Academic literature on the topic 'Students, Foreign Communication in education Acculturation Educational technology'
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Journal articles on the topic "Students, Foreign Communication in education Acculturation Educational technology"
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Kovtun, Olena. "Technology of forming students' foreign-language professional competence in the educational space of higher education institution." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, no. 3 (128) (October 31, 2019): 117–25. http://dx.doi.org/10.24195/2617-6688-2019-3-17.
Full textAbstract:
Educational space of a higher education institution constantly and continuously influences student’s personality as well as his / her developing as a competent specialist. The research was aimed at substantiating pedagogical technologies that optimize the process of forming students’ foreign-language professional competence within the educational space of a higher education institution. Theoretical (analysis, synthesis, comparison, systematization, pedagogical modelling), empirical (observation, pedagogical experiment, peer review method, reflexive evaluation method) and statistical methods were applied to achieve the set goal. Educational space of a higher education institution is defined as a purposefully created, methodically provided continuum of students’ foreign-language professional communication under conditions of which the development of their personality and effective formation of their foreign-language professional competence take place. Foreign-language professional competence as an integrative personality trait, determined by the synthesis of knowledge and skills, professional and life experience, values that ensure long-term readiness and ability to pursue professional activity in a foreign language, is developed effectively if the educational space of a higher education institution is multilingual and multicultural in its nature, broad, rich in foreign-language professional content, open, directed outwards. When designing educational space, it is necessary to rationally combine educational and non-educational components, provide in-class and out-of-class / extracurricular foreign-language educational and cognitive activities of students, use facilities of virtual educational environment, apply technics of contextual teaching, implement imitative and playing activities, interactive forms of training (games, project activity, case-study). In-class educational activity influences such components of foreign-language competence as “knowledge” and “skills”, whereas an extracurricular one aims at forming “values” and “experience”. Keywords: educational space of a higher education institution, foreign-language professional competence, virtual educational environment, educational and non-educational components, imitative and playing activities.
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Obdalova, Olga A., and Zoya N. Levashkina. "The Narrative-Communicative Technology of Foreign Language Teaching: Definition and Peculiarities." Vestnik Tomskogo gosudarstvennogo universiteta, no. 458 (2020): 223–32. http://dx.doi.org/10.17223/15617793/458/27.
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This article reveals the current situation in education, which is characterized by individualization and intensification of educational process. It becomes important for students not just to acquire communicative speaking skills in a foreign language, but to develop their ability to interact with representatives of the international community using a foreign language as a means of communication. The need of adjusting the organization of teaching oral foreign language communication at university and developing new effective educational technologies is emphasized. A comparative analysis of the methods of teaching oral speech (Storytelling and Storyline) is carried out. The analysis is based on the key elements of the educational process the authors identify within these methods: idea, character, demonstration result of students’ activities, and structure. The main differences of these methods are revealed. They are the creation of a character in the form of a paper model, making a collage as an illustration of a story, and drama (incidents and celebration). Special attention is paid to the description of the Storyline method, which is basic in the development of a narrativecommunicative technology. It is impossible to use this method in its original form in the educational process of the university. The main part of the article is devoted to the description of the authorial narrative-communicative educational technology and its didactic potential in teaching a foreign language as a means of intercultural communication. Features of the technology are described, including integrativeness, discursiveness, contextuality, intercultural orientation, elements of communicative situation, sociocultural conditioning, interactivity, and activity. The characteristics of the technology are also considered. The methodology of teaching based on the narrative-communicative technology includes a set of steps that is consistent with the step-by-step realization of students’ cognitive and narrative-communicative activities, which stimulates gradual “immersion” in the foreign-language context by creating and reproducing the narrative. The educational technology the authors developed appears to be an innovative tool of the teacher’s transformative activity that creates favorable conditions for students’ involvement in dynamic communicative activity, a comfortable educational atmosphere, and an increase in students’ motivation. This technology is a way to reconstruct reality, in which students develop their communication and cognitive skills.
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Gagarina, Elena, Ksenia Gushchina, and Anna Matyushkova. "The linguo-regional knowledge aspect of the structure of the teaching methodology of Russian as a foreign language as one of the ways of adaptation of foreign students." SHS Web of Conferences 94 (2021): 02007. http://dx.doi.org/10.1051/shsconf/20219402007.
