Journal of Computer-Assisted Language Learning and Teaching 6, no. 1 (2016): 55–68. http://dx.doi.org/10.4018/ijcallt.2016010104.
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This paper presents the analysis of the self-reported reflections of pre-service English teachers about the use of digital storytelling and its tools in terms of Technological Pedagogical Content Knowledge. Through the reflection reports of 78 pre-service English teachers and a focus-group interview after implementing a digital storytelling project, the present study investigated the perceptions and reflections of pre-service English teachers regarding the use of digital storytelling to teach English to young learners. The data were analysed through mixed (qualitative and quantitative) methods. The results revealed that pre-service English teachers reflected positive perceptions towards to the use of digital storytelling. Their reflections are significant in terms of the tools to be used for digital storytelling, the viewpoints regarding young learners and the improvement in their Technological Pedagogical Content Knowledge. The findings should be of interest to teacher education programs in supporting pre-service teachers to integrate technology into language classrooms.
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Mialkovska, Liudmyla, Liudmyla Zhvania, Mariia Rozhylо, Oksana Terebus, Maksym Yablonskyy, and Volodymyr Hrysiuk. "Digital Tools in Teaching the Mass Media Language." World Journal of English Language 13, no. 4 (2023): 43. http://dx.doi.org/10.5430/wjel.v13n4p43.
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The functioning of language in modern media is a complex set of different types of discourses. It involves using mental and cultural codes, concepts and archetypes, taking into account the specifics of Internet content and methods of its promotion, along with traditional newspaper journalism, knowledge of the basics of cognitive, communicative and information-theoretical theories and methods, etc. The purpose of the academic paper is to clarify the features and modern tendencies of teaching the mass media language with the help of digital tools, as well as to establish particular practical aspects of using such educational means in the process of teaching the mass media language. In the course of the research, the analytical-bibliographic method was used to study the scientific literature on teaching the mass media language with the help of digital tools. Along with this, induction, deduction, analysis, synthesis of information, system-structural, comparative, logical-linguistic methods, abstraction, and idealization were applied for studying and processing data. At the same time, the questionnaire survey was conducted in online mode by the research authors to practically clarify certain aspects of using digital educational tools in teaching the mass media language. Based on the research results, the primary and most significant theoretical aspects of the process of teaching the mass media language using digital educational tools were highlighted. Moreover, the standpoints of education seekers and teachers of higher educational institutions regarding the key aspects of this issue were clarified.
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M. Harsha Vardhini. "Role of Digital Tools in English Language Teaching." Shanlax International Journal of English 12, S1-Dec (2023): 507–12. http://dx.doi.org/10.34293/rtdh.v12is1-dec.85.
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Digital tools play a vital role in teaching English as a second language. Digital tools, especially integrated data management systems, help in systematically organizing, analysing, and retrieving this data. This ensures timely submissions, adherence to data requirements by different regulatory agencies, and a reduced risk of data-related non-compliance. The language classroom has benefited from technological advancements in various academic fields. The advancement of technology should be enthusiastically welcomed by English teachers and use it as a medium to support their goals. Process of teaching and learning. This updated method of instruction has been welcomed and acknowledged by all educators, both the parent and the student. Students exhibit increased enthusiasm and eager to learn things in this novel way. Training has been provided by shifted from being teacher-cantered to being student-centric. Using contemporary technology to actively engage students in language learning and inspire them to practically acquire English language skills is one of the ultimate goals. This can be acquired by means of an open setting for learning that encourages transparency and access to the topics and data via contemporary technology, ways in which pupils are inspired and guided to converse with one another. Regarding the future growth, it’s obvious that multimedia will be essential to the methodical approach to teaching English to contemporary norms. Therefore, the Caliber of instruction and implementation of pupils to contemporary educational frameworks would gain from a thorough evaluation of your English language proficiency to raise general communication skills. In this article,the use of various digital tools which helps in learning and teaching English is elaborately discussed.
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Subxonov, Shermurod. "DIGITAL RESOURCES IN TEACHING FOREIGN LANGUAGES." Oriental Renaissance: Innovative, educational, natural and social sciences 4, no. 24 (2024): 172–76. https://doi.org/10.5281/zenodo.14209183.
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<em>The article examines the requirements for the personal and professional qualities of future specialists imposed by modern society, their development in the process of teaching foreign languages, as well as the use of digital technologies and Internet resources for this. In particular, the importance of a systematic choice of teaching tools to achieve specific goals set by the teacher is shown. In addition to discussing the applicability of using contemporary Internet technologies in foreign language instruction, this article describes the significance and efficacy of using web technologies in foreign language study, both in the classroom and in students' individual assignments. </em>
Dissertations / Theses on the topic "Digital tools in language teaching"
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Garms-Cray, Grietje. "Vollkommen digital, digital und vollkommen? – Das digitale Lehrwerk im didaktischen Kontext : Digitale Werkzeuge und das digitale Lehrwerk im Fremdsprachenunterricht an schwedischen Schulen im deutschschwedischen Vergleich – eine Literaturstudie." Thesis, Högskolan Dalarna, Tyska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30496.
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This paper is a literature review exploring previous research on digital learning at school and the competence required both of teachers and pupils. Furthermore, it aims to point out advantages and disadvantages of digital tools in teaching at school by focusing on foreign language teaching. Previous studies indicate that using digital tools in school help to individualize teaching in order to consider the pupils’ individual needs in learning. Recent studies document as well that the teachers’ well-conceived teaching designs are important for target-aimed learning success. According to referred literature should teaching with help of media not replace the teacher in class but rather accompany it. There is however not much research related to digital multimedia schoolbooks which aim to cover all content in a subject. This paper presents two digital schoolbooks for German at Swedish schools in reference to underlying didactic parameters and in comparison, to digital tools. The paper refers both German and Swedish perspectives on digital learning. Finally, the paper deals with the question how far school providers are prepared to implement digital learning at school in order to fulfil their own ambitions.
