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Littérature scientifique sur le sujet « English language English language Education Distance education »

Auteur : Grafiati
Publié le 4 juin 2021
Mis à jour le 11 février 2022

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Articles de revues sur le sujet "English language English language Education Distance education"

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ŞİRİN, Rıdvan, et Mehmet TEKDAL. « Students’ Views on English Language Courses Through Distance Education ». Gaziantep University Journal of Social Sciences 14, no 24224 (1 juin 2015) : 323–35. http://dx.doi.org/10.21547/jss.256783.

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Snow Andrade, Maureen. « Higher Education Access and Success through Distance English Language Learning ». ATHENS JOURNAL OF EDUCATION 1, no 3 (31 juillet 2014) : 211–22. http://dx.doi.org/10.30958/aje.1-3-2.

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Soldatov, Boris, et Natalya Soldatova. « Distance education didactic principles application in teaching ». E3S Web of Conferences 273 (2021) : 12031. http://dx.doi.org/10.1051/e3sconf/202127312031.

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The present article analyzes the distance teaching didactic possibilities for foreign language educational process organization. The authors consider the main foreign languages distance teaching components and describe the “Foreign language” academic discipline characteristic features. Moreover, the authors describe the distance learning specifics, taking language disciplines subject features into account, and provide a detailed analysis of the foreign languages distance teaching process components. The importance of various interaction means between a teacher and a student in the foreign language online learning process, including e-mail, Skype, Google Docs, Zoom, Teams and Moodle platforms, is stressed. The Moodle platform application is researched on the example of the language disciplines electronic test control organization at Russian Customs Academy Rostov branch and at Don State Technical University. The interactive methods application in foreign language online teaching is described on the example of classes held in the form of chats, web classes and webinars. The article describes an experiment conducted at Don State Technical University on the project technology application within the “Project Activity Fundamentals” discipline framework in the 1st-year “Linguistics” students’ groups. As a result of the project activities, projects-presentations were prepared in English on the topic “My career opportunities in the foreign languages field” and a course module for distance learning in the “Foreign language in the professional sphere” discipline for of non-language faculties students was presented. Basing on the distance teaching components analysis and the ways of their application, the authors arrived at the conclusion that carefully selected didactic tools ensure the organization, students ’ activities regulation and their language disciplines educational material content assimilation.
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ÜNAL, R. Meltem, et Necla EKİNCİ. « ENGLISH TEACHING THROUGH DISTANCE EDUCATION : OPPORTUNITY OR THREAT ? » IEDSR Association 6, no 15 (20 septembre 2021) : 388–419. http://dx.doi.org/10.46872/pj.383.

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The purpose of this study is to examine English teaching practices through distance education based on the experiences of English teachers during the COVID-19 pandemic. The research is a case study designed according to the qualitative research model. The study group of the research, which were determined through easily accessible case sampling, consists of 13 English teachers employed in public and private lower secondary schools. The data of the study were collected through a semi-structured interview form. Content analysis method was used to analyze the data. The main results of the research can be listed as follows: For most teachers, the course preparation process in distance education is more comprehensive and time-consuming than face-to-face education. However, there are also teachers who do not try too much to plan the process and stay away from technology. The positive reflections of the preparation process on the teaching process, such as providing a variety of methods, techniques, materials, activities and employing technology more, were observed. Teachers evaluate more on homework, student participation and effort. The majority of teachers find distance language teaching sustainable within the framework of their own experience. When the findings of the research are evaluated together, distance language teaching seems to have the potential to be an educational opportunity when it is carried out under appropriate conditions.
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Liu, Zi-Yu, Natalya Spitsyna, Svetlana Zubanova et Aygun Vekilova. « Using Internet Resources for Remote Language Learning ». International Journal of Emerging Technologies in Learning (iJET) 15, no 13 (10 juillet 2020) : 22. http://dx.doi.org/10.3991/ijet.v15i13.14653.

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Distance learning plays an important role in modern education, including the study of foreign languages. In this regard, the objectives of this study have been formed. Namely, to conduct a survey among university students on the topic of remote learning of the English language. Based on the obtained results, the con-clusions are drawn, possible problems are formulated and recommendations are given that can help eliminate shortcomings in the remote English language learn-ing. A total of 650 students from Chinese and Russian universities in their fourth year participated in the survey. The survey consisted of nine questions. As the re-sults of the study show, students have a positive attitude towards distance Eng-lish learning, but consider it insufficiently represented in their educational institu-tions. To solve this problem, several options are proposed: popularizing distance learning of foreign languages, explaining the importance of informal methods of distance language learning, and creating online language forums based on educa-tional institutions.
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Huffines, Marion Lois. « Acquisition Strategies in Language Death ». Studies in Second Language Acquisition 13, no 1 (mars 1991) : 43–55. http://dx.doi.org/10.1017/s0272263100009712.