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The present article touches upon the problems of adaptation of foreign students in the multicultural region of Russia - the Astrakhan oblast. The article outlines the main methodological ways of solving them in the framework of education by updating the linguo-regional knowledge aspect of the structure of the teaching methodology of Russian as a foreign language (RFL), and gives descriptions of methodological models for the implementation of linguocultural adaptation of foreign students in the process of educational activities of the university based on the linguoregional specifics of the region. This work reveals the significance of the regional component of the RFL methodology aimed at forming communicative skills and abilities of students, in order to intensify the adaptation process. The authors present the features of country-specific and linguo-regional studies carried out in classroom and extracurricular time at the Department of Russian Language of Astrakhan State Medical University. The authors of the article associate the effectiveness of the adaptation process and acculturation of foreign students with the actualization of the linguo-regional knowledge aspect of the structure of the RFL methodology, which contributes to the formation of internal motivation for learning the Russian language and getting acquainted with Russia, to the removal of psychological communication barriers and to the development of communication skills. This work suggest using the principles of consistency and concentrism in the formation of countryspecific and regional knowledge, ensuring the reliability of visual information, and taking into account the native culture of foreign students with semantisation of words with a cultural component.
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KOZACHENKO, Y. "TEACHING TECHNOLOGIES IN FOREIGN LANGUAGE TEACHING." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 94–97. http://dx.doi.org/10.33989/2075-146x.2020.26.227533.
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The article identifies the main learning technologies used to teach students in higher medical education. Learning technologies have been found to help improve the learning process and improve learning outcomes. The main learning technologies used in working with students of higher medical educational institutions are analyzed. It is investigated that learning technologies influence the teaching of foreign languages. It was found that the use of research, simulation, information, problem-based learning and heuristic are common and used in foreign language teaching.
 It is concluded that for the effective use of technology it is important to pay attention to what technology may be suitable for each individual student group. The use of modern teaching aids is part of information and communication technology. It is this technology that reveals the full range of ICT applications. Search technologies allow to actively involve students in research activities due to motivation to learn a foreign language and search for new resources and sources of information. Heuristic technology is one of the most used today, it allows to involve all students in active interaction in the classroom, to make associations between clinical disciplines and English and to be as ready as possible for interactive tasks. Simulation and dialogue technologies give students the opportunity to feel like real doctors, gain experience in communication in different situations and develop their communication skills. In the future, we plan to explore learning strategies that should be used in foreign language classes.
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Raptanova, Irina N., Maria V. Shcherbakova, Anna S. Fomichenko, Olga V. Strizhkova, and Elena A. Mokritskaya. "Implementation of Competence Approach with Simulation Technology." SHS Web of Conferences 50 (2018): 01161. http://dx.doi.org/10.1051/shsconf/20185001161.
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The modernization of higher education is mandatory condition for the current stage of Russian society development and the ensuring of the Russian economy competitiveness. One of the priority issues of modernization is the strengthening of the significance of self-students studying. This is due primarily to the considerable reduction in the number of classroom sessions and the increase in hours provided for self-students studying. Self-studying becomes the basis for the professional development of a bachelor, encourage his cognitive interests, promotes the essential objectives of the training, that is, the formation of communicative and professional competences. The nature of the relationship between the teacher and the bachelor alters within the framework of competence-oriented education. The teacher, released from the mere transfer of knowledge, gets freedom in choosing forms of interaction or rather in choosing the methods used in such field of studying as “Foreign Language”. Classical teaching methods are replaced with new ones. The emergence of information and communication technologies led to their rapid introduction into the educational process. The organization of self-students studying through the use of information and communication technologies is of great interest to many educational specialists. The specific nature of information and communication technologies lies in the creation in the educational process of various kinds of relations and conditions of real life, requiring from bachelors not only the knowledge of work-related material, but also their familiarization with a given image, a holistic immersion in the professional environment. The use of simulation technology facilitates the formation of cognitive-search activity of bachelors, causes incentive for learning a foreign language.
