The paper is devoted to the development of digital competences of second year bachelor students at the Faculty of Computer Science and Information Technology of the Riga Technical University for the course in numerical methods. The structure of the course is described in detail. The key component in the organization of the lectures and lab sessions is interactivity. Many interactive components (presentations, tests) in H5P format are available for students. The digital proficiency Levels 7 and 8 in accordance with DigComp 2.1 framework is expected to be achieved by carefully selecting topics and practical tasks to be solved during the course. The e-book written for the course and published by the Publishing house of the Riga Technical University is one of the teaching resources available to students. The course is fully digitalized so that it can be given in any of the three formats: (a) classroom and lab instruction, (b) fully online course or (c) mixed mode (blended learning). The preference is given to option (c). Both synchronous and asynchronous teaching methods are used. The organization of tests and exams (in the form of online tests) allows instructors to organize the grading effectively without spending too much time on it but at the same time effectively testing students’ knowledge.
{"title":"Challenges of Digitalization of Small Credit Point Courses for Large Classes","authors":"V. Koliškina, Andrei Kolyshkin","doi":"10.33422/etconf.v2i1.75","DOIUrl":"https://doi.org/10.33422/etconf.v2i1.75","url":null,"abstract":"The paper is devoted to the development of digital competences of second year bachelor students at the Faculty of Computer Science and Information Technology of the Riga Technical University for the course in numerical methods. The structure of the course is described in detail. The key component in the organization of the lectures and lab sessions is interactivity. Many interactive components (presentations, tests) in H5P format are available for students. The digital proficiency Levels 7 and 8 in accordance with DigComp 2.1 framework is expected to be achieved by carefully selecting topics and practical tasks to be solved during the course. The e-book written for the course and published by the Publishing house of the Riga Technical University is one of the teaching resources available to students. The course is fully digitalized so that it can be given in any of the three formats: (a) classroom and lab instruction, (b) fully online course or (c) mixed mode (blended learning). The preference is given to option (c). Both synchronous and asynchronous teaching methods are used. The organization of tests and exams (in the form of online tests) allows instructors to organize the grading effectively without spending too much time on it but at the same time effectively testing students’ knowledge.","PeriodicalId":240185,"journal":{"name":"Proceedings of The World Conference on Education and Teaching","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126180397","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}
Carlos Alberto Martins da Rocha, A. L. Rodacki, Luís Borges Gouveia
This is a concise summary of this investigation, which is a comparative research and analysis in a bivariate model of approval rates between in-person and remote (distance) students, with simultaneous live online transmission. The reference database is the management system and student registry in the graduate program at Federal University of Paraná (UFPR), aiming to compare the performance rates between in-person students and a synchronous remote class (live and online). The investigated model is an innovative pedagogical approach, featuring an interface with a television-like format that is broadcasted live. This approach differs from pedagogical models such as distance learning, hybrid, or synchronous. Thus, a direct comparison with the results of distance learning models can provide evidence to measure student performance data. In this model, remote students attend live courses without temporal flexibility, only spatial flexibility. This work presents the results of a comparative study based on a bivariate model, considering approval rates between students attending remote (live online) and in-person classes. The aim of this research is, considering the comparative approval rates of students and possible statistical correlations, to propose adjustments and contributions for better guidance of the hybrid and synchronous online class system. Additionally, it examines the impact of technology on teaching and learning outcomes.
{"title":"Result of Comparative Investigation between Face-to-Face Teaching Method and Simultaneous Online and Live Teaching Method","authors":"Carlos Alberto Martins da Rocha, A. L. Rodacki, Luís Borges Gouveia","doi":"10.33422/etconf.v2i1.79","DOIUrl":"https://doi.org/10.33422/etconf.v2i1.79","url":null,"abstract":"This is a concise summary of this investigation, which is a comparative research and analysis in a bivariate model of approval rates between in-person and remote (distance) students, with simultaneous live online transmission. The reference database is the management system and student registry in the graduate program at Federal University of Paraná (UFPR), aiming to compare the performance rates between in-person students and a synchronous remote class (live and online). The investigated model is an innovative pedagogical approach, featuring an interface with a television-like format that is broadcasted live. This approach differs from pedagogical models such as distance learning, hybrid, or synchronous. Thus, a direct comparison with the results of distance learning models can provide evidence to measure student performance data. In this model, remote students attend live courses without temporal flexibility, only spatial flexibility. This work presents the results of a comparative study based on a bivariate model, considering approval rates between students attending remote (live online) and in-person classes. The aim of this research is, considering the comparative approval rates of students and possible statistical correlations, to propose adjustments and contributions for better guidance of the hybrid and synchronous online class system. Additionally, it examines the impact of technology on teaching and learning outcomes.","PeriodicalId":240185,"journal":{"name":"Proceedings of The World Conference on Education and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128511337","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}
In today's globalized economy, multilingualism has emerged as a crucial skill in various sectors, particularly within the European Union (EU). This scientific article presents a com-prehensive analysis of the relationship between multilingualism and the job market in the EU. This study examines the impact of multilingual proficiency on employment opportuni-ties, career advancement, and economic outcomes across EU member states. The research explores the extent to which multilingualism influences job seekers' competitiveness in an increasingly interconnected and linguistically diverse business landscape. It investigates the correlation between language skills and job placement, income differentials, and job satis-faction, shedding light on both individual and societal benefits of linguistic diversity. Fur-thermore, the article delves into the influence of multilingualism on specific industries such as tourism, international trade, and multinational corporations, underscoring the direct and indirect advantages for businesses operating in linguistically heterogeneous markets. While highlighting the positive aspects of multilingualism, the study also addresses challenges that individuals and organizations encounter, including language-related discrimination, unequal access to language education, and the role of language policies in shaping job mar-ket dynamics. By analyzing various language-related policies and initiatives implemented across different EU countries, this article offers insights into effective strategies for foster-ing linguistic diversity and inclusivity within the workforce. The findings of this research contribute to the ongoing discourse on the significance of multilingualism in the EU job market, offering policymakers, educators, and employers valuable insights into the potential socio-economic benefits of promoting language proficiency. By recognizing multilingual-ism as a valuable asset in a globally competitive environment, this study advocates for the development of comprehensive language education programs and policies that empower individuals to harness the advantages of linguistic diversity, fostering both personal growth and economic prosperity within the European Union.