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Nonsectarian Pennsylvania Germans who are the first generation in their families to learn English natively, often attempt to learn the Pennsylvania German that their families no longer regularly use. This study assesses the process of acquiring a dying language by investigating learners' use of the Pennsylvania German dative case. Learning strategies are remarkably free of reliance on English rules. Evidence indicates that speakers rely on what they have learned and seek analogies within Pennsylvania German, resorting to English only when other strategies fail. The search for near-congruity identified as operative across languages operates within the learner language as internal analogy. Learners also seek to maximize the distance between English and Pennsylvania German and emphasize the distinctiveness of each.
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Kapitan, Tetiana. « USE OF INNOVATIVE FORMS OF INSTRUCTION IN ENGLISH LESSONS ». Academic Notes Series Pedagogical Science 1, no 194 (juin 2021) : 126–29. http://dx.doi.org/10.36550/2415-7988-2021-1-194-126-129.

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Nowadays foreign language is not just a part of nation's culture, it is also the guarantee of student’s successful career in the future. The achievement of high level proficiency of foreign language is not possible without fundamental language training in higher education institution. Most of them in our country provide students with at least two or even three foreign languages. In the context of higher school reforming, important changes in the educational technologies of foreign language teaching are envisaged. Modern language education is also gradually being modernized, introducing a modular rating system for teaching foreign languages. Interdisciplinary integration, democratization and economization of education determine the manifestation of innovative components in the teaching of the foreign languages. All this requires the formulation of the new claims for teaching and a foreign language teacher in the Free Economic Zone. At the current stage of society development, the purpose of foreign language teaching in higher education institutions is students' mastering of communicative competencies that will allow them to implement their knowledge, skills and abilities to solve specific communicative tasks in real life situations. The introduction of the new effective methods of foreign language teaching in the process of preparing students of humanities and technical specialties has become not only desirable but also necessary. Innovative orientation requires teachers to master and apply the pedagogical innovations, as well as stimulate the search for new forms and methods of educational process organization. High-quality language training of students is impossible without the use of modern educational technologies. The most effective are the professionally-oriented foreign language learning, the project work in teaching, the application of information and telecommunication technologies, the work with educational computer programs in foreign languages (multimedia system), the distance technologies in foreign language learning, the use of Internet resources, the foreign language teaching in the computer environment (forums, blogs, e-mail, etc.). Nowadays, the methodology of the use of computer programs is being developed actively getting more used. Computer programs offer ample opportunities to improve the process of foreign language learning, increasing its efficiency. The computer program provides the perception of information through auditory and visual channels, so it also allows you to organize teaching and control the foreign language acquisition in different modes of independent search and at different levels of complexity. Foreign language teaching means are important to ensure the full and effective organization of students' learning in the classroom to master foreign language activities.
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Luz, Emeli Borges Pereira. « Pre-service language teacher training for distance education ». Texto Livre : Linguagem e Tecnologia 11, no 3 (26 décembre 2018) : 26–39. http://dx.doi.org/10.17851/1983-3652.11.3.26-39.