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Anosova, Yu P., O. V. Naumkinа, and O. P. Silishchenko. "COGNITIVE-COMMUNICATIVE APPROACH DURING ENGLISH LEARNING IN POLYTECHNICAL INSTITUTIONS OF PROFESSIONAL ADVANCED EDUCATION." Scientific Notes of Junior Academy of Sciences of Ukraine, no. 1(17) (2020): 22–28. http://dx.doi.org/10.51707/2618-0529-2020-17-03.
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The article considers the essence and basic interpretations of the “cognitive-communicative approach” (CCA) concept, defines its characteristics and qualities, identifies the features of its application in institutions of professional prehigher education (PPHE) of Ukraine. The intercultural competence development problem as an indicator of the person’s ability to effectively participate in foreign language communication at the intercultural level formation is outlined. It is noted that a thorough knowledge of a foreign language is necessary for students of polytechnic institutions of PPHE for mobility, further career growth, competitiveness, communication with foreigners on a professional and personal level, expanding worldview, etc. The authors of the article identified the CCA as an approach to teaching English during both full-time and distance learning. The basic principles of this approach aimed at developing the competence of expressing the communicative intention of the student are characterized and systematized. The concepts of categorical features and terminological tools of the CCA have been clarified. The terms “blog technology”, “wiki technology”, “podcast” and “linguistic corpus” are defined. Possibilities of the educational and cognitive skills and abilities development which are provided by each of the mentioned technologies are considered. The authors described the methodological and pedagogical problem of educational material organization and processing in the polytechnic institutions students communicative and cognitive competence formation process. The article proposes the principles of processing educational material, which contribute to the development of language competencies of PPHE students of Ukraine. The socially conditioned need to use distance learning as a means of mastering the skills of students independent work in learning a foreign language is substantiated.
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Et al., Khamzaev Sobir Amirovich. "“FORMATION OF STUDENTS’ SPEAKING SKILLS IN THE PROCESS OF TEACHING ENGLISH AT HIGHER EDUCATIONAL ESTABLISHMENTS”." Psychology and Education Journal 58, no. 1 (2021): 5551–57. http://dx.doi.org/10.17762/pae.v58i1.1952.
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In this article, the authors consider the main problems of forming speaking skills of learners in the process of English language learning at higher educational establishments and speech communication as the basis of cultural and linguistic knowledge. To solve the problem of learning a foreign language in higher educational establishments, the authors describe it in unity with the educational objectives of the characteristic methods of foreign language teaching, which includes, along with the absorption of a specific language, increase language literacy necessary for every person, a deeper familiarity with the cultural values of the countries of the languages studied and their achievements in various fields of science and technology.
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Yuzbasheva, Elina. "Psychological and pedagogical conditions of formation of students’ grammatical skills of the speech on the basis of foreign-language Internet projects implementation." Tambov University Review. Series: Humanities, no. 182 (2019): 32–42. http://dx.doi.org/10.20310/1810-0201-2019-24-182-32-42.
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In connection with the general concept of society informatization and education as its integral component, new requirements are imposed to knowledge and abilities of the main participants of educational process. Positive influence of information and communication technologies development on education is noted in many studies and in a number of official documents. Project activity meets the needs of society for the pragmatic use of educational resources in order to intensify education. Implementation of foreign-language Internet projects allows to form students’ grammatical skills of the speech. However, this result can be achieved when accounting a number of psychological and pedagogical conditions. We raise an issue on identification and justification of psychological and pedagogical conditions which have to be considered when developing a methodical system and technology of formation of students’ grammatical skills of the speech during implementation of foreign-language Internet projects. We designate the relevance of the problem and substantiate the accounting of following psychology and pedagogical conditions: a) balance of a theoretical component and practical importance; b) motivation of students when forming grammatical skills; c) foreign language skills at the level of Intermediate-Upper-Intermediate; d) developed information and communication competence of students; e) developed information and communication competence of teacher; f) existence of teaching technology. We substantiate and describe in detail each of the allocated conditions.
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Prokhorova, M. P., and O. I. Vaganova. "Event-based learning in Russian and foreign educational practice." Vestnik of Minin University 7, no. 4 (2019): 2. http://dx.doi.org/10.26795/2307-1281-2019-7-4-2.