{"title":"Multilingualism and the Job Market in the European Union: A Comprehensive Analysis","authors":"Paulina Pietrzyk-Kowalec","doi":"10.33422/etconf.v2i1.71","DOIUrl":"https://doi.org/10.33422/etconf.v2i1.71","url":null,"abstract":"In today's globalized economy, multilingualism has emerged as a crucial skill in various sectors, particularly within the European Union (EU). This scientific article presents a com-prehensive analysis of the relationship between multilingualism and the job market in the EU. This study examines the impact of multilingual proficiency on employment opportuni-ties, career advancement, and economic outcomes across EU member states. The research explores the extent to which multilingualism influences job seekers' competitiveness in an increasingly interconnected and linguistically diverse business landscape. It investigates the correlation between language skills and job placement, income differentials, and job satis-faction, shedding light on both individual and societal benefits of linguistic diversity. Fur-thermore, the article delves into the influence of multilingualism on specific industries such as tourism, international trade, and multinational corporations, underscoring the direct and indirect advantages for businesses operating in linguistically heterogeneous markets. While highlighting the positive aspects of multilingualism, the study also addresses challenges that individuals and organizations encounter, including language-related discrimination, unequal access to language education, and the role of language policies in shaping job mar-ket dynamics. By analyzing various language-related policies and initiatives implemented across different EU countries, this article offers insights into effective strategies for foster-ing linguistic diversity and inclusivity within the workforce. The findings of this research contribute to the ongoing discourse on the significance of multilingualism in the EU job market, offering policymakers, educators, and employers valuable insights into the potential socio-economic benefits of promoting language proficiency. By recognizing multilingual-ism as a valuable asset in a globally competitive environment, this study advocates for the development of comprehensive language education programs and policies that empower individuals to harness the advantages of linguistic diversity, fostering both personal growth and economic prosperity within the European Union.","PeriodicalId":240185,"journal":{"name":"Proceedings of The World Conference on Education and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131364579","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}
The academic benefits of differentiated instruction are supported in western culture, although to date the majority of research conducted has concentrated in the Middle East and in Greece, and in primary and secondary instruction. Despite its relative novelty in Hong Kong, and the fact that it is under-researched regarding its effectiveness, a pilot study has been conducted at a tertiary institution in Hong Kong to explore implementing differentiated instruction in the ESL/EFL/ESP Classroom for learners from different educational backgrounds. To examine and determine its effectiveness, all Year 2 Nursing and Social Work students (N = 319) were included in the research study, and the students’ English skills were assessed by classifying them by a screening test into 3 ability groups, for each of whom three tiered tasks were assigned for completion at three different points of the semester. At the end of the semester, the findings were analysed with t-tests and a post-course student survey to determine the change in comprehension skills, learning motivation, classwork preferences, and study approaches. The relationship between each factor and English skill was assessed using correlation coefficients. The study has demonstrated that adopting the differentiated instruction approach in English and communication courses enhances students’ English ability in tertiary education in Hong Kong. In particular, substantial improvement is observed in both “lower ability” students and “mid-level ability” students, notably in grammar, syntax and inference-making skills, while the student survey responses reveal students’ learning preferences, as well as their cognitive and psychological elements to warrant further research.