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Redhaa, Azal, and Jathal Asmael. "Use of digital tools in mother tongue language teaching From the mother tongue teacher's perspective." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30486.
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Abstract Syftet med studien är att undersöka hur modersmålslärarna använder sig utav digitala verktyg i undervisningen, samt att ta reda på fördelarna och nackdelarna med användning av digitala verktyg som läromedel i modersmålsundervisningen. Studien bygger på en kvalitativ undersökning, där sex modersmålslärare intervjuades och sex lektionsobservationer genomfördes. Resultaten analyserades med hjälp av ett analysverktyg. Analysverktyget heter SAMRmodellen, som handlar om hur informations- och kommunikationsteknik (IKT) används i lärandet. Resultaten visade att alla modersmålsläraren är positiva till att använda olika former av digitala verktyg. Det underlättar deras arbete samt främjar elevernas modersmål. Respondenterna har tillgång till digitala verktyg som kan lånas ut till elever och de får regelbundet kompetensutveckling om hur de kan undervisa digitalt. Det som framkommit i vår studie är att lärarna arbetar utifrån olika nivåer enligt SAMRmodellen, och att modersmålslärare jobbar med digitala verktyg för tre olika syfte: att söka information, att kommunicera och att presentera. Fördelarna med användningen av digitala verktyg var många. Digitala verktyg ökar elevernas intresse och motivation, erbjuder stora möjligheter för att variera undervisningen. Det underlättar uppföljning av elevernas arbete för att ge eleverna feedback och respons, vilket hjälper dem att utveckla sina arbeten. Digitala verktyg främjar elevernas lärande av sina modersmål. Nackdelarna var inte så många jämfört med fördelarna. De negativa upplevelserna var framför allt elever som gör annat vid datorerna under lektionen, vilket tar både tid och fokus från undervisningen. Vad gäller informationssökning så har en del elever inte tålamod att vara källkritiska. Nyckelord: digitala verktyg, IKT, modersmål, SAMR-modell.
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Tell, Jennifer. "”Alla ska mot samma mål men det finns olika vägar dit” : En kvalitativ intervjustudie om hur några lärare i F-3 beskriver sin användning av digitala verktyg med fokus på elever i svårigheter." Thesis, Jönköping University, HLK, Skolnära forskning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53899.
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Att stötta elever i svårigheter kan göras på olika sätt. Ett av dessa är med hjälp av digitalaverktyg. För att få en djupare bild av det har denna studie gjort med syfte är att öka kunskapenom hur några lärare i årskurserna F-3 beskriver sin användning av digitala verktyg med fokuspå elever i svårigheter i svenskundervisningen. För att uppnå studiens syfte har tvåfrågeställningar varit till hjälp. Det är vilka möjligheter lärarna beskriver att digitala verktygskapar för elever i svårigheter och hur lärarna i studien beskriver att de arbetar för att bedrivasvenskundervisning med hjälp av digitala verktyg för elever i svårigheter. För att besvarastudiens syfte och frågeställningar har kvalitativa intervjuer genomförts med tre styckenverksamma lärare med erfarenhet av att arbeta digitala verktyg och behörighet i årskurserna 1–3. Studien har även sin teoretiska utgångspunkt i den sociokulturella teorin där språket,medierande redskap, appropriering och det sociala samspelet ligger i fokus. Resultatet i studienvisar på vilka möjligheter som lärarna beskriver att digitala verktyg skapar för elever isvårigheter. Det visar också på vad lärarna i studien använder för applikationer och funktioneri sin undervisning för elever i svårigheter. Slutligen visar resultatet på några av lärarnasupplevda problem och hur de arbetar och tänker för att komma över dessa. Efter resultatavsnittetpresenteras ett diskussionsavsnitt där studiens metod diskuteras samt en diskussion om studiensresultat utifrån tidigare forskning och studiens teoretiska utgångspunkt.<br>Supporting students in difficulty can be done in different ways. One way is using digital tools.To get a deeper picture of this, this study has been done with the aim of acquiring the knowledgeof how some teachers in grades F-3 describe their use of digital tools with a focus on studentsin difficulty learning Swedish language. To achieve the purpose of the study, two researchquestions have been used. These are the opportunities that teachers describe that digital toolscreate for everyone in difficulty and how the teachers in the study describe that they work tomanage teaching Swedish with the help of digital tools for students in difficulty. To answer theaim and research questions, qualitative interviews were conducted with three teachers with atleast basic experience of digital tools and qualifications in grades 1-3. The study has itstheoretical starting point in the sociocultural theory where language, mediating tools,appropriation and social interaction is the focus. The results of the study show the opportunitiesthat teachers describe that digital tools create for students in difficulty. It also shows whatapplications and functions teachers in the study are using for students in difficulty. Finally, theresults show some of the teachers' perceived problems and how they work and think to solvethem. After the results, a discussion is presented where the study method is discussed as wellas a discussion of the results based on previous research and the study's theoretical startingpoint.
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Eriksson, Alexander. "Lärarperspektiv på digitala verktyg i engelskundervisningen på mellanstadiet." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-77718.