Full textAbstract:
Introduction: Modern education, becoming more active, flexible, electronic, directly related to practice, is in search of new forms and technologies of education. The use of educational events for the training and development of students is used today throughout the world. Educational events make it possible to effectively engage students in gaining practical experience, create unique conditions for communication and interaction, and form a space of responsibility and reflection. The study of domestic and foreign experience in the implementation of educational events in vocational training and their comparison is of high theoretical and practical importance for the development of the practice of the event-based approach in Russian education.Materials and methods: n the work methods of a theoretical nature are used, which allow one to study the state of research objects in scientific sources and existing practice, compare various points of view, reveal facts and dependencies, and further generalize the obtained data in the form of conclusions. The work used methods of systematization, analysis and synthesis, abstraction, generalization and comparison. The sources were scientific publications in periodical sources, methodological materials and instructions on the use of educational technologies developed at universities.Results:As a result of the study, we were able to formulate and clarify the essential characteristics of the educational event in domestic and foreign theory, as well as analyze the experience of implementing educational events in practice. In domestic sources, the main characteristics of educational events are involvement, going beyond everyday activities. reproduction of samples, emphasis on communication and interaction, emotional stress, obtaining a significant unique result, the responsibility of participants. Much attention has been removed to the design of educational events. In foreign sources, the educational event is used as an innovative educational technology, as an element of an ecological educational environment and smart education, as a stage of training based on a scenario. In foreign practice, the emphasis is on the reflective experience of participants.Discussion and Conclusions: the obtained results expand and enrich the semantic meanings of the educational event in pedagogical practice; The revealed features and characteristics of the implementation of the event-based approach in foreign education will allow us to expand our understanding of the possibilities of this educational technology and to take them into account when designing educational events.
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Rolgayzer, Anastasiya, Ksenia Demidenko, and Anastasiya Kadnikova. "Possibilities of Applying Information and Communication Technologies in Teaching Foreign Languages at Universities." Scientific Research and Development. Socio-Humanitarian Research and Technology 9, no. 3 (2020): 49–57. http://dx.doi.org/10.12737/2587-912x-2020-49-57.
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The ubiquitous introduction of digital technology leads to changes in state educational standards. This happens due to the society’s need for forming new level competencies as well as rethinking the roles of teachers and students, which leads to reorganization and modernization of educational space.
 The urgency of this research is conditioned by the forced appliance of distance learning caused by the COVID-19 pandemic, which requires active inclusion of Information and Communication Technologies in all activities of the state and society.
 The article deals with implementing the state program of education digitalization, using innovative information technologies, distance learning among other things, within teaching foreign languages at universities. The authors consider learning management system Moodle applicable for classroom, self-, individual and additional students’ studies.
 The methodology of organizing and monitoring students’ knowledge with the help of ICT has been introduced and is currently being applied at the Plekhanov Russian University of Economics (Kemerovo branch) for the subject of "Foreign language".
Dissertations / Theses on the topic "Students, Foreign Communication in education Acculturation Educational technology"
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Cemalcilar, Zeynep. "Role of computer-mediated communication technologies in international students' cross-cultural transition." Thesis, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3116276.
Full textBook chapters on the topic "Students, Foreign Communication in education Acculturation Educational technology"
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Jokinen, Kristiina, and Päivi Majaranta. "Eye-Gaze and Facial Expressions as Feedback Signals in Educational Interactions." In Technologies for Inclusive Education. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2530-3.ch003.
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In this chapter, the authors explore possibilities to use novel face and gaze tracking technology in educational applications, especially in interactive teaching agents for second language learning. They focus on non-verbal feedback that provides information about how well the speaker has understood the presented information, and how well the interaction is progressing. Such feedback is important in interactive applications in general, and in educational systems, it is effectively used to construct a shared context in which learning can take place: the teacher can use feedback signals to tailor the presentation appropriate for the student. This chapter surveys previous work, relevant technology, and future prospects for such multimodal interactive systems. It also sketches future educational systems which encourage the students to learn foreign languages in a natural and inclusive manner, via participating in interaction using natural communication strategies.
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Tsai, Shu-Chiao. "Task-Based Learning with Interactive ESP Courseware Integration in Higher Vocational Education." In Educational Stages and Interactive Learning. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0137-6.ch021.
