Pub Date : 2024-01-29DOI: 10.37536/ej.2024.32.2447
Alba Campoy Martínez, María Martínez Lirola
La Educación para la Ciudadanía Global (ECG) permite no solo contribuir a transformar socialmente al alumnado, sino también impulsar un aprendizaje integral del mismo. Por ello, en este artículo se presentan distintas actividades multimodales basadas en la utilización de dos cómics manga sobre diferentes temas globales, los cuales permiten potenciar competencias sociales tales como la cooperación y la comunicación a la vez que se consigue un aprendizaje multimodal efectivo en una asignatura de inglés como lengua extranjera de máster universitario. Por ello, se sigue un modelo metodológico cualitativo-descriptivo, caracterizado por un cuestionario y una rúbrica que el alumnado rellenó de manera anónima con el fin de conocer su opinión acerca de algunos aspectos del proceso de enseñanza-aprendizaje. La rúbrica también fue completada por la profesora. Los resultados revelan que, gracias a los materiales manga utilizados, la mayoría del estudiantado finalmente alcanzó ese grado de ciudadanía global y multimodal.
{"title":"PROMOVIENDO LA EDUCACIÓN PARA LA CIUDADANÍA GLOBAL Y LA MULTIMODALIDAD A TRAVÉS DEL USO DE MANGAS EN LA ENSEÑANZA UNIVERSITARIA DEL INGLÉS: UN ESTUDIO EMPÍRICO","authors":"Alba Campoy Martínez, María Martínez Lirola","doi":"10.37536/ej.2024.32.2447","DOIUrl":"https://doi.org/10.37536/ej.2024.32.2447","url":null,"abstract":"La Educación para la Ciudadanía Global (ECG) permite no solo contribuir a transformar socialmente al alumnado, sino también impulsar un aprendizaje integral del mismo. Por ello, en este artículo se presentan distintas actividades multimodales basadas en la utilización de dos cómics manga sobre diferentes temas globales, los cuales permiten potenciar competencias sociales tales como la cooperación y la comunicación a la vez que se consigue un aprendizaje multimodal efectivo en una asignatura de inglés como lengua extranjera de máster universitario. Por ello, se sigue un modelo metodológico cualitativo-descriptivo, caracterizado por un cuestionario y una rúbrica que el alumnado rellenó de manera anónima con el fin de conocer su opinión acerca de algunos aspectos del proceso de enseñanza-aprendizaje. La rúbrica también fue completada por la profesora. Los resultados revelan que, gracias a los materiales manga utilizados, la mayoría del estudiantado finalmente alcanzó ese grado de ciudadanía global y multimodal. ","PeriodicalId":186213,"journal":{"name":"Encuentro Journal","volume":"37 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140488481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-29DOI: 10.37536/ej.2024.32.2445
Rebeca Mesas Jiménez
La implantación de la enseñanza bilingüe ha supuesto numerosos retos a docentes de todo el mundo. En la actualidad, uno de esos retos es alcanzar una enseñanza bilingüe inclusiva que atienda las necesidades individuales del aula y responda a la diversidad sociolingüística y cultural de nuestros alumnos. Para ello, a lo largo de este documento se analizan las estrategias y actividades de mediación lingüística que establece el Volumen complementario del Marco común europeo de referencia para las lenguas (2020), se establece su conexión con el enfoque AICLE (aprendizaje integrado de contenidos y lenguas extranjeras) y se diseña una propuesta didáctica que sirva como herramienta de inclusión educativa en el aula bilingüe.