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The purpose of this study is to investigate how digital tools are used in English teaching in Grades 4-6, in what ways these can further develop the teaching and what advantages and disadvantages are. The data collection was carried out through an online questionnaire and additional interviews. In one month, the questionnaire was completed by 141 respondents and qualitative interviews were conducted with three teachers. The result shows that teachers' attitude towards digital tools was positive, and teachers gladly used such tools in English teaching. However, further education is needed to develop a better and more effective use of digital tools in English teaching. Generally, the teachers thought that digital tools are a good complement to the regular study material, and they are used several times a week.<br>Syftet med denna studie är att undersöka hur användandet av digitala verktyg sker i undervisningen i engelska på mellanstadiet, hur det utvecklar undervisningen och vilka olika fördelar/nackdelar det finns. En online-enkät och kompletterande intervjuer genomfördes. Enkäten var öppen i en månad och fylldes i av 141 respondenter, och kvalitativa intervjuer genomfördes med tre lärare. Resultatet var att inställningen till digitala verktyg bland lärare är positiv, och verktygen gärna används i engelskundervisning. Dock behövs det mer utbildning för att utveckla användningsområdet för digitala verktyg i engelska. Verktygen anses vara ett bra komplement till de ordinarie läromedel och används flera gånger i veckan.
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Widén, Tina, and Rebecca Lundevall. "”Med digitala verktyg går det att anpassa nivåerna” : Lärares användning av digitala verktyg i skrivundervisningen i svenska och svenska som andraspråk." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100897.
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Digitala verktyg har blivit allt viktigare inslag i grundskolans skrivundervisning. Forskning inom området har undersökt olika aspekter av digitaliserad undervisning i svenska, men det saknas forskning som fokuserar på användandet av digitala verktyg i skrivundervisningen i ämnena svenska och svenska som andraspråk. Syftet med denna studie är därför att belysa hur verksamma lärare i årskurs 1–6 arbetar med digitala verktyg i skrivundervisningen i svenska och svenska som andraspråk. Materialet till studien samlades in via tre fokusgruppsamtal med tre deltagande i varje samtal. En grupp bestod av både svensklärare och SVA-lärare, en grupp bestod endast av svensklärare och en grupp endast av SVA-lärare. Det insamlade materialet bearbetades genom en kvalitativ innehållsanalys. Resultatet visar inga tydliga skillnader vad gäller användandet av digitala verktyg i svenska och svenska som andraspråk. En tydlig likhet är att alla lärare som deltog i fokusgrupperna använde liknande program i sin undervisning för att stötta eleverna framåt i skrivundervisningen genom anpassning till elevers individuella behov. Genom resultatet kan vi visa att verksamma lärare individanpassar användningen av digitala verktyg men att de inte särskiljer skrivundervisningen i svenska och svenska som andraspråk.
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Moberg, Helén. "Digital tools in mathematics teaching." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30487.
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Syftet med min studie var att undersöka om problemlösning i matematik gick att förena med användandet av digitala hjälpmedel/program ur ett elev- och lärarperspektiv. Mina frågeställningar rörde hur digitala program som verktyg påverkade matematikundervisningen och hur elever och lärare såg på att arbeta på detta sätt.Det har visat sig i olika rapporter och bland forskare att skolan i Sverige generellt är dålig på att använda digitala verktyg i matematikundervisningen. I skolans styrdokument står det tydligt att moderna verktyg ska användas i undervisningen. Vidare visar rapporter på att matematikundervisningen fortfarande tenderar att vara tyst räkning. Forskare menar att om man använder sig av digitala verktyg leder detta till samspel. Jag ville undersöka kombinationen digitala verktyg och att använda sig av problemlösning i matematiken.Metoden jag har använt är att läsa böcker, tidningar, artiklar, avhandlingar och även på webben. Mitt underlag bygger på observationer i en andraklass vid fyra tillfällen, intervjuer med fyra elever och läraren i klassen. Klassen arbetade med digitala program där de löste problemlösningsuppgifter i matematik.Resultatet visade att digitala program i undervisningen gav eleverna möjligheter till att samspela, samtala, reflektera och att använda sig av matematiska begrepp. Slutsatsen är att digitala verktyg är ett av flera verktyg som bidrar till att eleverna samspelar, samtalar med varandra, reflekterar och använder ett matematiskt språk. Digitala verktyg ger eleverna ett lustfyllt verktyg till att lösa uppgifter av problemlösande karaktär i matematik som också finns i deras vardag. Dock ser jag att lärarens betydelse är stor och att det är viktigt hur undervisningen är upplagd.
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Badran, Maj. "Digital Tools and Language Learning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28745.
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The study focuses particularly on the effects digital tools may have on language learning for students with special needs. The qualitative empirical material was collected through interviews and observations in a Norwegian school. The observation involves four students from two school years (the first and the second students comes from year 8, and the third and fourth students comes from year 9). The data also comes from two different qualitative interviews with the headmaster of the same school. The main findings are that, digital tools are adapted for the majority of the students in the classroom by the school board. Students with disabilities, however, need more tools, and more support. Only the school board can change their own recommendations for the use of digital tools. A comparison between Norway’s and Sweden’s curriculum is also included, to contextualized the headmaster’s point of view upon the Norwegian curriculum when it comes to digital tools.
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Eskilsson, Björn, and Åsa Andersson. "Visuellt stöd som stöttning för elever i språklig sårbarhet. : En enkätstudie om lärares användning på lågstadiet." Thesis, Umeå universitet, Institutionen för språkstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-178747.
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The purpose of the study was to investigate teachers’ use of visual aid within the subject Swedish in schools and with a specific focus on their work with pupils in language vulnerability. We conducted a questionnaire study with 39 teachers who teach Swedish in primary school. Our questions were how and to what extent teachers in primary school describe that they use visual aid and in which teaching situations teachers describe that they use visual aid to make teaching accessible to pupils in language vulnerability. We have also investigated how teachers describe that visual aid has an impact on making teaching accessible to pupils in language vulnerability. Our last question was whether teachers had received training in using visual aid and whether they described a need for further training. Our results show that teachers use visual aid to a large extent, but in very varied ways. The most frequently used aid is structural aid, while strategy aid and communication aid are used to a lesser extent. Moreover, the teachers report that the visual support facilitates learning for pupils in language vulnerability. Most of them also state that they received training in the subject, but that they would need further training to support pupils to a higher degree. In conclusion, this study shows that although Swedish teachers are aware of the fact that visual aid helps pupils in language vulnerability to reach higher goal fulfilment, their use of visual aids is highly diverse.