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This chapter reports on integrating a self-developed interactive courseware of English for Specific Purposes (ESP) into a self-study and elective course “English Reading for Technology” offered for sophomore students in the Applied Foreign Languages Department (AFLD) of a vocational university in Taiwan two hours per week for twelve weeks. A Computer-Assisted Language Learning (CALL) approach combined with a Task-Based Learning (TBL) approach was adopted. The course mainly focused on vocabulary, reading, and comprehension. Evaluation of implementing these Information and Communication Technologies (ICT) into ESP instruction with courseware integration was based upon data from a variety of pre- and post-tests including cloze, listening, writing, and Q&A. Meanwhile, a traditional teacher-centered Face-to-Face (F2F) instruction was conducted as a control group. The learning effectiveness in most of the post-tests under both instructions has been significantly improved. Students under the ICT instruction with courseware integration made as much progress as those did under the F2F instruction, suggesting that the well-structured courseware offered a potential solution to problems in the development and expansion in frequency of ESP courses in Taiwan by playing the role of an adjunct teacher, peer, and facilitator, through which students were able to practice language skills and learn content knowledge. Most students were satisfied with practices for learning English skills and professional knowledge provided by the courseware and had a positive attitude toward such ICT instruction. In addition, students used reading strategies to a high degree, and the most-commonly used reading strategies were cognitive, memory, and compensation, but social-affective strategies were least frequently employed.
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Bodah, Eliane Thaines, Josh Meuth Alldredge, Brian William Bodah, Alcindo Neckel, and Emanuelle Goellner. "Challenges and Perspectives of Language Education Technology in Brazil: From Confronting Native Language Loss to Implementing EFL Classes." In Advances in Educational Technologies and Instructional Design. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0177-0.ch004.
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Our chapter aims to explore the challenges, advances, and perspectives of language-education technology in Brazil. Language-education is an extremely important topic for Brazil because many indigenous languages are nearing extinction due to the legacies of colonization and the fact that Portuguese, the national language of Brazil, is the only official language and thus the single most utilitarian method of communication. This issue is further complicated by Brazil's increasingly globalized economy, which, for many individuals, demands the acquisition of a foreign language in order to compete. The English language has been introduced into the curriculum of the vast majority Brazilian public schools over the course of the past few decades. Additionally, several private, for-profit English learning enterprises now have widespread services throughout the country. But rates of English (and even Portuguese) fluency still vary greatly among the population. This raises a number of critical questions that will be discussed in this work. Why is learning a new language such a challenge? Which methodologies can be utilized to increase language acquisition and build fluency? What are the new technologies that are used in teaching a second language in Brazilian schools, and how is their impact being measured? Are Brazilian teachers prepared to integrate new technologies and innovative methods of teaching and learning? Our methodology involves bibliographical research including a literature review, a case-study, and participatory research through semi-structured interviews. Our results have shown that several technologies are being implemented in Brazil, and that as a theoretical framework, educational communication has been recognized as a powerful tool to incorporate such technologies in language education. Overall, the use of learning technologies is common and growing among students, while it is increasing at a more institutional pace among teachers.
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deHaan, Jonathan, and Neil H. Johnson. "Second Language Strategic Interactions Using Emerging Technologies and Experiential Learning." In Educational Stages and Interactive Learning. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0137-6.ch018.
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The affordances provided by technology for increasing efficacy of foreign language education have been a major research area within applied linguistics over the past thirty years or so (see Levy & Stockwell, 2006, for an overview). In a Japanese context, there are culturally-based issues with foreign language education at the tertiary level, such as large class sizes and low student motivation, that present educators with specific challenges where technology may provide effective mediational means to improve practice and learner outcomes. In this chapter, the authors describe an eight-week teaching intervention that was designed, through digital and web technologies readily available to teachers, to improve the communication skills of Japanese university students of English. The strategic interaction framework, developed by Di Pietro (1987), was enhanced by use of digital video and a freely available wiki site. Performances were digitally video recorded and uploaded to a private wiki and participants used this to evaluate, transcribe, and self-correct their performances. The instructor then used the video and text to focus post-performance group debriefing sessions. The results suggest that a wiki, digital video, and strategic interaction-based experiential learning cycles can be effectively integrated to mediate Japanese university EFL students’ oral communication development. Technical and pedagogical recommendations are offered.