{"title":"LA MEDIACIÓN COMO ELEMENTO CLAVE PARA LA INCLUSIÓN EN LA ENSEÑANZA BILINGÜE","authors":"Rebeca Mesas Jiménez","doi":"10.37536/ej.2024.32.2445","DOIUrl":"https://doi.org/10.37536/ej.2024.32.2445","url":null,"abstract":"La implantación de la enseñanza bilingüe ha supuesto numerosos retos a docentes de todo el mundo. En la actualidad, uno de esos retos es alcanzar una enseñanza bilingüe inclusiva que atienda las necesidades individuales del aula y responda a la diversidad sociolingüística y cultural de nuestros alumnos. Para ello, a lo largo de este documento se analizan las estrategias y actividades de mediación lingüística que establece el Volumen complementario del Marco común europeo de referencia para las lenguas (2020), se establece su conexión con el enfoque AICLE (aprendizaje integrado de contenidos y lenguas extranjeras) y se diseña una propuesta didáctica que sirva como herramienta de inclusión educativa en el aula bilingüe. ","PeriodicalId":186213,"journal":{"name":"Encuentro Journal","volume":"87 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140488261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-29DOI: 10.37536/ej.2024.32.2442
Slavka Madarova, Cristina Calle Martínez, Jesús García Laborda
Tras los años de pandemia y la recuperación, la evolución de la tecnología en la metodología docente en estos años se observa también en este número 32 de nuestra revista Encuentro. Cuando comenzamos allí por el principio de la década de los 90 éramos casi la única revista de didáctica de la lengua en España y la tecnología ha traído otras revistas hermanas de considerable calidad en Extremadura, Madrid o en Andalucía entre otras. Con el paso de los años la revista camina en dos líneas: una progresiva internacionalización y una mirada cada vez más frecuente a la investigación de los procesos de aprendizaje de los estudiantes más jóvenes. Quizás ello se deba a que la oportunidad de la publicación gratuita y abierta favorecen la atracción también de jóvenes valores que buscan en la Didáctica de la Lengua una aplicación necesaria y útil lejos de revistas con temas mucho más complejos, pero sin apenas utilidad. Estos temas se ven reflejados en este volumen anual que nos ha traído siete valiosas sorpresas en forma de trabajos de aplicación práctica y de amplia transferencia en forma de ciencia ciudadana, un aspecto cada vez más relevante en la investigación educativa.
{"title":"LA MODERNIZACIÓN DE LA ENSEÑANZA DE LENGUAS: INTRODUCCIÓN AL VOLUMEN 32","authors":"Slavka Madarova, Cristina Calle Martínez, Jesús García Laborda","doi":"10.37536/ej.2024.32.2442","DOIUrl":"https://doi.org/10.37536/ej.2024.32.2442","url":null,"abstract":"Tras los años de pandemia y la recuperación, la evolución de la tecnología en la metodología docente en estos años se observa también en este número 32 de nuestra revista Encuentro. Cuando comenzamos allí por el principio de la década de los 90 éramos casi la única revista de didáctica de la lengua en España y la tecnología ha traído otras revistas hermanas de considerable calidad en Extremadura, Madrid o en Andalucía entre otras. Con el paso de los años la revista camina en dos líneas: una progresiva internacionalización y una mirada cada vez más frecuente a la investigación de los procesos de aprendizaje de los estudiantes más jóvenes. Quizás ello se deba a que la oportunidad de la publicación gratuita y abierta favorecen la atracción también de jóvenes valores que buscan en la Didáctica de la Lengua una aplicación necesaria y útil lejos de revistas con temas mucho más complejos, pero sin apenas utilidad. Estos temas se ven reflejados en este volumen anual que nos ha traído siete valiosas sorpresas en forma de trabajos de aplicación práctica y de amplia transferencia en forma de ciencia ciudadana, un aspecto cada vez más relevante en la investigación educativa.","PeriodicalId":186213,"journal":{"name":"Encuentro Journal","volume":"60 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140486868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-29DOI: 10.37536/ej.2024.32.2444
Y. Ü. Aksoy
To increase the quality of language education in Northern Cyprus, the number of schools that provide bilingual education (Turkish and English) at early ages and in the preschool period is increasing day by day. In this study, the opinions of preschool teachers were taken to describe the general situation of bilingual education in Northern Cyprus during the preschool period. Based on a qualitative study and an easily accessible case sampling, the research was conducted with 14 preschool teachers working in the Near East Preschool Institution, which provides bilingual education in the Nicosia district. In the research, the data were obtained through a semi-structured opinion form and analyzed by content analysis techniques. According to the research findings, although the preschool teachers stated that bilingual education positively affects language development, they also expressed that there were some negativities. As a result, although it has some limitations, it has been revealed that bilingual education contributes to the language development of preschool children and it is important for children to receive multilingual education from the moment they start preschool institutions, as in European Union countries.
