The interactive education in teaching languages: microblogging as the way to improve postgraduate students' communicative interaction in English (original) (raw)
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Higher education curricula are developed based on creating conditions for implementing many professional and universal competencies. In Russia, one of the significant competencies for a modern specialist is business communication in oral and written forms in the Russian language and a foreign language. Therefore, teaching students to write in a foreign language is one of the modern requirements for young specialists’ professional training. This article aimed to study the tools of online communication that are used in teaching foreign languages. The article presents the results of an empirical study and analysis of factors of application of online communication technologies in foreign languages teaching, synchronous and asynchronous means used in online learning, and the advantages of integrating online communication tools into the educational process of teaching a foreign language. The study of the advantages and disadvantages of educational platforms is based on an analysis of info...
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This article proposes the use of social networks as an Internet phenomenon. The place and level of social networks has been determined. It has been determined that social networks are a resource with promising pedagogical potential. The analysis and assessment of social networks from the point of view of the possibility of learning a foreign language and the possibility of their use as a means of teaching. The most used and popular platforms were analyzed and based on their ability to teach all types of speech activity, the Internet resources "Instagram", "Twitter" and "Facebook" were selected as the object of the study. The system of tasks of teaching all types of speech activities and showing the advantages of the “Instagram”, “Twitter”, and “Facebook” platforms has been proposed and briefly reviewed. How to Cite this Article Pubmed Style Fabian M, Stoika O, Maksymova O, Shalyhina N, Kochmar D, Zhvava O. The Process of Teaching a Foreign Language wi...
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Social media as an Internet phenomenon, determines their place and level of popularity in the society, as a result of which the social networks are a resource with perspective pedagogical potential. The analysis of social media from the point of view of studying a foreign language and the possibility of their usage as a learning medium has been carried out. The most widespread and popular platforms have been considered and, based on their capabilities in teaching all types of speech activities, the “Instagram”, “Twitter”, and “Facebook” Internet resources have been selected as the subject of the research. The survey results show that the introduction of modern technologies, in particular the Internet, in the learning process creates ample opportunities for the effective organization of educational space and expanding communication capabilities.
Procedia - Social and Behavioral Sciences, 2015
The paper explores the use of Internet and social media in practical language teaching and learning. Nowadays there are many ICT applications and tools that can be used for language educational purposes but teachers should be able to select which one really make the learning process more effective. The paper is divided into four sections. The introduction is followed by presentation of new interactive tools for practicing oral production and interaction in foreign language that were created within the framework of the SpeakApps project. The project was funded by the European Commission within the Lifelong Learning Programme with its main purpose being to provide holistic ICT-based services and pedagogies to practice oral competencies online. Next section addresses the practical use of the Internet resources for developing writing and reading skills. As the conclusion the scenario of foreign language lesson with the use of ICT is provided as a sample. The scenario was designed for students who are learning Polish as a foreign language but can be easily adopted to teaching any other language.
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Inovacije u nastavi, 2015
Globalization as a 20th century phenomenon continued intensively in the 21st century and-coupled with a substantial economic crisis-has led to a massive migration of experts from all fields across the countries and continents. Together, these phenomena have forced people to seek employment not only in different cities but also in different countries and continents. Furthermore, scientists and researchers are changing their places of residence to do joint researches, which are intensifying in the XXI century. These migrations have led to a growing need for learning foreign languages, and not only the spoken language: oftentimes, people have to learn language for specific purposes to be able to have successful communication with their colleagues from other countries. Development of modern technologies has changed the way we learn language. Learning is no longer static, classroom-bound, relying on textbooks and teachers. It uses multimedia while applying ICT and is quite often done online, with a teacher who is, of course, still present, but whose role has undergone a complete change, and a new one is also being adapted to alterations, embracing the advantages of the new technologies utilization in the language learning processes, especially in learning language for specific purposes. The aim of the paper is to show the lecturers' role in foreign languages teaching , the use of ICT in foreign languages instruction, and the teacher-student relationship. The results of the survey and statistical data show that students have a great interest in learning LSP online, which is particularly popular among the employed. Hence we may conclude that IT and ICT greatly facilitate and improve LSP learning, since materials and courses are available at all times, and their number is constantly rising.
The impact of the new technologies in foreign language instruction our experience
Procedia - Social and Behavioral Sciences, 2010
Although XXIst century education has become increasingly permeable to technology helping students to acquire skills needed to exist in a highly technological knowledge-based society, foreign language instruction is still resistant to employment of the New Web 2.0 technologies. In situations where the classroom represents the only environment for foreign language acquisition and practice, asynchronous Web 2.0 tools offer students a venue for additional interesting and engaging activities, ensure studentcenteredness and autonomy as well as interaction and connectivity, and provide opportunities to practice reading, writing, speaking and listening outside the classroom walls at their own pace, in real life-semblance and safe environments. The purpose of this paper is to demonstrate that employment of Web 2.0 tools in foreign language instruction, besides increasing foreign language exposure and use, enhances the levels of student satisfaction, motivation, confidence and disposition which are crucial for communicative life-long foreign language learning. We will illustrate how Web 2.0 technology has been successfully used as a supplement for communicative practice in order to help adult higher education (HE) students with mixed abilities, outside commitments, and lack of immediate motivation to communicate in a foreign language and to experience a variety of communicative activities. The results are based on a survey of a recent international exploratory workshop on Optimizing the Quality Standard in Higher Education ESP (English for Specific Purposes) organized by Dimitrie Cantemir University (DCU) of Targu Mures, Romania, as well as student evaluation through questionnaire of technology-based ESP learning at DCU versus learning through classical strategies and methods. English language teachers should explore and exploit Web 2.0 tools as part of their professional development in order to make their students' language learning experiences real, motivating, and lasting.
The use of Social Media Networking Sites in Language Learning
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As the World turns into a “Global Village”, learning a foreign language has become an important need to people to communicate with people of other cultures. To meet this need, there are various ways such as taking the language class, visiting the country, the Internet and so on. By the development of Web 2.0, the internet had the property of interactivity which is enabled by social networking. It is known that interaction is one of the characteristics of ideal language learning environments. (Lomicka & G. Lord, 2009). This characteristic of language learning atmosphere looks like an intersection of the language learning and social media networking. The aim of this study is to examine the use of web 2.0 & new media and social networking web sites such as Facebook, Twitter, YouTube and Skype in the development of writing, listening, reading and speaking skills. Also, the importance of these social media tools to students in enhancing learning a foreign language by the property of interactivity. During the study methodologically it is used a survey to the university students. It is hoped to accomplish by this study to understand which social media networking sites are used for improving of different language skills which are reading, listening, speaking and writing.