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Shulgina, Elena. "Teaching Professional Foreign Language Discourse via IT Tools." In Examining Content and Language Integrated Learning (CLIL) Theories and Practices. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3266-9.ch015.
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The chapter “Teaching Professional Foreign Language Discourse via IT Tools: Through the Example of WebQuest Technology” is devoted to the description of the didactic tools development based on the Internet technologies (IT) and the integration of the problem-based learning into the educational process for the formation of professional foreign language discourse in non-linguistic students. The author presents the experience of using IT, in particular the web-quest technology, in practice for the purpose of creating a professional foreign language discourse that allows students to master professional knowledge and develop relevant skills in the field of professional communication. In the chapter the web-quest technology is considered to be one of the most appropriate IT tools for the successful formation of professional foreign language discourse in students with non-linguistic major, since the format of the technology allows the teacher to manage the student work at all stages. In addition, the integration of the web-quest technology into the educational process solves one of the key tasks of modern education, i.e. the increase in the volume of students' independent work, due to which the process of metacognition develops the self-regulation of the personality. The chapter pays great attention to the historiography of problem-based learning from the very origins to modern times, its transformation and types, which depend on the didactic goals being set during the learning process. At the end of the chapter, the author presents the experience of technology integration in the pedagogical process and the results of the experiment.
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Bodah, Eliane Thaines, Josh Meuth Alldredge, Brian William Bodah, Alcindo Neckel, and Emanuelle Goellner. "Challenges and Perspectives of Language Education Technology in Brazil." In Language Learning and Literacy. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch046.
Full textAbstract:
Our chapter aims to explore the challenges, advances, and perspectives of language-education technology in Brazil. Language-education is an extremely important topic for Brazil because many indigenous languages are nearing extinction due to the legacies of colonization and the fact that Portuguese, the national language of Brazil, is the only official language and thus the single most utilitarian method of communication. This issue is further complicated by Brazil's increasingly globalized economy, which, for many individuals, demands the acquisition of a foreign language in order to compete. The English language has been introduced into the curriculum of the vast majority Brazilian public schools over the course of the past few decades. Additionally, several private, for-profit English learning enterprises now have widespread services throughout the country. But rates of English (and even Portuguese) fluency still vary greatly among the population. This raises a number of critical questions that will be discussed in this work. Why is learning a new language such a challenge? Which methodologies can be utilized to increase language acquisition and build fluency? What are the new technologies that are used in teaching a second language in Brazilian schools, and how is their impact being measured? Are Brazilian teachers prepared to integrate new technologies and innovative methods of teaching and learning? Our methodology involves bibliographical research including a literature review, a case-study, and participatory research through semi-structured interviews. Our results have shown that several technologies are being implemented in Brazil, and that as a theoretical framework, educational communication has been recognized as a powerful tool to incorporate such technologies in language education. Overall, the use of learning technologies is common and growing among students, while it is increasing at a more institutional pace among teachers.
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Bodah, Eliane Thaines, Josh Meuth Alldredge, Brian William Bodah, Alcindo Neckel, and Emanuelle Goellner. "Challenges and Perspectives of Language Education Technology in Brazil." In Computer-Assisted Language Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch081.
Full textAbstract:
Our chapter aims to explore the challenges, advances, and perspectives of language-education technology in Brazil. Language-education is an extremely important topic for Brazil because many indigenous languages are nearing extinction due to the legacies of colonization and the fact that Portuguese, the national language of Brazil, is the only official language and thus the single most utilitarian method of communication. This issue is further complicated by Brazil's increasingly globalized economy, which, for many individuals, demands the acquisition of a foreign language in order to compete. The English language has been introduced into the curriculum of the vast majority Brazilian public schools over the course of the past few decades. Additionally, several private, for-profit English learning enterprises now have widespread services throughout the country. But rates of English (and even Portuguese) fluency still vary greatly among the population. This raises a number of critical questions that will be discussed in this work. Why is learning a new language such a challenge? Which methodologies can be utilized to increase language acquisition and build fluency? What are the new technologies that are used in teaching a second language in Brazilian schools, and how is their impact being measured? Are Brazilian teachers prepared to integrate new technologies and innovative methods of teaching and learning? Our methodology involves bibliographical research including a literature review, a case-study, and participatory research through semi-structured interviews. Our results have shown that several technologies are being implemented in Brazil, and that as a theoretical framework, educational communication has been recognized as a powerful tool to incorporate such technologies in language education. Overall, the use of learning technologies is common and growing among students, while it is increasing at a more institutional pace among teachers.
