Pinelopi Krystalli | Aristotle University of Thessaloniki (original) (raw)

Papers by Pinelopi Krystalli

Enseigner la langue et la culture françaises : construire des ponts socio-humanistes Actes du 9e Congrès Panhellénique et International des Professeurs de Français Athènes, 20-23 octobre 2016, 2018

Le présent article vise à contribuer au débat sur le lien entre la motivation et le projet pédago... more Le présent article vise à contribuer au débat sur le lien entre la motivation et le projet pédagogique dans le but de développer des activités langagières communicatives en cours de FLE au primaire. Plus précisément, dans la première section nous essayerons de clarifier quelques concepts relatifs au sujet de la motivation et de la dynamique motivationnelle du projet actionnel. Dans la deuxième section, nous présenterons une proposition didactique concernant l’élaboration d’un projet actionnel-culturel que nous avons réalisé avec une classe de cinquième dans une école primaire grecque au cours de l’année scolaire 2015-2016.

Langues & Cultures, Dec 25, 2020

La présente contribution explore les possibilités d'utilisation de la Réalité Augmentée d... more La présente contribution explore les possibilités d'utilisation de la Réalité Augmentée dans l'enseignement/apprentissage des langues et, plus précisément, du français langue étrangère (FLE). La Réalité Augmentée est une technologie qui, grâce à la pénétration croissante des technologies/appareils mobiles, peut désormais être utilisée pour l'enseignement des langues étrangères. Les auteurs de cette publication se proposent de contribuer au débat concernant l'exploitation des applications de Réalité Augmentée comme outils pédagogiques en classe de langue. Le texte présente le champ de recherche et les caractéristiques de cette technologie ainsi que les facteurs qui influencent son intégration aux cours de langues. Enfin, cet article vise à décrire une expérience menée auprès des étudiants hellénophones du Département de Langue et de Littérature françaises de l'Université Aristote afin de démontrer comment la Réalité Augmentée peut être utilisée pour développer la compétence de production orale. Mots-clés: Réalité Augmentée-apprentissage mobile-FLE-production orale. Abstract This contribution explores the possibilities of using Augmented Reality in the teaching and learning of foreign languages and, more specifically, of French as a foreign language.

Langues & Cultures, 2023

Le stage pratique d’enseignement offre aux étudiants la possibilité de se familiariser avec les ... more Le stage pratique d’enseignement offre aux étudiants la possibilité de se familiariser avec
les aspects pratiques d’enseignement dans une classe de langue, il constitue souvent leur toute première expérience professionnelle et pour cette raison est largement intégré dans les programmes de formation des enseignants. Cette étude vise d’une part à examiner les perceptions des étudiants en formation initiale sur le stage pratique et son rôle moteur quant au choix de carrière, d’autre part à identifier les facteurs qui influencent positivement ou négativement leur motivation à choisir une carrière professionnelle d’enseignant de FLE. Pour ce faire nous avons mené une recherche qualitative auprès de 23 étudiants hellénophones du Département de Langue et de Littérature françaises de l’Université Aristote de Thessalonique qui avaient terminé leur stage pratique. Les résultats ont démontré que les étudiants ont une perception globalement positive du rôle du stage et que leurs motivations en ce qui concerne le choix d’une carrière professionnelle de FLE sont de trois types : altruistes, intrinsèques et extrinsèques.

INTED proceedings, Mar 1, 2022

EDULEARN Proceedings, 2018

In recent times there has been a great evolution in the creation of educational games, known as S... more In recent times there has been a great evolution in the creation of educational games, known as Serious games (SGs). SGs are environments that were designed based on a playful approach to learning for educational purposes. Empirical studies and research have shown that SGs can provide innovative and student-centered pedagogies to players and help them become autonomous learners. Furthermore, they can enhance students’ motivation and engage them in inductive experiential learning. The purpose of this paper is to present findings of a study that was carried out in the School of French of Aristotle University of Thessaloniki and which explores our students’ perceptions of serious games. Specifically, we proposed to 30 undergraduate students of the School of French to use SGs as part of learning activities that were designed for learning the French language and precisely games, which can be used to improve students’ lexical, grammatical and orthographic competence. This case study took place during class time but also outside timetables hours. On completion of the game, students filled in a survey, which focused on students’ prior experiences of ICTs and game-based-learning and their perceptions of the use of SGs in the development of linguistic competences. Therefore, in this paper, we will first mention the educational benefits and drawbacks of the use of SGS in Higher Education (HE) as they appear in previous research. We will then describe the methodology that we use in the current study and present the results. Finally, we will discuss the findings, draw conclusions and talk about the potential of the use of SGs in HE.