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ABSTRACT:This research questions whether English language teaching courses offered by Brazilian public universities equip the next generation of teachers with the necessary skills to teach via distance learning through online environments. The methodology used is quantitative in nature and considers 118 universities that offer English Language and Literature courses. Their curricula were analyzed solely to investigate if the courses offered any modules related to distance learning. Only four institutions propose entire modules that deal with distance education although they are elective. In order to propose an alternative to this issue, a suite of three modules related to technology, distance teaching and learning are presented. TPACK model was used as a guide to analyze the proposed modules. The development of the modules could establish a more solid and holistic pre-service teacher education, so that pre-service teachers can be prepared to teach in online and blended environments.KEYWORDS: pre-service training; distance education; TPACK; public universities. RESUMO:Esta pesquisa questiona se os cursos de ensino de inglês oferecidos por Universidades Públicas Brasileiras equipam a próxima geração de professores com as habilidades necessárias para ensinar via educação a distância através de ambientes online. A metodologia utilizada é de natureza quantitativa e considera 118 universidades que oferecem graduação em Língua e Literatura Inglesa. Os respectivos currículos foram analisados unicamente para investigar se os cursos ofereciam módulos relacionados ao ensino a distância. Apenas quatro instituições propõem módulos inteiros que lidam com educação a distância, embora sejam eletivos. Para propor uma alternativa a essa questão, é apresentado um conjunto de três módulos relacionados à tecnologia, ensino a distância e aprendizado. O modelo TPACK foi utilizado como um guia para analisar os módulos propostos. O desenvolvimento dos módulos pode estabelecer uma formação de professores pré-serviço mais sólida e holística, para que os professores possam estar preparados para ensinar em ambientes online e híbridos.PALAVRAS-CHAVE: formação pré-serviço; educação a distância; TPACK; universidades públicas.
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Deregözü, Aysel. « The Use of Listening Comprehension Strategies in Distance Language Education ». English Language Teaching 14, no 10 (23 septembre 2021) : 62. http://dx.doi.org/10.5539/elt.v14n10p62.

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This study aims to examine the listening comprehension strategies used by foreign language learners who are learning languages through distance education. It also aims to explore how the use of listening comprehension strategies differs in terms of three variables, namely, gender, L2, and department majored. To do this, the Listening Strategy Inventory was administered to students attending English and German language classes through distance education at three state universities in Turkey. The data were collected during the 2020-2021 academic year. The study used quantitative analysis methods. The data were analyzed with descriptive statistics and the statistical analyses independent samples t-test. The findings revealed that students use listening comprehension strategies at a moderate level. The most commonly used listening comprehension strategies were those for while listening and nonverbal strategies, while learners use word-oriented strategies the least. The study also revealed statistically significant differences by gender in foreign language learners’ listening comprehension strategies, but no significant differences for department majored and L2 variables. It is recommended that individual differences be considered when teaching listening comprehension strategies to foreign language learners.
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Altunay, Dilek. « EFL Students’ Views on Distance English Language Learning in a Public University in Turkey ». Studies in English Language Teaching 7, no 1 (9 mars 2019) : 121. http://dx.doi.org/10.22158/selt.v7n1p121.

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<p><em>This study investigated first year Turkish EFL students’ views about learning English through distance education. The participants were on-campus students in a public university in Turkey who took compulsory English language courses through distance education. A total of 62 students from different majors were involved in the study. Data was collected through an 18-item </em><em>online Likert-Scale questionnaire</em><em> and semi-structured interviews. The questionnaire revealed that students did not have clear views about distance English language learning and that they preferred face-to-face instructional setting to learn English. Interviews revealed that students were happy with distance language learning setting because they liked flexibility of time and place, but they suffered from lack of equipment and technical problems. The study also revealed that students had problems with English language learning in general. New studies should be carried out with distance EFL learners on issues such as autonomy, motivation, academic procrastination, and technical and pedagogical support.</em></p>
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Thèses sur le sujet "English language English language Education Distance education"

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Marcum, Jared. « Language Proficiency and Cultural Intelligence in Distance English-Language Learning ». DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6691.

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The purpose of this study is to explore the viability of an international distance English-language program in the development of language and cultural proficiency. Students participated in tests at the beginning and at the end of the course to determine how well they developed both language and cultural proficiencies. The measures included (a) the computer-administered Oral Proficiency Interview (OPIc) from theAmerican Council on the Teaching of Foreign Languages (ACTFL), (b) ACTFL-aligned assessments of reading, listening, grammar, and vocabulary skills, and (c) the Cultural Intelligence Scale (CQS). In addition, course activities surveys provided additional information about student perceptions of course activities. Participants in this study came from various countries as they prepared to attend a U.S. university in Hawaii.The distance learning program fostered language proficiency through various learning activities, with an emphasis on synchronous dialogue over video chat technologies. In addition to English-language proficiency, the program sought to help students learn to effectively communicate with students from other cultures. Cross-cultural proficiency was fostered through cross-cultural dialogue with tutors, teachers, and other students. Students showed improvement in speaking, listening, vocabulary, and grammar. However, on average, students did not show an improvement in reading proficiency. Students reported that dialogue with tutors and teachers was among the most helpful activities in learning English. Students showed some improvement in cultural proficiency. However, this improvement was not universal across all measures of cultural proficiency. Students reported that certain activities—particularly dialogue with tutors and other students—as helpful in developing cross-cultural proficiencies.This study also investigated the relationship between language proficiency and cultural proficiency. Results were mixed. With a few exceptions, cultural proficiency did not predict a student’s language proficiency at the beginning of the course, during the course, or at the end of the course.
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Wat-aksorn, Patchara. « Pedagogical factors and considerations that should be included in the decision-making process for delivery of an EFL/ESL program through distance learning in Thailand : a delphi study / ». free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9964008.