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Bodah, Eliane Thaines, Josh Meuth Alldredge, Brian William Bodah, Alcindo Neckel, and Emanuelle Goellner. "Challenges and Perspectives of Language Education Technology in Brazil." In Indigenous Studies. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0423-9.ch030.
Full textAbstract:
Our chapter aims to explore the challenges, advances, and perspectives of language-education technology in Brazil. Language-education is an extremely important topic for Brazil because many indigenous languages are nearing extinction due to the legacies of colonization and the fact that Portuguese, the national language of Brazil, is the only official language and thus the single most utilitarian method of communication. This issue is further complicated by Brazil's increasingly globalized economy, which, for many individuals, demands the acquisition of a foreign language in order to compete. The English language has been introduced into the curriculum of the vast majority Brazilian public schools over the course of the past few decades. Additionally, several private, for-profit English learning enterprises now have widespread services throughout the country. But rates of English (and even Portuguese) fluency still vary greatly among the population. This raises a number of critical questions that will be discussed in this work. Why is learning a new language such a challenge? Which methodologies can be utilized to increase language acquisition and build fluency? What are the new technologies that are used in teaching a second language in Brazilian schools, and how is their impact being measured? Are Brazilian teachers prepared to integrate new technologies and innovative methods of teaching and learning? Our methodology involves bibliographical research including a literature review, a case-study, and participatory research through semi-structured interviews. Our results have shown that several technologies are being implemented in Brazil, and that as a theoretical framework, educational communication has been recognized as a powerful tool to incorporate such technologies in language education. Overall, the use of learning technologies is common and growing among students, while it is increasing at a more institutional pace among teachers.
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Viktorova, Lesia, and Kostiantyn Mamchur. "THE USE OF ARTIFICIAL INTELLIGENCE FOR ARABIC LEARNING." In Priority areas for development of scientific research: domestic and foreign experience. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-049-0-16.
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In the study the features of artificial intelligence use, the main advantages and disadvantages of this technology are analyzed; the aspects of such a pedagogical process in learning Arabic are substantiated, the results of research and scientific advances in cyberlinguistics are summarized. The relevance of the use of artificial intelligence technologies and chatterbots in the study of Arabic in higher education is highlighted. The current state of introduction of artificial intelligence technologies in the educational process of students of higher education institutions is analyzed. Examples of the use of artificial intelligence technologies in the study of Arabic are given. Categories of computer programs with the use of artificial intelligence technology for learning a foreign language are singled out and described. The advantages and debatable issues related to access to user data during the use of artificial intelligence technologies in the educational process are identified. The expediency of using chatterbots with a linear structure is substantiated. Scenarios for the use of chatterbots in the educational process during the study of a foreign language are identified: search script and content generation script. The tasks of a linear chatterbot for learning a foreign language are presented and described. The educational trajectories which will allow reaching the set purposes in training with use of chatterbots are allocated. Mandatory methodological and content elements during the creation of a linear chatterbot are highlighted. The practical scenario of creating an author's chatterbot for learning a foreign language on the sendpulse.ua platform with its further use in Telegram is given. When creating a chatterbot, it was found that the chain constructor is the main tool for setting up a chatterbot. The practical advantages of using a linear chatterbot when learning a foreign language are presented. The study identified a promising direction for the creation of several linear chatterbots (without the use of artificial intelligence), which can be involved simultaneously at different stages of the development of the individual trajectory of education. Multiple chatterbots that provide different answers and ask different questions can significantly improve a learner's communication and other skills.
Conference papers on the topic "Students, Foreign Communication in education Acculturation Educational technology"
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Zhukova, Arina, Tatiana Kudoyarova, Ivan Leonov, and Ekaterina Budnik. "Reflection as a Component of an Intercultural Educational Project: Case Study in the Pushkin State Russian Language Institute." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3105.