{"title":"TEACHERS' PERSPECTIVES ON HOW EXPOSURE TO FOREIGN LANGUAGES AFFECTS YOUNG CHILDREN’S LANGUAGE DEVELOPMENT","authors":"Y. Ü. Aksoy","doi":"10.37536/ej.2024.32.2444","DOIUrl":"https://doi.org/10.37536/ej.2024.32.2444","url":null,"abstract":"To increase the quality of language education in Northern Cyprus, the number of schools that provide bilingual education (Turkish and English) at early ages and in the preschool period is increasing day by day. In this study, the opinions of preschool teachers were taken to describe the general situation of bilingual education in Northern Cyprus during the preschool period. Based on a qualitative study and an easily accessible case sampling, the research was conducted with 14 preschool teachers working in the Near East Preschool Institution, which provides bilingual education in the Nicosia district. In the research, the data were obtained through a semi-structured opinion form and analyzed by content analysis techniques. According to the research findings, although the preschool teachers stated that bilingual education positively affects language development, they also expressed that there were some negativities. As a result, although it has some limitations, it has been revealed that bilingual education contributes to the language development of preschool children and it is important for children to receive multilingual education from the moment they start preschool institutions, as in European Union countries.","PeriodicalId":186213,"journal":{"name":"Encuentro Journal","volume":"34 1-2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140490370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-29DOI: 10.37536/ej.2024.32.2443
Mercedes Pérez Agustín, Teresa Fleta Guillén
Este artículo presenta la investigación realizada con alumnos de tercer curso del Grado de Educación Infantil sobre los beneficios de los álbumes ilustrados impresos y digitales para enseñar inglés en Preescolar. Durante la primera fase de la experiencia pedagógica, los alumnos recibieron formación en base a unos cuestionarios iniciales sobre la práctica de leer y contar cuentos en la escuela. En esta fase aprendieron qué es un álbum ilustrado, sus características, la diferencia entre leer y contar cuentos, y técnicas de lectura de este recurso. Durante la segunda fase los alumnos crearon un álbum ilustrado eligiendo entre formato impreso o digital, la temática, y la edad y nivel lingüístico de los alumnos de Preescolar. Como resultado de dicho proceso creativo elaboraron 18 historias, de las cuales el 77% fueron realizadas con herramientas digitales como Canva, Storyjumper y Procreate. A partir de esta experiencia pedagógica los futuros maestros fomentaron las cuatro destrezas y la creatividad, e integraron el contenido, la cognición, la comunicación y la cultura (AICLE) a través de ilustraciones creativas y de una narrativa adaptada a Preescolar.
{"title":"LA CREACIÓN DE ÁLBUMES ILUSTRADOS IMPRESOS Y DIGITALES EN EDUCACIÓN SUPERIOR PARA ENSEÑAR INGLÉS EN PREESCOLAR","authors":"Mercedes Pérez Agustín, Teresa Fleta Guillén","doi":"10.37536/ej.2024.32.2443","DOIUrl":"https://doi.org/10.37536/ej.2024.32.2443","url":null,"abstract":"Este artículo presenta la investigación realizada con alumnos de tercer curso del Grado de Educación Infantil sobre los beneficios de los álbumes ilustrados impresos y digitales para enseñar inglés en Preescolar. Durante la primera fase de la experiencia pedagógica, los alumnos recibieron formación en base a unos cuestionarios iniciales sobre la práctica de leer y contar cuentos en la escuela. En esta fase aprendieron qué es un álbum ilustrado, sus características, la diferencia entre leer y contar cuentos, y técnicas de lectura de este recurso. Durante la segunda fase los alumnos crearon un álbum ilustrado eligiendo entre formato impreso o digital, la temática, y la edad y nivel lingüístico de los alumnos de Preescolar. Como resultado de dicho proceso creativo elaboraron 18 historias, de las cuales el 77% fueron realizadas con herramientas digitales como Canva, Storyjumper y Procreate. A partir de esta experiencia pedagógica los futuros maestros fomentaron las cuatro destrezas y la creatividad, e integraron el contenido, la cognición, la comunicación y la cultura (AICLE) a través de ilustraciones creativas y de una narrativa adaptada a Preescolar.","PeriodicalId":186213,"journal":{"name":"Encuentro Journal","volume":"52 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-29DOI: 10.37536/ej.2024.32.2450
A. Tinedo-Rodríguez