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Opp-Beckman, Leslie. « Characteristics of successful e-partnering in an online distance education course for English as a foreign language (EFL) educators / ». Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2007. http://hdl.handle.net/1794/6276.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. "This study incorporated data from a 14-week pilot ODE course that the American English Institute (AEI) in the Linguistics Department at the University of Oregon (UO) offered fall 2006. Participants included 49 EFL educators living in 15 different developing countries in the Muslim world"--P. 6. Includes vita and abstract. Includes bibliographical references (leaves 154-175). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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El-adawy, Rasha Mahmoud. « Teaching EAP Through Distance Education : An Analysis of an Online Writing Course ». Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2187.

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Thesis (M.A.)--Indiana University, 2010.
Title from screen (viewed on July 19, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Thomas A. Upton, Julie A. Belz, M. Catherine Beck. Includes vitae. Includes bibliographical references (leaves 97-106).
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Montiel-Chamorro, Marta L. « Comparing Online English Language Learning and Face-to-Face English Language Learning at El Bosque University in Colombia ». VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5343.

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Although there is significant research surrounding online foreign language education, there are still questions on whether the outcomes are comparable to those obtained in the traditional face-to-face classroom. This study examined four classes, two online and two face-to-face, where students took the second course of a 6-level program of English as a Second Language at El Bosque University in Colombia. The International Test of English Proficiency (iTEP) was administered to students before classes started in order to establish a baseline, and then again after the courses finished. This test evaluates English language proficiency per skill: speaking, listening, reading, writing and also presents an overall proficiency score and level. Variables such as socioeconomic strata, students’ age, instructors, previous experience with online courses, course completion, student satisfaction and attendance and time on course were also examined. Because not all online students completed all content of the course within the timeframe given, special attention was given to this variable. Results indicate that when comparing the scores of only the online students who completed all the content of the course with those of their face-to-face counterparts, there are no statistically significant differences in the outcomes of any of the four skills nor there is a difference in the overall scores; however this brings up the issue of time investment as it seems to vary based upon instructional method. A qualitative component was used to support the findings in this study. This component included instructors’ interviews, an end-of-course qualitative survey and class observations.
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Madyarov, Irshat. « Contradictions in a Distance Content-Based English as a Foreign Language Course : Activity Theoretical Perspective ». [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002672.

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Cavalcante, Emanuelle Sales. « Atividades de produção oral em língua inglesa na EaD : um estudo na licenciatura à distância de letras inglês da Universidade Federal do Ceará ». www.teses.ufc.br, 2015. http://www.repositorio.ufc.br/handle/riufc/15746.