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Söderlund, Svetlana, and Margareta Öllsjö. "Sfi-lärares erfarenheter av distansundervisning våren 2020." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55183.
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Syftet med denna studie är att undersöka sfi-lärares erfarenheter av distansundervisning under våren 2020. Studiens fokus ligger på att undersöka hur digitala verktyg anpassades till elevernas olikheter, hur kommunikationen med eleverna etablerades och vilka arbetssätt och metoder som kännetecknade sfi-lärares distansundervisning. Genom att beskriva omställningen till distansundervisning orsakade av pandemier som SARS och Covid-19, redogörs för de utmaningar och möjligheter som lärare ställs inför i den digitala klassrumsmiljön. Därefter lyfts teoretiska aspekter kring kommunikation och lärarrollen i att skapa relationer med eleverna i den digitala lärmiljön. För att förstå fenomenet med distansutbildningen i sin helhet redovisas vidare utgångspunkter som bör tas hänsyn till när en sådan utbildning utformas och designas. Detta är en empirisk studie där metodtriangulering har använts med både kvantitativa och kvalitativa undersökningar. Totalt deltog 126 respondenter i webbenkät och sex respondenter i semistrukturerade intervjuer. Resultatet pekar på att lärarnas förhållningssätt till distansundervisning under pandemin och ojämlikhet i elevers digitala kompetens och elevernas bristfälliga tillgång till digitala teknik i samband med omställningen, var avgörande för hur nya arbetssätt och undervisningsstrategier formades. Sfi-lärarna använde sig av de digitala verktyg och digitala resurser som redan var inarbetade i klassrumsundervisningen. Både synkron och asynkron kommunikation tillämpades i stor utsträckning, där synkron kommunikation värdesattes tack vare dess likhet med det fysiska klassrummets upplägg och asynkron kommunikation ökade tillgänglighet till undervisningsmaterial. Sfi-lärarnas utmaningar bestod av svårigheter att vara tillgängliga för de elever som behövde stöd och att följa upp elevernas lärandeprocesser på distans.<br>The purpose of this study is to investigate sfi-teachers’ experiences of distance education in the spring of 2020. The study focuses on examining how digital tools were adapted to students’ differences, how communication with students was established and what teaching methods characterized sfi teachers’ distance education. By describing the transition to distance education caused by pandemics such as SARS and Covid-19, the challenges and opportunities that teachers face in the digital classroom environment are described. Thereafter, theoretical aspects of communication and the teacher’s role in creating relationships with students in the digital learning environment are highlighted. In order to understand the phenomenon of distance education in its entirety, further points of departure are presented that should be taken into account when such education is designed. This is an empirical study where method triangulation with both quantitative and qualitative studies. A total of 126 respondents responded to the online survey and six respondents participated in semi-structured interviews. The results indicate that the teachers’ approach to distance education during the pandemic, and the inequality in students’ digital competence and the students’ inadequate access to digital technology in connection with the transition, were decisive for how new teaching methods and teaching strategies were formed. Sfi teachers used the digital tools and digital resources that were already incorporated in the classroom education. Both synchronous and asynchronous communication were applied to a large extent, where synchronous communication was valued thanks to its similarity to the physical classroom layout and asynchronous communication because of the increased accessibility to teaching materials. The sfi teachers’ teaching challenges consisted of difficulties in being available to the students who needed support and in following up the students’ learning processes at a distance.
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Chmura, Anna, and Zabina Borrud. "Digital tools through a K-3 teacher’s perspective." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32523.
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Technology is advancing at a rapid pace and more digital tools find their way into theclassrooms as a means for educational purposes. The English language has also taken morespace in our everyday life and is almost a necessity in today's global society. However, canthe teachers in the Swedish educational society keep up with the rapid growth of both thesesubjects? The aim with this study is to get a better understanding about teachers’ perspectiveand knowledge about digital tools as an aid for English language development for younglearners, as well as what challenges and benefits they find with using digital tools as a meansfor English language development.This study will present a summary of theoretical and literature background regarding the topicat hand. The data for this study was collected through interviews with five K-3 teachers infour different schools located in south of Sweden. The result showed that a majority of thefive interviewed teachers, saw digital tools to be beneficial in the English classroomenvironment, and they had a positive view on English as a subject and its importance foryoung learners. However, the data collected exposed that the absence of guidelines,inadequate knowledge about how to use the tools within an educational approach,malfunctioning equipment and the lack of time to teach and plan the lessons was a substantialdilemma
Books on the topic "Digital tools in language teaching"
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O, Oviedo Ollie, Walker Joyce R, and Hawk Byron, eds. Digital tools in composition studies: Critical dimensions and implications. Hampton Press, 2010.
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Anderson, Rebecca S., and Clif Mims. Handbook of Research on Digital tools for writing instruction in K-12 settings. Information Science Reference, an imprint of IGI Global, 2014.
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Connolly, Evelyn M. The incorporation of multimedia and multimodal learning tools into the teaching of research: A case study of digital storytelling in a high school English class. The Edwin Mellen Press, 2011.
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Patel, M. F. English language teaching: (methods, tools & techniques). Sunrise Publishers & Distributors, 2008.
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Reinders, Hayo, ed. Digital Games in Language Learning and Teaching. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137005267.
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López, Juan. School tools. National Geographic School Pub. and Hampton-Brown, 2011.
Find full textBook chapters on the topic "Digital tools in language teaching"
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Seymour, Marnie, and Monika Pazio. "Foreign language teaching using digital tools." In Teaching and Learning with Technologies in the Primary School, 3rd ed. Routledge, 2024. http://dx.doi.org/10.4324/9781003408925-14.