Una mirada histórica a cualquier campo del saber revela la ausencia de las voces de las mujeres. En el campo de la didáctica de lenguas es común pensar en los aportes de lingüistas como Krashen (1981, 1982, 1989), pero rara vez se menciona el papel crucial que jugaron maestras como Mary Brebner (McLelland, 2021). Por otro lado, la didáctica de las lenguas está estrechamente ligada a las necesidades sociales. En el siglo XXI la evolución tecnológica es una realidad que se ha traducido en la presencia de dispositivos informáticos en la rutina diaria, y, uno de los efectos más tangibles es el hecho de que las pantallas y los productos multimedia tengan una gran presencia en la sociedad. Filólogas, traductoras y docentes han encabezado desde el cambio del milenio un giro hacia la incorporación de estos recursos en el aula, al igual que lo hizo Mary Brebner en el Reform Movement cuando abogó por lo métodos directos. Este estudio es una revisión bibliográfica que pretende poner de relieve el papel clave que han jugado las mujeres en la fundación y consolidación de la Traducción Audiovisual Didáctica como disciplina dentro de los estudios de Lingüística Aplicada. De la literatura revisada se destila que las mujeres han jugado un papel fundamental para que la Traducción Audiovisual Didáctica puesto que han hecho aportes relevantes y de impacto que han permitido que la disciplina goce de visibilidad y se haya consolidado en un lapso temporal breve.
{"title":"LA TRADUCCIÓN AUDIOVISUAL DIDÁCTICA, UNA DISCIPLINA FUNDADA POR MUJERES: REVISIÓN BIBLIOGRÁFICA DEL PAPEL DE LAS MUJERES EN LA CONSOLIDACIÓN DE LA DISCIPLINA","authors":"A. Tinedo-Rodríguez","doi":"10.37536/ej.2024.32.2450","DOIUrl":"https://doi.org/10.37536/ej.2024.32.2450","url":null,"abstract":"Una mirada histórica a cualquier campo del saber revela la ausencia de las voces de las mujeres. En el campo de la didáctica de lenguas es común pensar en los aportes de lingüistas como Krashen (1981, 1982, 1989), pero rara vez se menciona el papel crucial que jugaron maestras como Mary Brebner (McLelland, 2021). Por otro lado, la didáctica de las lenguas está estrechamente ligada a las necesidades sociales. En el siglo XXI la evolución tecnológica es una realidad que se ha traducido en la presencia de dispositivos informáticos en la rutina diaria, y, uno de los efectos más tangibles es el hecho de que las pantallas y los productos multimedia tengan una gran presencia en la sociedad. Filólogas, traductoras y docentes han encabezado desde el cambio del milenio un giro hacia la incorporación de estos recursos en el aula, al igual que lo hizo Mary Brebner en el Reform Movement cuando abogó por lo métodos directos. Este estudio es una revisión bibliográfica que pretende poner de relieve el papel clave que han jugado las mujeres en la fundación y consolidación de la Traducción Audiovisual Didáctica como disciplina dentro de los estudios de Lingüística Aplicada. De la literatura revisada se destila que las mujeres han jugado un papel fundamental para que la Traducción Audiovisual Didáctica puesto que han hecho aportes relevantes y de impacto que han permitido que la disciplina goce de visibilidad y se haya consolidado en un lapso temporal breve.","PeriodicalId":186213,"journal":{"name":"Encuentro Journal","volume":"55 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140488055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-29DOI: 10.37536/ej.2024.32.2446
Esra Karabacak
The use of a virtual whiteboard as an educational tool encourages learning as it enables students to share and interact with information in a virtual environment, thus contributing to the creative learning process by increasing students' interest and understanding. This study aims to examine the purposes of using the virtual board application in language education and to determine its contribution to students' education. The target group of the study was the first-year students of the Department of Turkish Language and Literature and the Department of Turkish Language Teaching. The use of virtual whiteboards was applied to native Turkish speakers in mother tongue education and in teaching Ottoman Turkish with the use of different alphabets. The data obtained were interpreted with the qualitative research method. The findings are evaluated and interpreted within the scope of virtual board studies with technology in face-to-face classical education and online education of basic concepts and practices in language education. It was found that the students who were physically out of school and receiving education from home felt themselves in the classroom environment.