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CAVALCANTE, Emanuelle Sales. Atividades de produção oral em língua inglesa na EaD: um estudo na licenciatura à distância de letras inglês da Universidade Federal do Ceará. 2015. 102f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2015.
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This thesis aims at evaluating oral activities presented in online oral comprehension and production courses from the Universidade Federal do Ceará’s English Letters Course, trying to identify whether 1) Communicative Approach Principles, 2) Task-Based Language Learning and Teaching Principles and 2) L2 Acquisition/Instruction Principles are part of the pedagogical practices of these activities and, therefore, are able to develop the oral production skill in its prospective teachers of English. This research, which is inserted in the field of Applied Linguistics, characterized as exploratory and descriptive, was based mainly on reflections by Brown (2000, 2001) and Ellis (2003,2005). In order to do this research, we elaborated a checklist to evaluate the oral activities presented in two courses: LING 3A: Compreensão e produção Oral and LING 4A: Compreensão e Produção Oral. The results has shown that the general characteristics of Communicative Aproach, L2 Acquisition/Instruction and Task Based Language Teaching and Learning principles are presented in the activities, nevetherless, the last one seems to be the stronger principle. Since then, these activities may have the potential to develop the oral production skills on English Letter’s Course’s prospective teachers of English. However, we have identified the activities proposed in both analyzed courses are mainly controlled or semicontrolled, and do not provide many opportunities for spontaneous speech. They are also in lower rate when compared to other types of activities presented in the courses. In conclusion, we have verified that there is a need of more spontaneous oral activities in distance education courses, specially in those which aims at developing oral skills, since speech is a crutial tool in second language teachers’ pedagogy.
Esta dissertação objetiva avaliar as atividades de produção oral presentes nas disciplinas online de compreensão e produção oral da Licenciatura a distância de Letras Inglês da Universidade Federal do Ceará, buscando identificar se 1) princípios da abordagem comunicativa, 2) princípios do ensino de línguas baseado em tarefas e 3) princípios do aquisição/ instrução de L2 fazem parte do embasamento didático-pedagógico das atividades de produção oral destas disciplinas, e portanto podem ter o potencial de desenvolver a habilidade de produção oral dos professores em formação. Esta pesquisa, que está inserida na linha de Linguística Aplicada, caracteriza-se como exploratória e descritiva e fundamenta-se nas reflexões acerca do processo de ensino-aprendizagem e aquisição de segunda língua principalmente de Brown (2000,2001) e Ellis (2003, 2005). Para realizarmos a pesquisa, elaboramos um instrumento de avaliação (checklist), que foi utilizado para a avaliação dos princípios presentes nas atividades online. Os resultados mostraram que as atividades, no geral, têm características significativas de todos os princípios que nos propusemos a observar, com destaque dos princípios do Ensino Baseado em Tarefas (ELLIS, 2003), podendo ter, portanto, o potencial de desenvolver a habilidade de produção oral dos professores em formação. No entanto, observamos que a maioria das atividades de produção oral propostas nas disciplinas analisadas são, em sua maioria, controladas ou semicontroladas, e que a quantidade de atividades de produção oral é inferior se comparada às outras atividades propostas nas disciplinas. Como conclusão, verificou-se que há a necessidade de que mais atividades de produção oral espontânea sejam propostas, em disciplinas de cursos a distância, principalmente naquelas que visam o desenvolvimento desta habilidade, uma vez que, a fala é um instrumento imprescindível e fundamental para prática dos professores de línguas.
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Decker, James Brandon. « Online Language Acquisition and Leadership in Higher Education-Governed Intensive English Programs : A Rasch-Based Diffusion of Innovation Study ». UKnowledge, 2019. https://uknowledge.uky.edu/edsc_etds/54.

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Research has indicated accredited, U.S. higher education-governed intensive English programs (IEPs) often struggle financially due to a scarcity of resources (namely students) because of political and global economic factors and increased competition (ICEF Monitor, 2017; IIE, 2017; Ladika, 2018; Soppelsa, 2015). However, few IEPs advertise online language acquisition (OLA) courses despite the increase in online study methods at the higher education institutes governing the programs and its use by competitors. The purpose of this study was to determine the status and extent of OLA diffusion in U.S. IEPs, how IEP directors and faculty perceived OLA, and whether they perceived themselves to be the leaders in its diffusion. Drawing on Rogers’ (1962) diffusion of innovation framework to inform the instrument methodology, this study employed a quantitative, cross-sectional survey. The study used the Rasch measurement model (1960) as the framework informing the instrument’s design and analysis. All 249 executive directors and 2,492 faculty in the 249 accredited, higher education-governed IEPs were invited to participate in the study, and 328 directors and faculty from 121 IEPs opted to do so. Major findings revealed 40.5% had experimented with online courses within the last five years, and 24.8% offered it currently. The Winsteps dimensionality analysis showed each of the six innovation characteristics performed as a separate strand supporting the dimension of OLA adoption potential. The Wright map and item measures revealed respondents perceived OLA visibility (1.52 logits) as the most difficult-to-endorse characteristic followed by complexity (0.48 logits). The least challenging characteristic was articulated benefits (-0.39 logits), and the easiest item was technology confidence (-1.21 logits) followed by technology clusters (-0.65 logits). Regarding leadership in promoting OLA adoption, 53.2% of the sample claimed they were involved in its leadership at some level, and 31.1% reported leadership involvement at institutes currently lacking online English courses. This study suggests respondents found OLA to be beneficial for their IEP with articulable results. Cost and technology confidence were not viewed as prohibitive, but respondents lacked confidence that OLA would lead to increased enrollment. Because of the high level of OLA leadership in their IEP, the adoption of online language courses appears to be moving in an upward trajectory.
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Savas, Perihan. « A case study of faculty support in the Distance English Language Teacher Education Program at Anadolu University in Turkey ». [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0011591.