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Elola, Idoia, and Ana Oskoz. "Chapter 1. Sociocultural approaches to L2 digital collaborative writing." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.59.01elo.
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Whereas collaborative writing is an established approach to second language (L2) education, the use of this approach in the L2 classroom has now been bolstered by the ubiquity of digital tools. Sociocultural theory (SCT) and activity theory (AT), both frameworks that inform digital collaborative writing, conceptualize writing as a holistic activity in which several key elements interact dynamically, including participants, tools, and outcomes. This chapter explores the value of knowledge sharing, meaning negotiation, scaffolding, mediation, intersubjectivity, and action completion – all pivotal tenets in collaborative writing – through these frameworks. It also illustrates critical issues (e.g., knowledge co-construction and interaction) and concludes by acknowledging unexplored areas of research and instructional practices that could further advance digital collaborative writing.
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Gibbons, John, and Miriam Akoto. "Chapter 9. Use of digital technologies for collaborative writing." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.59.09gib.
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This chapter provides a brief overview of current technologies for collaborative writing. We begin by sharing the distinctive features of three commonly used platforms in computer-mediated collaborative writing (i.e., Google Docs, wikis, and Etherpad) which have been found to offer L2 learners a safe space to freely work (Ware & Warschauer, 2006) and promote co-authorship and collaboration (Li & Storch, 2017). Next, in line with the increasing implementation of digital multimodal writing tasks, we present another set of multimedia tools (i.e., Canva infographics and Plot storyboards) which allow L2 users to incorporate multimodal publishing and collaboration during L2 writing practices (Krauss, 2012; Maamuujav et. al., 2019). We conclude with pedagogical recommendations for instructors who intend to use any of these tools.
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Strasser, Thomas. "Digital tools in foreign language teaching and learning:." In A Practical Guide to Teaching Foreign Languages in the Secondary School, 3rd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003281399-6.
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Almalki, Hanan, and Neomy Storch. "Chapter 6. Online collaborative L2 writing." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.59.06alm.
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Despite growing interest in computer-mediated collaborative writing (CMCW), very few studies have considered the effects of using a range of digital tools on learners’ behaviour. Our longitudinal study (15 weeks), conducted with Arabic as a second language learners in Saudi Arabia, investigated how learners engage in CMCW tasks using Google Docs and WhatsApp. The 31 participants formed eight dyads and five triads to complete four tasks. We analysed discussions and comments derived from Google docs and WhatsApp chats for patterns of interaction and use of online tools. Of five patterns of interaction identified, cooperative and collaborative predominated. Learners used the two tools simultaneously to foster collaboration. The findings provide new insights into CMCW tasks in an underexplored L2 learning context.
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Charles, Emilie, Emilie Magnat, Marie-Pierre Jouannaud, Coralie Payre-Ficout, and Mathieu Loiseau. "An English listening comprehension learning game and its effect on phonological awareness." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/lllt.62.11cha.
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Abstract Elementary school teachers in France are responsible for teaching English, but most are not specialists. They need support, particularly for listening comprehension. Hence, we designed Luciole, an English listening comprehension learning game for 6-to-9-year-old French pupils. A first study showed that children who played Luciole developed their listening comprehension in English but, unexpectedly, also improved their phonological awareness in French, even though only about 5% of Luciole’s activities are related to phonology. Based on these results, another study with a bilingual phonological awareness test and a streamlined data collection method was designed to try to replicate the previous results and to explore their origin. The results for listening comprehension were replicated, but not the results for phonological awareness. We provide guidelines for a more reliable phonological awareness test, and we conclude that using digital tools in the classroom can be beneficial for young learners’ listening skills.
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Sultana Shaik, Shabreen. "E-Tools: A Need for Enhancing Teaching and Learning English Language Skills." In Digital Education for the 21st Century. Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003180517-17.
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Herreño-Contreras, Yomaira Angélica, Gladis Leonor Arias Rodríguez, Beatriz Potter, and Eliana Edith Roberto Flórez. "The Impact of Integrating Digital Tools Within Foreign Languages Teaching and Learning During COVID-19." In English Language Teaching: Theory, Research and Pedagogy. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-1566-7_2.
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Rafique, Rumana. "Using Digital Tools to Enhance Student Engagement in Online Learning: An Action Research Study." In Local Research and Glocal Perspectives in English Language Teaching. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-6458-9_15.
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Müller, Wolfgang, Ido Iurgel, Nuno Otero, and Ute Massler. "Teaching English as a Second Language Utilizing Authoring Tools for Interactive Digital Storytelling." In Interactive Storytelling. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16638-9_28.
Full textConference papers on the topic "Digital tools in language teaching"
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Bautista Hernández, José de Jesús, and Eduardo Bustos Farías. "Improving Pedagogical and Digital Competencies Through Digital Tools: A Proposal for Semi-school Language Teaching Programs in Oaxaca, Mexico." In 16th International Conference on Society and Information Technologies. International Institute of Informatics and Cybernetics, 2025. https://doi.org/10.54808/icsit2025.01.78.
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J, Adlin Jerusha, and R. Rajakumari. "Harnessing AI: Enhancing English Language Teaching through Innovative Tools." In 2024 Third International Conference on Electrical, Electronics, Information and Communication Technologies (ICEEICT). IEEE, 2024. http://dx.doi.org/10.1109/iceeict61591.2024.10718399.
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Bondarenko, Alexander, and Nataliia Gudkova. "ENHANCING FOREIGN LANGUAGE TEACHING THROUGH DIGITAL TOOLS AND RESOURCES." In THEORETICAL AND EMPIRICAL SCIENTIFIC RESEARCH: CONCEPT AND TRENDS. European Scientific Platform, 2023. http://dx.doi.org/10.36074/logos-23.06.2023.35.
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Havlaskova, Tatiana, Tomas Javorcik, and Katerina Kostolanyova. "English language teaching through social media and digital tools." In 2023 21st International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2023. http://dx.doi.org/10.1109/iceta61311.2023.10344092.