{"title":"THE USE OF TECHNOLOGY IN LANGUAGE EDUCATION: VIRTUAL BOARD APPLICATION","authors":"Esra Karabacak","doi":"10.37536/ej.2024.32.2446","DOIUrl":"https://doi.org/10.37536/ej.2024.32.2446","url":null,"abstract":"The use of a virtual whiteboard as an educational tool encourages learning as it enables students to share and interact with information in a virtual environment, thus contributing to the creative learning process by increasing students' interest and understanding. This study aims to examine the purposes of using the virtual board application in language education and to determine its contribution to students' education. The target group of the study was the first-year students of the Department of Turkish Language and Literature and the Department of Turkish Language Teaching. The use of virtual whiteboards was applied to native Turkish speakers in mother tongue education and in teaching Ottoman Turkish with the use of different alphabets. The data obtained were interpreted with the qualitative research method. The findings are evaluated and interpreted within the scope of virtual board studies with technology in face-to-face classical education and online education of basic concepts and practices in language education. It was found that the students who were physically out of school and receiving education from home felt themselves in the classroom environment.","PeriodicalId":186213,"journal":{"name":"Encuentro Journal","volume":"23 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140488741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-29DOI: 10.37536/ej.2024.32.2448
Mustafa Aydın, Zeynep Genç
The objectives of this study are to examine the challenges faced by academics teaching foreign languages (Arabic and English) via distance education, in comparison with face-to-face instruction; and to suggest strategies and solutions for managing the challenges and difficulties encountered in an online-teaching platform. The recent Covid-19 pandemic provided a real life lab experiment from which to glean information and draw lessons from, given that online distance learning was primarily utilized during the pandemic to facilitate uninterrupted education. Accordingly, 77 academics providing foreign language education remotely during the pandemic were interviewed. These interviews were conducted in the fall semester of the 2022-2023 academic year. The survey questions were developed by the authors, based on established methods. Open-ended questions were developed as an online data collection tool, and data were obtained with a semi-structured interview form (aptly named "The problems faced by instructors teaching foreign languages in Arabic and English during the Covid-19 pandemic"). This study employed a qualitative research method and utilized a phenomenological design that was structured based on this research method. This technique is based on the idea that teaching should be functional, and that the degree of efficacy with which specific learning functions are achieved should be observable and subject to evaluation. The findings of this study suggest that face-to-face education is more effective than distance education, with regard to learning functionality. However, the study also finds that combining online distance learning with face-to-face instruction (i.e. hybrid teaching) appears to elevate learning functionality to an even greater extent. With regard to distance learning alone, the most common problem experienced and thus the greatest perceived challenge to educators was a lack of student interest and motivation. Additionally, assessment and evaluation of student performance in online environments were found to be not sufficiently accurate. The consensus opinion of the survey respondents is that hybrid teaching approaches offer greater effectiveness with regard to both the stimulation of student-interest and more accurate assessment of student performance.