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Hoffman, David D. « Considering the Crossroads of Distance Education : The Experiences of Instructors as They Transitioned to Online or Blended Courses ». DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4910.

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In the short history of online education research, researchers studying teacher experiences regularly relied on anecdotal examples or small samples. This research sought to support and enhance previous findings concerning the best practices in online education through a nationwide survey of online and blended course instructors. The survey inquired about demographics (such as age, race, and gender), professional position(i.e. tenured professor), institution, department, and their initial and current feelings about teaching online education. It questioned if the respondents studied online as students,what resources administrators provided, their audience, length of instructional experience, and personal behaviors such as blogging or using social media. It also asked what they would want administrators to know, all with the intent to verify current beliefs about the best practices, discover additional possibilities, and find practices,demographics, and behaviors that may be associated or correlated with positive or negative experiences in online education. The study did not acquire enough responses to make generalizable statistical conclusions to the population of online instructors at the top higher educational institutions of the United States, yet the findings supported many of the established best practices in online education: establishing teacher presence, choosing the best content, establishing supportive class communities with interactive social activities, using variety, communicating expectations with students, beginning with clearly defined learning outcomes, making the course materials easily accessible and navigable for students, and emulating the best classroom pedagogies while acknowledging and adjusting for the differences. It also revealed six primary factors the participants felt impacted their positive or negative experiences in online learning: (a) the instructor’s impressions that they/the course succeeded or failed; (b) the quality or lack thereof of student responses and learning; (c) the amount of interaction with students in the course; (d) the perceived availability or unavailability of effective, helpful, and timely support from the institution, colleagues, and IT/technical department; (e) the level of reliability, ease-of-use, and functionality of the LMS or software; and (f) the attitude of the instructor about the medium, including the freedom of design and creation;Additionally, it revealed some instructor concerns about fair compensation for time and effort, particularly when beginning online instruction.
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Livres sur le sujet "English language English language Education Distance education"

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Carl, Whithaus, dir. Writing across distances & disciplines : Research and pedagogy in distributed learning. New York : Lawrence Erlbaum Associates, 2008.

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Bertin, Jean-Claude. Second language distance learning and teaching : theoretical perspectives and didactic ergonomics. Hershey, PA : Information Science Reference, 2010.

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Neff, Joyce. Writing across distances and disciplines : Research and pedagogy in distributed learning. Boca Raton : Lawrence Erlbaum Associates, 2007.

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Nguyen, Minh Hue. English Language Teacher Education. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9761-5.

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Issues in English language education. Bern : P. Lang, 2002.

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Discourse in English language education. Milton Park, Abingdon, Oxon : Routledge, 2012.

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Coniam, David, dir. English Language Education and Assessment. Singapore : Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-071-1.

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Elnashar, Narymane A. Language, culture & education. Cairo : Anglo-Egyptian Bookshop, 1988.

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Elnashar, Narymane A. Language culture & education. Cairo : Anglo-Egyptian Bookshop, 1988.

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Illegitimate practices : Global English language education. Bristol : Multilingual Matters, 2010.

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Chapitres de livres sur le sujet "English language English language Education Distance education"

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Latchem, Colin. « Adult Literacy, Post-Literacy and English as a Second Language ». Dans Open and Distance Non-formal Education in Developing Countries, 77–91. Singapore : Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6741-9_9.

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Ivaniˇ, Roz, et Diane Potts. « Languages and Literacies in Education ». Dans English Language, 560–78. London : Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_38.

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Ivanič, Roz. « Languages and Literacies in Education ». Dans English Language, 625–41. London : Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_38.

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Jayendran, Nishevita, Anusha Ramanathan et Surbhi Nagpal. « Teaching of language – I (communicative English) ». Dans Language Education, 103–27. London : Routledge India, 2021. http://dx.doi.org/10.4324/9781003054368-6.

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Dreyer, Carisma, Nwabisa Bangeni et Charl Nel. « 6. A Framework for Supporting Students Studying English via a Mixed-mode Delivery System ». Dans Distance Education and Languages, sous la direction de Börje Holmberg, Monica Shelley et Cynthia J. White, 92–118. Bristol, Blue Ridge Summit : Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597770-008.

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Kırkgöz, Yasemin. « English Education Policy in Turkey ». Dans Language Policy, 235–56. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46778-8_14.

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Or, Iair G., et Elana Shohamy. « English Education Policy in Israel ». Dans Language Policy, 63–75. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46778-8_5.