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Ting Huang, Yu, and Chien-Hsu Chen. "Design interactive teaching tools of programming language for senior high school students." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002383.
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In recent years, with the continuous advancement of technology, modern people live in the context of the digital age, they are proficient in various digital technologies, good at using mobile phones, computers, and smart home appliances, some people call them "digital natives". However, despite their familiarity with digital media, few can independently create new projects to solve life's problems. It’s as if they can read but don’t have the ability to write. Gradually, people began to realize the importance of programming languages. Programming education has become an important part of basic education, and more and more people are beginning to attach importance to computer science, programming logic, and computational thinking. Most countries have cultivated students' programming concepts from an early age, but programming languages begin to become abstract and difficult to understand when they reach a certain level. In high school, programming language courses are a difficult subject for many students. Generally, teaching aids are considered to enhance teaching effectiveness, promote learners’ cognition and make it easier to understand. That can help teachers express the content of the course more clearly when teaching. But sometimes, poorly designed teaching aids can become a more troublesome factor for teachers, such as delays in teaching time, leading to student misunderstandings or more problems, etc. Not every teaching aid is suitable as a classroom-aided learning tool. Therefore, this research will take the programming language courses of high school as the background, focus on the difficulties encountered by students in the classroom and design a set of interactive teaching aids “Pixel Button” for teaching algorithmic thinking. It is hoped that through Pixel Button, students' learning motivation and understanding will be enhanced.
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Tandiana, Soni T., Fuad Abdullah, and U. Komara. "Digital Writing Tools - Teaching Argumentative Essays beyond the Traditional Frontiers." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007167003360343.
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Bolshakova, Anastasia Sergeevna. "Development of digital competence and Internet literacy of students in foreign language lessons." In All-Russian scientific and practical conference with international participation. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-103567.
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The article presents an attempt to consider the leading methods and means of developing the digital competence of schoolchildren in the context of the digitalization of language education. It is noted that the most important component of teaching foreign languages is the connection of the taught discipline with reality. In the era of digital technologies, ICT competence, digital competence, digital literacy, media literacy, Internet literacy, which need to be developed in order to more effectively solve the tasks set by schoolchildren, become integral competencies. The following teaching methods and tools aimed at developing the above competencies are considered: Quizziz, Kahoot, Quizlet and Learnis online platforms; interactive Internet resource Learning apps; video podcasts; PROClass knowledge quality monitoring system.
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Remizantseva, Kateryna, and Timur Ablyazov. "Generation Z and Digital Tools in Teaching Foreign Languages." In Proceedings of the International Conference on Digital Technologies in Logistics and Infrastructure (ICDTLI 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icdtli-19.2019.60.
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Hanh, Ngo Thi Ngoc. "Exploring Non-English Major Students' Attitudes towards Technology and Preferred Learning Tools at Ho Chi Minh City University of Food Industry." In 5th Conference on Language Teaching and Learning. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.150.9.
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Several methods are being used by a growing number of pupils to better their grasp of the English language. The purpose of this research was to collect student feedback on how best to implement and leverage technology in the classroom. The term "technology" is used interchangeably with "digital technology" throughout this study. The primary objectives of this study are to (1) investigate the attitudes of students at Ho Chi Minh City University of Food Industry (HUFI) toward the use of technology in the classroom, (2) identify the types of technological resources that are most popular among HUFI students, and (3) investigate the ways in which these attitudes differ between different groups of students. These three inquiries are designed to learn more about them. The author surveyed 153 students enrolled in English 2 after completing English 1 for a total of 30 weeks. These students came from the Chinese Language, Business Administration, Mechanical Engineering, and Tourism departments. The research points to connections between learner dispositions, cognitive factors, and technological participation. Another key distinction is that boys, in general, are better at using technological devices than girls.
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Elova, Dilrabo. "THE IMPORTANCE OF SPEECH STYLES IN CREATING THE OFFICIAL INFORMATION STYLE OF THE UZBEKI LANGUAGE." In TEACHING UZBEK LANGUAGE ABROAD: THEORY AND PRACTICE OF EDUCATION. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.2024.16.4/wlma5471.
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The Internet is a task that cannot be postponed to achieve the (natural language) place of the Uzbek language in the digital world and national information and search systems. This creates the need to develop information-search systems, including materials specific to Uzbek speech culture in national corpora, and a system that allows searching for them based on various symbols. This article discusses methods, tools and materials for practical use of the language, as well as their preparation.
Reports on the topic "Digital tools in language teaching"
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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, 2022. http://dx.doi.org/10.16925/gcnc.23.
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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
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Saing, Chan Hang, Phal Chea, and Sopheak Song. Assessing Technology Readiness of Students and Teachers in Cambodian Higher Education during COVID-19. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.143.202311.