{"title":"ACADEMICIANS' VIEWS ON FOREIGN LANGUAGE TEACHING: ONLINE DISTANCE-LEARNING VERSUS FACE-TO-FACE INSTRUCTION","authors":"Mustafa Aydın, Zeynep Genç","doi":"10.37536/ej.2024.32.2448","DOIUrl":"https://doi.org/10.37536/ej.2024.32.2448","url":null,"abstract":"The objectives of this study are to examine the challenges faced by academics teaching foreign languages (Arabic and English) via distance education, in comparison with face-to-face instruction; and to suggest strategies and solutions for managing the challenges and difficulties encountered in an online-teaching platform. The recent Covid-19 pandemic provided a real life lab experiment from which to glean information and draw lessons from, given that online distance learning was primarily utilized during the pandemic to facilitate uninterrupted education. Accordingly, 77 academics providing foreign language education remotely during the pandemic were interviewed. These interviews were conducted in the fall semester of the 2022-2023 academic year. The survey questions were developed by the authors, based on established methods. Open-ended questions were developed as an online data collection tool, and data were obtained with a semi-structured interview form (aptly named \"The problems faced by instructors teaching foreign languages in Arabic and English during the Covid-19 pandemic\"). This study employed a qualitative research method and utilized a phenomenological design that was structured based on this research method. This technique is based on the idea that teaching should be functional, and that the degree of efficacy with which specific learning functions are achieved should be observable and subject to evaluation. The findings of this study suggest that face-to-face education is more effective than distance education, with regard to learning functionality. However, the study also finds that combining online distance learning with face-to-face instruction (i.e. hybrid teaching) appears to elevate learning functionality to an even greater extent. With regard to distance learning alone, the most common problem experienced and thus the greatest perceived challenge to educators was a lack of student interest and motivation. Additionally, assessment and evaluation of student performance in online environments were found to be not sufficiently accurate. The consensus opinion of the survey respondents is that hybrid teaching approaches offer greater effectiveness with regard to both the stimulation of student-interest and more accurate assessment of student performance.","PeriodicalId":186213,"journal":{"name":"Encuentro Journal","volume":"38 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-27DOI: 10.37536/ej.2023.31.2120
Susanne Remane
Learning through movement is a teaching method in which physical movement is considered a central teaching and learning tool. It is intended to support the learning process and lead to better information processing and retention in learners of all ages. Despite this, however, physical activity is primarily used at the preschool and primary levels. At the secondary level, where concentrated learning and grades are usually the primary focus, movement activities often lose importance. This article presents findings from a school-based case study aimed at investigating whether the use of learning through movement can lead to measurable performance gains in adolescents.
{"title":"LEARNING THROUGH MOVEMENT IN THE TEACHING OF GERMAN AS A FOREIGN LANGUAGE IN SECONDARY SCHOOLS. A PRACTICAL SCHOOL CASE STUDY","authors":"Susanne Remane","doi":"10.37536/ej.2023.31.2120","DOIUrl":"https://doi.org/10.37536/ej.2023.31.2120","url":null,"abstract":"Learning through movement is a teaching method in which physical movement is considered a central teaching and learning tool. It is intended to support the learning process and lead to better information processing and retention in learners of all ages. Despite this, however, physical activity is primarily used at the preschool and primary levels. At the secondary level, where concentrated learning and grades are usually the primary focus, movement activities often lose importance. This article presents findings from a school-based case study aimed at investigating whether the use of learning through movement can lead to measurable performance gains in adolescents.","PeriodicalId":186213,"journal":{"name":"Encuentro Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125360603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-27DOI: 10.37536/ej.2023.31.2123
Iryna Mykytka
This study aims to improve the teaching-learning process of foreign language through Quizlet – a popular digital tool for language learning. In particular, we explore the following aspects of Quizlet use among Spanish undergraduate students learning English: the effectiveness of vocabulary retention, its impact on students’ motivation and autonomous learning. The results and conclusions obtained through a questionnaire with 30 respondents point to the success of Quizlet which has contributed in a very positive way to the learning of the vocabulary seen in the course, has helped to make the course more enjoyable, fun, and attractive, thus, improving students’ motivation, and has helped students to have a more active and autonomous role in their learning. According to the survey, 90% of participants indicate a desire to use this educational tool in other courses of the degree, and 97% consider that technology-enhanced language learning is the direction that teaching should take.
{"title":"THE USE OF QUIZLET TO ENHANCE L2 VOCABULARY ACQUISITION","authors":"Iryna Mykytka","doi":"10.37536/ej.2023.31.2123","DOIUrl":"https://doi.org/10.37536/ej.2023.31.2123","url":null,"abstract":"This study aims to improve the teaching-learning process of foreign language through Quizlet – a popular digital tool for language learning. In particular, we explore the following aspects of Quizlet use among Spanish undergraduate students learning English: the effectiveness of vocabulary retention, its impact on students’ motivation and autonomous learning. The results and conclusions obtained through a questionnaire with 30 respondents point to the success of Quizlet which has contributed in a very positive way to the learning of the vocabulary seen in the course, has helped to make the course more enjoyable, fun, and attractive, thus, improving students’ motivation, and has helped students to have a more active and autonomous role in their learning. According to the survey, 90% of participants indicate a desire to use this educational tool in other courses of the degree, and 97% consider that technology-enhanced language learning is the direction that teaching should take.","PeriodicalId":186213,"journal":{"name":"Encuentro Journal","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122497048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：