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Al-Jardani, Khalid Salim. « English Education Policy in Oman ». Dans Language Policy, 133–46. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46778-8_9.

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Ramanathan, Hema. « English Education Policy in India ». Dans Language Policy, 113–26. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22464-0_5.

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Hashim, Azirah, et Gerhard Leitner. « Language policy and language education ». Dans English in Southeast Asia and ASEAN, 109–35. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series : Routledge studies in world Englishes : Routledge, 2020. http://dx.doi.org/10.4324/9781315101842-8.

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Actes de conférences sur le sujet "English language English language Education Distance education"

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Kyriakopoulos, Konstantinos, Mark Gales et Kate Knill. « Automatic Characterisation of the Pronunciation of Non-native English Speakers using Phone Distance Features ». Dans 7th ISCA Workshop on Speech and Language Technology in Education. ISCA : ISCA, 2017. http://dx.doi.org/10.21437/slate.2017-11.

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Margaretha van der Poll, Huibrecht, et John Andrew van der Poll. « Towards an Analysis of Poor Learner Performance in a Theoretical Computer Literacy Course ». Dans InSITE 2007 : Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3102.

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An alarming number of learners in Accounting at a large distance teaching university fail an introductory course in computer literacy. The lecturers proposed over a period of three years various methods of studying and preparing for the examination in the subject, but with limited success. The problem seems to start at school level even as early on as primary school education. Distance-teaching institutions are furthermore faced with the absence of a classroom environment, a facility which many learners, fresh from school, still have a need for. However, having marked a few thousand scripts twice a year over the past three years, the lecturers identified a number of subproblems all part of the larger problem of learners having to use English as their second or third language to master a content subject. Other problems include an inability to determine the relevance of a formulated answer to a question.
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Kalogerou, Victoria. « The development of Business English courses using online technology to address the emerging needs in the Cypriot context ». Dans INNODOCT 2019. Valencia : Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10144.

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The global financial crisis, the implosion of the local economy in Cyprus as well as European and global trends pertaining to the modernization of Higher Education, have urged educational administrators, departments and faculty members to rethink the mode of delivery of their traditional face-to-face courses and redesign them with the support of electronic online platforms, Moodle is a case in point, in blended learning mode or entirely in Distance Learning mode and thus increase student enrollement and satisfaction as well as minimize costs for their respective institutions. Towards these goals the utilization of the Moodle Learning Management System has been gradually widely accepted, which has been increasingly gaining popularity at the European as well as at the global level in helping converting traditional courses into online ones apart from introducing options for blended learning. In this paper, I present initially the rationale behind the need to redesign and deliver a Bachelor degree in Business Administration in Distance learning mode in the first language of the majority of the enrolled students, Greek. Then I move on to describe the steps taken in order to offer for the first time the course BADM231 (Business Communicaions) in Greek using the Moodle Learning Platform to convert the traditionally taught course while I also present and discuss the associated challenges prior to launcing the course in entirely Distance Learning Mode in Spring 2018. Finally I briefly report on the solutions saught and their implementation and I close by etting the goals for the future.
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Sandorova, Zuzana, et Norbert Betak. « TOURISM UNDERGRADUATES’ VIEWS ON DISTANCE LEARNING IN GENERAL AND ON THE LESSONS FOSTERING COMMUNICATIVE COMPETENCES IN THE ENGLISH LANGUAGE AND INTERCULTURAL SKILLS DURING THE SECOND WAVE OF THE COVID-19 PANDEMIC ». Dans 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1097.

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Baranovskaya, Tatyana A., Galina A. Khorokhorina et Liudmila P. Son. « The effect of peer assessment on the quality of written performance in Distance English Language Learning (by the example of academic writing training course in Russian university) ». Dans IC4E 2021 : 2021 12th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA : ACM, 2021. http://dx.doi.org/10.1145/3450148.3450205.

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Rui, Liu. « Language Attrition Theory on English Language Teaching ». Dans 2015 International Conference on Social Science and Technology Education. Paris, France : Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.89.

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Lisina, L. M. « COMPOSITION OF THE ENGLISH LANGUAGE ». Dans INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.487-491.