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The global COVID-19 pandemic brought unprecedented disruptions to the higher education landscape worldwide. Widespread school closures, driven by the imperative of social distancing to combat the virus's spread forced a rapid and dramatic shift from traditional face-to-face instruction to online learning and teaching environments in numerous countries. Recent research has highlighted the formidable challenges lower- and middle-income countries face, particularly those with weaker ICT infrastructures and less technology-ready teachers and students, when adapting to these new tech-enhanced teaching and learning modalities. As a lower-middle-income country, Cambodia encountered its own challenges, most notably technology readiness, as it embarked on the journey of adopting online learning and teaching. Cambodian efforts to integrate ICT in education began in 2004, culminating in promulgating the 2010 Master Plan for ICT in education for 2009-2013. This study aimed to contribute to the growing body of literature on technology readiness among educators and students amidst the forced transition to online learning during the COVID-19 pandemic. Its overarching goals were to provide insights into technology readiness levels, its determinants, and regional disparities. To assess these aspects comprehensively, two independent surveys were conducted between June and July 2020 gathering responses from 370 teachers across 18 HEIs and 1,338 students from 22 HEIs in Cambodia. Findings from this study illuminated how educators and students adopted online learning and teaching at a slow pace in the pre-pandemic era. This sluggish adoption was attributed to a combination of factors, including a lack of motivation, inadequate support, and limited funding for HEIs to transition to e-learning environments. Nevertheless, when the pandemic necessitated a rapid shift, nearly all teachers and students embraced online learning and teaching irrespective of their levels of technology readiness. Concerns emerged as a significant portion of students reported dedicating only one to two hours daily to online classes, potentially resulting in learning loss. Furthermore, less than one-third of students expressed satisfaction with online learning and a minority favouring it over traditional approaches. Strategies such as ensuring access to necessary ICT tools, providing conducive study environments, and offering personalised support for e-learning modes become paramount to mitigate learning loss. This study utilised the technology readiness measure developed by Parasuraman and Colby (2015) to understand how teachers exhibited greater technology readiness than students. Teachers displayed higher levels of optimism and motivation, with a larger proportion falling into the explorer and pioneer categories with a smaller percentage identified as sceptics. These findings underscored the pivotal role of teachers' accumulated ICT experience and positive attitudes toward technology in enhancing their technology readiness. Strategies aimed at bolstering students' ICT skills and reshaping their perceptions, particularly among those identified as sceptics, are recommended to address these disparities. Furthermore, regional disparities in technology readiness were evident among both teachers and students. Urban educators were more inclined to be pioneers and less prone to hesitancy compared to their non-urban counterparts. Similarly, urban students were more likely to exhibit explorer and pioneer characteristics and less likely to be sceptics when contrasted with their rural peers. This regional variance highlights the importance of tailoring technology integration strategies to attract both teachers and students in different geographical contexts. Gender differences in technology readiness were also evident. Male teachers and students displayed higher readiness levels than their female counterparts. Specific interventions targeting female students and educators alongside mentoring and support programs should be implemented to address these gender disparities. Lastly, the study delved into a quantitative analysis of technology readiness determinants among teachers and students during the COVID-19 pandemic. Factors influencing technology readiness among teachers encompassed birthplace region, tablet ownership at home, the percentage of teaching time involving ICT tools, perceived benefits of ICT usage in teaching, general ICT competency, ICT-related training experience, and perceptions of school ICT infrastructure and policies. In contrast, student technology readiness was influenced by variables such as gender, English language proficiency, home assets, tablet ownership, prior online class experience, satisfaction with online learning during the pandemic, and the average daily hours spent online. In navigating the ever-evolving landscape of education in the digital age, this study underscores the importance of comprehensively addressing technology readiness across several areas. Based on the research findings, a set of recommendations is proposed to enhance technology readiness and better facilitate the transition to online learning within Cambodia's HEIs. Firstly, these initiatives should prioritise student preparedness and support by offering incoming students with pre-requisite ICT skills training, orientation sessions, and dedicated support services. Second, efforts to enhance English language programs within HEIs can significantly improve language proficiency and technology readiness among students. Third, it is also important to ensure equitable access to technology, mainly by providing tailored assistance to students from lower socio-economic backgrounds and guaranteeing widespread internet access, especially in rural areas. Fourth, advocating for the integration of ICT tools into the curriculum and promoting digital teaching methods that align with student preferences should be prioritized. Fifth, it will be crucial to develop comprehensive training programs for teachers encompassing a wide range of ICT skills and emphasising practical applications within their teaching practices. Sixth, addressing gender and regional disparities in technology readiness requires specialised interventions and mentorship programs. Lastly, promoting research and innovation initiatives will facilitate the identification of emerging trends and innovative approaches tailored to Cambodia's unique educational context.
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Wilson, Chris. Using Digital Tools for Live Q+A within Teaching Sessions. The Economics Network, 2022. http://dx.doi.org/10.53593/n3541s.
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Osadcha, Kateryna, Viacheslav Osadchyi, Serhiy Semerikov, Hanna Chemerys, and Alona Chorna. The Review of the Adaptive Learning Systems for the Formation of Individual Educational Trajectory. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4130.
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The article is devoted to the review of the adaptive learning systems. We considered the modern state and relevance of usage of the adaptive learning systems to be a useful tool of the formation of individual educational trajectory for achieving the highest level of intellectual development according to the natural abilities and inclination with the help of formation of individual trajectory of education, the usage of adaptive tests for monitoring of the quality of acquired knowledge, the formation of complicated model of the knowledge assessment, building of the complicated model of the subject of education, in particular considering the social-emotional characteristics. The existing classification of the adaptive learning systems was researched. We provide the comparative analysis of relevant adaptive learning systems according to the sphere of usage, the type of adaptive learning, the functional purpose, the integration with the existing Learning Management Systems, the appliance of modern technologies of generation and discernment of natural language and courseware features, ratings are based on CWiC Framework for Digital Learning. We conducted the research of the geography of usage of the systems by the institutions of higher education. We describe the perspectives of effective usage of adaptive systems of learning for the implementation and support of new strategies of learning and teaching and improvement of results of studies.
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Kramarenko, T. H., O. S. Pylypenko, and O. Yu Serdiuk. Digital technologies in specialized mathematics education: application of GeoGebra in Stereometry teaching. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4534.
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The purpose of the paper is to improve methodology of teaching Mathematics via the use of digital technologies. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.
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Дирда, Ірина Анатоліївна, Марина Вікторівна Малоіван, and Анна Олександрівна Томіліна. Innovative online teaching tools for students who major in english philology: challenges and opportinutuies. Видавнича група «Наукові перспективи», 2023. http://dx.doi.org/10.31812/123456789/7078.