Digital Pedagogies and the Transformation of Language Education, 2021

The main goal of this chapter is to discuss some of the most useful language teaching digital too... more The main goal of this chapter is to discuss some of the most useful language teaching digital tools, then to analyze their features as well as their potential uses from the perspective of a language teacher. It attempts to outline a practical framework for implementing digital storytelling (DST) and augmented reality (AR) concepts in the field of language teaching and to provide handy guide training scenarios for use in the foreign language classroom. In addition, it focuses on the reinforcement of motivation and engagement that DST and AR can cause in foreign language teaching process due to their playful character. The chapter consists of two main sections: In the first section, the authors briefly discuss the new era of mobile-assisted language learning (MALL) and the significant changes it brings to the field of language teaching and learning in relation to DST and AR. In the second section, they discuss some of the current language teaching digital tools and environments, exami...

INTED2016 Proceedings, 2016

Over the last few years, Mobile Learning (m-Learning) has increasingly attracted scholars' attent... more Over the last few years, Mobile Learning (m-Learning) has increasingly attracted scholars' attention. m-Learning is defined as the use of mobile devices in learning such as mobile phones, tablet pcs, pocket pcs and personal digital assistants (pdas). Several studies have pointed out that m-Learning is an interactive type of technology-based learning that can enhance students' motivation. The emergence of new technological equipment and software has facilitated the creation and development of effective methods and materials for mobile assisted language learning (MALL) which is a specialization of mobile learning (m-Learning). This paper focuses on the use and effectiveness of MALL in second and foreign language (L2) education and on the potential of mobile devices as effective tools for delivering language learning materials to the students in terms of gained linguistic knowledge and skills. To this end, a field research was carried out on a sample of 20 applications for L2 learning, created for mobile devices, focusing on the most popular ones: smartphones and tablets. In particular, using the principles and standards proposed by the Common European Framework (CEFR), there was an effort on determining whether these applications contain languages activities in order to successfully support reading, writing, listening and speaking skills and language acquisition in general. Based on the findings further areas of research are suggested.

Researches have proven that self-assessment is a key learning strategy for autonomous language le... more Researches have proven that self-assessment is a key learning strategy for autonomous language learning, as it provides information that can change goals, strategies, and effort sharing. In language learning, language competence is linked to the presence and degree of autonomy. The autonomous learner must be able to assess the quality of the methods used, control the outcome of his /her actions in order to determine what real goals he/she has achieved. Therefore, self-assessment is a process that allows the learner to judge both the outcome of his or her effort and the quality of the acquired knowledge in relation to predetermined goals. Self-assessment in online activities is ensured by immediate and informative feedback. To provide constant challenge and motivation feedback must be: a) clear; b) frequent; c) constructive; and d) encouraging. In this paper we will try to define the relationship between self-assessment and autonomy language learning and present the pedagogical benefits of immediate, clear and constructive feedback. To that end, we will study some of the instant response systems, that allow self-assessment and understanding and offer the opportunity to language instructors for an immediate feedback.

University Studio Press, 2010

Dans le présent article, nous allons en premier lieu, essayer de définir la notion de jeu et de j... more Dans le présent article, nous allons en premier lieu, essayer de définir la notion de jeu et de jeu vidéo, ensuite nous nous attacherons à décrire les attributs essentiels du jeu vidéo et également à démontrer les compétences cognitives développées au travers des jeux vidéo et les impacts que le jeu vidéo a sur l’apprentissage du FLE. Cet article est illustré, à titre d’exemple, par deux jeux en ligne qui peuvent être exploités dans la classe de FLE.