Full textAbstract:
The abstract should provide a comprehensive summary of the work performed, including the motivation of the research, aim of the research, methods of the research, main results of the research, contribution to the theory and practice of the research. For nine years, the Pushkin State Russian Language Institute has been successfully using the educational and teaching technology - intercultural educational project (IEP) - in teaching Russian as a foreign language. The goal of the project is to ensure intercultural communication among all the participants: foreign students and Moscow schoolchildren. During this project, the audience gets acquainted with the differences between languages and cultures. The specifics of this format of educational and design activities is determined by the relevant factors: the collaboration of foreign students studying Russian, and the other -, native speakers of the Russian language and culture. For the Moscow schoolchildren, the project is a part of their training activities, for the students – an extracurricular educational event. Also, the project concept assumes that both students and children can also become more familiar with (for example, Finland and Vietnam, etc.) each other's cultures. During the implementation of this technology, representatives of 34 countries took part in it, as well as more than 5,000 Moscow schoolchildren and teachers. The components of reflection are the ability to comprehend the mechanisms that contribute to obtaining certain results; ability to analyze personal cognitive opportunities. Reflection in the educational process implies a thoughtful or sensually experienced process of awareness by the subject of his academic activities. The article aims to present the reflection component of IEP that the authors of the article draw special attention. Participation in the preparation and implementation of activities that demonstrate the results of students' reflection, reflects the availability of intercultural communication at different levels of language proficiency, enables participants to feel confident in their abilities, motivate them, and increase the effectiveness of language learning. Authors hope that theoretical and practical aspects will contribute to the methods of teaching any foreign language. Keywords: reflection, intercultural communication, educational technology, international educational project
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Pernia-Espinoza, Alpha, Andres Sanz-García, Enrique Sodupe-Ortega, Javier Antoñanzas-Torres, Fernando Antoñanzas-Torres, and Ruben Urraca-Valle. "Methodology based on micro-projects in DIY desktop machines for educational purposes in engineering degrees." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2731.
Full textAbstract:
The 21st century university has the big educational challenge of how to encourage “a will to learn” in students living in a world saturated with a huge amount of information and distractions. A needed step to keep students motivated is to update their learning environments. Herein we present a proposal with a methodology based on microprojects in DIY desktop machines (MicroP-DIY-DkM). The main idea is to consolidate students’ theoretical background using motivating microprojects in which foreign entities act as petitioners. The students will also receive a broad view of current state of manufacturing technologies. At the same time, English language and Information and Communication Technologies skills can be promoted by our methodology. We provide information about the implementation of several examples of these microprojects, which were applied in the technical subject ‘Manufacturing Technology’. The use of open source DIY-DkM offers students the possibility to understand essential principles of industrial technologies and processes. According to our surveys, students’ scores and success rate results, the methodology proposed demonstrated its convenience to be applied in technical subjects. Students showed greater motivation level and success rate than previous years using conventional methods. Limitation of the proposal and possible means of improvement are also included.
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Peñaranda, David Sanchez, Carmen Naturil Alfonso, Francisco Marco Jiménez, and José Salvador Vicente Antón. "Flipped classroom and ICTs as the tools to reach key competences." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8122.
Full textAbstract:
The contemporary society demands proffessionals with competences directly conected to information and communication technology (ICT). In fact, the ICTs have registered a relevant advance through last decades, making possible the implantation of new educational strategies like: the inverted or flipped model. Nevertheless, ICT have been used in a superficial manner at educational system, even at higher education system.The aim of the present work will be the description of an innovative teaching programme which proposes the implantation of flipped classroom using ICTs to reach the key competences in two environments: students using English as foreign/second-language and students using Spanish as first language.The key competences will be developed through 5 e-learning activities. The students, outside of the classroom, will perform the tasks using ICTs and afterwards delivering the competence evidence. Once in classroom, the students should make a presentation of their work and open discussion will be performed.The teacher based on the indicators of achievement and competence evidence will be able to assess the grade of fulfillment of the key competence. Finally, the effectiveness of the teaching project will be evaluated making the comparison between the competence achievement before and after teaching programme implantation.