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The paper in question outlines the possibilities of using modern teaching methods and tools in the process of teaching English to students who major in English Philology. The rapid changes which this process is undergoing are predetermined by the constant development and new demands which it has to meet. In view of Ukrainian education this process is shaped not only by the factors mentioned but as well by the fact that our country is still facing post-pandemic consequences and now those of war conflict when students are deprived of the possibility of gaining offline education in physical classrooms and many other essential educational items. The paper examines the effectiveness of various approaches and tools in promoting language acquisition and proficiency, as well as their impact on students’ engagement, motivation, and learning outcomes during the challenges posed by war and pandemic. The paper is an overview of the latest tools available for the implementation in the process of teaching English including online resources and activities, as well as the use of different platforms, applications, virtual reality, gamification and artificial intelligence. It is aimed at highlighting the advantages and drawbacks of these approaches which may be faced both by educators and students and providing examples of the successful implementations of these approaches in different educational environments. It may be summed up that while the implementation of the teaching methods and tools in question can boost and enhance the quality and accessibility of language education but it is next to impossible to reach successful learning outcomes without careful planning, training, and evaluation which ensure its effectiveness and sustainability.
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Haines, Karen. Contextualising the learning affordances of technology: An in-depth look at the developing practice of two modern language teachers. Unitec ePress, 2017. http://dx.doi.org/10.34074/ocds.62017.
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Affordance is an integral part of the practical knowledge teachers acquires while using new technologies in their teaching. This article describes the situated learning of two experienced modern language teachers using new technologies as they learned to perceive and implement learning affordances of several new tools in their individual classroom contexts, including Second Life and Wimba. The teachers identified and actualised learning affordances that allowed them to support students’ learning according to their respective beliefs about teaching and learning. The implications for computer-assisted language learning (CALL) teacher development are discussed in relation to professional learning and to the enriching of effective teaching practice.
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Pikilnyak, Andrey V., Nadia M. Stetsenko, Volodymyr P. Stetsenko, Tetiana V. Bondarenko, and Halyna V. Tkachuk. Comparative analysis of online dictionaries in the context of the digital transformation of education. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4431.
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The article is devoted to a comparative analysis of popular online dictionaries and an overview of the main tools of these resources to study a language. The use of dictionaries in learning a foreign language is an important step to understanding the language. The effectiveness of this process increases with the use of online dictionaries, which have a lot of tools for improving the educational process. Based on the Alexa Internet resource it was found the most popular online dictionaries: Cambridge Dictionary, Wordreference, Merriam–Webster, Wiktionary, TheFreeDictionary, Dictionary.com, Glosbe, Collins Dictionary, Longman Dictionary, Oxford Dictionary. As a result of the deep analysis of these online dictionaries, we found out they have the next standard functions like the word explanations, transcription, audio pronounce, semantic connections, and examples of use. In propose dictionaries, we also found out the additional tools of learning foreign languages (mostly English) that can be effective. In general, we described sixteen functions of the online platforms for learning that can be useful in learning a foreign language. We have compiled a comparison table based on the next functions: machine translation, multilingualism, a video of pronunciation, an image of a word, discussion, collaborative edit, the rank of words, hints, learning tools, thesaurus, paid services, sharing content, hyperlinks in a definition, registration, lists of words, mobile version, etc. Based on the additional tools of online dictionaries we created a diagram that shows the functionality of analyzed platforms.
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Strutynska, Oksana V., Grygoriy M. Torbin, Mariia A. Umryk, and Roman M. Vernydub. Digitalization of the educational process for the training of the pre-service teachers. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4437.
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According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the university, development of the digital educational environment for the training university teachers, and proposes the digital tools for such an environment. The authors propose several ways to improve the development level of digitalization of the educational environment in the university. This is to take into account the needs of the digital society and the modern generation of students, provide a high level of the digital literacy formation of university graduates and support the development of a new digital security system of the modern university. Aiming to design the digital educational environment for increasing the of educators’ digital literacy level, the authors propose to develop and implement the following computer, multimedia and computer-based learning tools and equipment, which includes blended and distance learning classes, cloud technologies, tools of virtual and augmented reality, tools for gamification of the educational process, educational robotics, tools for learning 3D technologies, MOOCs.
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Bima, Luhur, Arjuni Rahmi Barasa, Shintia Revina, Niken Rarasati, and Asri Yusrina. Screening Teachers in Indonesia: Does Ex-Ante Teacher Characteristics Assessment Predict Teaching Effectiveness? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/134.
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Selecting good teachers is vital as it can lead to a pool of teachers who will continuously strive to improve their teaching quality. Therefore, strengthening the assessment tools for screening effective teachers at their point of entry into the profession is important to improving teaching quality. While abundant studies have been conducted on improving teacher screening strategies in developed countries, only few have examined the process in the contexts of developing countries. Our study aims to enrich the literature on improving teacher screening in developing countries by testing sixty-two teachers using a set of teacher assessment instruments that measure both cognitive and non-cognitive skills. We discovered a significant and positive correlation between teacher competence in numeracy and student numeracy achievement. Furthermore, assessing teaching practices using a lesson demonstration is positively associated with students’ achievement. However, we found a significant but negative relationship between teacher competence in literacy and student literacy outcomes. We also reported a similar pattern in the correlation between teachers’ portfolio assessments and students’ learning outcomes. The negative correlation in literacy measurements may be explained by the difficulties experienced by teachers in Indonesia in translating their knowledge into practice, as there are no specific subjects designated to Indonesian language and reading comprehension. From a policy perspective, the government and education institutions can strengthen their teacher recruitment mechanisms by adopting instruments that can predict teacher effectiveness. Furthermore, these screening instruments should be combined with ex-post assessment tools as those assessments will provide a comprehensive overview of teacher capabilities, not only in terms of prospective teacher characteristics but also in terms of their actual classroom teaching performance after a certain period of teaching practice.