Several studies have indicated that, given the right environment, Digital Game-Based Learning (DG... more Several studies have indicated that, given the right environment, Digital Game-Based Learning (DGBL) can improve skills, knowledge and attitudes and may enhance learning motivation, as it reduces learning anxiety and offers a fun-filled learning atmosphere. It is has also been pointed out that digital games can be used in the context of an interdisciplinary approach for FL teaching. This paper focuses on the potential of educational computer games designed for foreign language (FL) teaching and learning to facilitate learners develop their linguistic competences. To this end we have carried out a field research on a sample of 60 educational online games for FL teaching and learning both in English and French. In particular, using the descriptors proposed by the Common European Framework (CEFR), we made an effort towards determining whether these software applications contain activities that might help learners/players develop their linguistic competences. This sample resulted from an original sample of 100 educational online games for FL, which was evaluated on the basis of an assessment model for online language learning computer games. The above model contains fifty criteria. The examined games were distributed following a cluster analysis, based on their score (out of 50), in three groups: weak, medium and very good. The sample of the present research is composed of 60 games (33 in French and 27 in English) that belong to the upper group. Our data suggest that the studied educational online games designed for FL teaching and learning may contribute to the development of most linguistic competences.

European Journal of Education, 2021

Throughout the decade of 2010-2020, the widespread use of mobile devices of any type (smartphones... more Throughout the decade of 2010-2020, the widespread use of mobile devices of any type (smartphones, tablets) has encouraged and strengthened their use in different learning processes and in different ways. Latest improvements in devices’ processing power, in storage capacity, in memory allocation, in wireless connectivity, in GPS and in Bluetooth capabilities, has led to their wider integration and smoother use in the field of learning and in the field of language learning as well. This study examined the trend of a large number of academic studies concerning Mobile Assisted Language Learning (MALL) using text analysis techniques and tools, published in the decade 2010-2020. Over three hundred and forty (340) publications such as journal articles, conferences proceedings papers, books chapters and books were retrieved and analyzed. The preliminary analysis presents the main characteristics and the research trends of this decade and discuss how the field of mobile assisted language le...

European Journal of Education, 2018

It is a common belief that engagement and motivation are crucial factors in learning and especial... more It is a common belief that engagement and motivation are crucial factors in learning and especially in language learning. In particular, increasing motivation can lead to the mobilization of students’ personal, cognitive, emotional and behavioral resources and, consequently to better learning results. As digital technology has become more sophisticated, its tools and applications can be used in and outside the classroom, in both formal and informal settings, in order to increase students’ motivation. Amongst the various factors -tools, methods or strategies- that can lead to increased motivation, this paper examines the role of technology as a motivational factor in foreign language learning. The relationship between the use of technological means such as web tools and services, digital games, mobile apps or communication tools and motivation in language learning context, has been studied extensively, with a wide variety of approaches, and within the framework of several language le...

Following the first Covid-19 cases in Greece, the Ministry of Education decided to close all educ... more Following the first Covid-19 cases in Greece, the Ministry of Education decided to close all educational institutions on 10 March 2020. On 12 March, the Chancellor of Aristotle University of Thessaloniki, where the author currently teaches, urged the academic community to create virtual classrooms and begin distance learning. The purpose of this contribution is to investigate undergraduate students’ perceptions of virtual classrooms and distance learning. To this end, a qualitative research was conducted, including 50, third year undergraduate students of the Department of French Language and Literature. Students’ perceptions, were investigated through a mini-interview. Responses were recorded, transcribed and categorised according to specific criteria. Students compared in-person and distance lessons, referred to the pros and cons of both types of teaching to support their arguments focusing on the content of the lecture or seminar, the type of activities as well as the lecturers’ ...

The evolution of technology and the strong belief that computer games promote learning, have cont... more The evolution of technology and the strong belief that computer games promote learning, have contributed to the increase of educational computer games available online in the field of teaching and learning a foreign language. Therefore, there is a growing need to develop an online evaluation tool for assessing educational software of a playful character in order to facilitate teachers and autonomous players/ learners in their choices.

Langues & Cultures 1(2), pp. 99-112, P-ISSN : 2716-8093 E-ISSN : 2716-8212, 2020

La présente contribution explore les possibilités d'utilisation de la Réalité Augmentée dans l'en... more La présente contribution explore les possibilités d'utilisation de la Réalité Augmentée dans l'enseignement/apprentissage des langues et, plus précisément, du français langue étrangère (FLE). La Réalité Augmentée est une technologie qui, grâce à la pénétration croissante des technologies/appareils mobiles, peut désormais être utilisée pour l'enseignement des langues étrangères. Les auteurs de cette publication se proposent de contribuer au débat concernant l'exploitation des applications de Réalité Augmentée comme outils pédagogiques en classe de langue. Le texte présente le champ de recherche et les caractéristiques de cette technologie ainsi que les facteurs qui influencent son intégration aux cours de langues. Enfin, cet article vise à décrire une expérience menée auprès des étudiants hellénophones du