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Any language is in constant flux. They are especially susceptible to the lexical composition, which reacts to any innovations and phenomena of modern society: science, technology, the media and the Internet space as a whole are actively developing. Some words disappear from use, and new concepts and expressions come to replace them. As you know, it is the very process of replenishing the language system with new vocabulary that has always been of particular interest to linguists. This article is devoted to the study of modern ways of developing and replenishing the vocabulary of the English language.
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Syahid, Ahmad Habibi, Anita, Mohamad Rohman, Ida Nursida et Afif Suaidi. « Metalinguistic Awareness and Individual Language Learners in Foreign Language Learning ». Dans English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009431700410048.

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Mukhametshina, Evelina, Tatiana Morozova et Farida Shigapova. « TEACHING ARABIC LANGUAGE VIA ENGLISH ». Dans 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1803.

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Nur, Sahril, Amirullah Abduh et Rosmaladewi Rosmaladewi. « Ethical Leadership in English Language Education ». Dans 8th International Conference of Asian Association of Indigenous and Cultural Psychology (ICAAIP 2017). Paris, France : Atlantis Press, 2018. http://dx.doi.org/10.2991/icaaip-17.2018.38.

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Rapports d'organisations sur le sujet "English language English language Education Distance education"

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DuBois, Elizabeth. The Voices of Special Educators : How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services ? Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.5522.

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Braslavskaya, Elena, et Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, juin 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Serneels, Pieter, et Stefan Dercon. Aspirations, Poverty and Education : Evidence from India. Research on Improving Systems of Education (RISE), octobre 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/053.

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This paper investigates whether aspirations matter for education, which offers a common route out of poverty. We find that mother aspirations are strongly related to the child’s grade achieved at age 18. The relation is nonlinear, suggesting there is a threshold, and depends on caste, household income and the village setting. The coefficients remain large and significant when applying control function estimation, using firstborn son as instrument. A similar strong relation is observed with learning outcomes, including local language, English and maths test results, and with attending school, but not with attending private education. These results are confirmed for outcomes at age 15. The findings provide direct evidence on the contribution of mother aspirations to children’s education outcomes and point to aspirations as a channel of intergenerational mobility. They suggest that education outcomes can be improved more rapidly by taking aspirations into account when targeting education programmes, and through interventions that shape aspirations.
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Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, mars 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.

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The article explores the key vocabulary of 2020 in the network space of Ukraine. Texts of journalistic, official-business style, analytical publications of well-known journalists on current topics are analyzed. Extralinguistic factors of new word formation, their adaptation to the sphere of special and socio-political vocabulary of the Ukrainian language are determined. Examples show modern impressions in the media, their stylistic use and impact on public opinion in a pandemic. New meanings of foreign expressions, media terminology, peculiarities of translation of neologisms from English into Ukrainian have been clarified. According to the materials of the online media, a «dictionary of the coronavirus era» is provided. The journalistic text functions in the media on the basis of logical judgments, credible arguments, impressive language. Its purpose is to show the socio-political problem, to sharpen its significance for society and to propose solutions through convincing considerations. Most researchers emphasize the influential role of journalistic style, which through the media shapes public opinion on issues of politics, economics, education, health care, war, the future of the country. To cover such a wide range of topics, socio-political vocabulary is used first of all – neutral and emotionally-evaluative, rhetorical questions and imperatives, special terminology, foreign words. There is an ongoing discussion in online publications about the use of the new foreign token «lockdown» instead of the word «quarantine», which has long been learned in the Ukrainian language. Research on this topic has shown that at the initial stage of the pandemic, the word «lockdown» prevailed in the colloquial language of politicians, media personalities and part of society did not quite understand its meaning. Lockdown, in its current interpretation, is a restrictive measure to protect people from a dangerous virus that has spread to many countries; isolation of the population («stay in place») in case of risk of spreading Covid-19. In English, US citizens are told what a lockdown is: «A lockdown is a restriction policy for people or communities to stay where they are, usually due to specific risks to themselves or to others if they can move and interact freely. The term «stay-at-home» or «shelter-in-place» is often used for lockdowns that affect an area, rather than specific locations». Content analysis of online texts leads to the conclusion that in 2020 a special vocabulary was actively functioning, with the appropriate definitions, which the media described as a «dictionary of coronavirus vocabulary». Media broadcasting is the deepest and pulsating source of creative texts with new meanings, phrases, expressiveness. The influential power of the word finds its unconditional embodiment in the media. Journalists, bloggers, experts, politicians, analyzing current events, produce concepts of a new reality. The world is changing and the language of the media is responding to these changes. It manifests itself most vividly and emotionally in the network sphere, in various genres and styles.
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