{"title":"EFFECTIVENESS OF IMPLEMENTING DIFFERENTIATED INSTRUCTION IN THE ENGLISH FOR SPECIFIC PURPOSES CLASSROOM IN HONG KONG","authors":"Allison Wong, Thomas YH Chan","doi":"10.33422/etconf.v1i1.62","DOIUrl":"https://doi.org/10.33422/etconf.v1i1.62","url":null,"abstract":"The academic benefits of differentiated instruction are supported in western culture, although to date the majority of research conducted has concentrated in the Middle East and in Greece, and in primary and secondary instruction. Despite its relative novelty in Hong Kong, and the fact that it is under-researched regarding its effectiveness, a pilot study has been conducted at a tertiary institution in Hong Kong to explore implementing differentiated instruction in the ESL/EFL/ESP Classroom for learners from different educational backgrounds. To examine and determine its effectiveness, all Year 2 Nursing and Social Work students (N = 319) were included in the research study, and the students’ English skills were assessed by classifying them by a screening test into 3 ability groups, for each of whom three tiered tasks were assigned for completion at three different points of the semester. At the end of the semester, the findings were analysed with t-tests and a post-course student survey to determine the change in comprehension skills, learning motivation, classwork preferences, and study approaches. The relationship between each factor and English skill was assessed using correlation coefficients. The study has demonstrated that adopting the differentiated instruction approach in English and communication courses enhances students’ English ability in tertiary education in Hong Kong. In particular, substantial improvement is observed in both “lower ability” students and “mid-level ability” students, notably in grammar, syntax and inference-making skills, while the student survey responses reveal students’ learning preferences, as well as their cognitive and psychological elements to warrant further research.","PeriodicalId":240185,"journal":{"name":"Proceedings of The World Conference on Education and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129124544","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}
This paper presents results from the modification of BYGA2022 course – construction safety and statics, taught at the Norwegian University of Science and Technology for 4th-semester students on a bachelor level. The course aims to provide knowledge on how to calculate and apply external forces acting on different types of structures and how to ensure the required level of safety in structural design. In order to meet those goals, the course was thoroughly modernized and ran in the new form in the spring semester of 2022 for the first time. Modifications included preparing new lectures and exercises with real-life examples, introducing engineering software used in practice, and implementing an individual project into the course curriculum. Implemented changes met with a positive response from students, increased engagement, and a better understanding of the entire design process. Results of implemented changes were accessed using feedback from a reference group an anonymous survey, and examination results.
{"title":"Implementing a practical learning approach into civil engineering education for BYGA2022 – Construction safety and statics. Student outcomes and judgment","authors":"Bartosz Siedziako","doi":"10.33422/etconf.v1i1.33","DOIUrl":"https://doi.org/10.33422/etconf.v1i1.33","url":null,"abstract":"This paper presents results from the modification of BYGA2022 course – construction safety and statics, taught at the Norwegian University of Science and Technology for 4th-semester students on a bachelor level. The course aims to provide knowledge on how to calculate and apply external forces acting on different types of structures and how to ensure the required level of safety in structural design. In order to meet those goals, the course was thoroughly modernized and ran in the new form in the spring semester of 2022 for the first time. Modifications included preparing new lectures and exercises with real-life examples, introducing engineering software used in practice, and implementing an individual project into the course curriculum. Implemented changes met with a positive response from students, increased engagement, and a better understanding of the entire design process. Results of implemented changes were accessed using feedback from a reference group an anonymous survey, and examination results.","PeriodicalId":240185,"journal":{"name":"Proceedings of The World Conference on Education and Teaching","volume":"68 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113962397","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}
The present study sheds light on cross-linguistic influence in third language learning, and it aims to explore the role of the previously acquired languages in third language acquisition and test the Cumulative Enhancement Model (Flynn et al, 2004) and Typological Similarity Model (Rothman, 2011). The CE Model supports the facilitation role of the previously acquired languages (L1 and L2) during the learning process of a third language (L3). The participants of this study are 35 middle school students who have Arabic as a first language, French as a second language, and they are learning English as a third language. A multiple-choice translation task that aims to test the participants’ knowledge of the non-native language they learn, in addition to a text in L3 in which they have to translate into their L1 and L2. The findings showed that participants transfer from the more typologically similar language (i.e. French) due to the typological similarity, which gives evidence for the Typological Similarity Model in which learners use the languages that is typologically similar to L3 at early stages of L3 acquisition.
本研究揭示了第三语言学习中的跨语言影响，旨在探索以前习得的语言在第三语言习得中的作用，并测试累积增强模型(Flynn et al, 2004)和类型学相似模型(Rothman, 2011)。CE模型支持先前习得的语言(第一语言和第二语言)在第三语言(第三语言)学习过程中的促进作用。这项研究的参与者是35名以阿拉伯语为第一语言，法语为第二语言，英语为第三语言的中学生。这是一项多项选择翻译任务，目的是测试参与者对他们所学的非母语的知识，以及他们必须将第三语言的文本翻译成第一语言和第二语言的文本。研究结果表明，由于类型学相似性，参与者从类型学上更相似的语言(如法语)迁移，这为类型学相似性模型提供了证据，在类型学相似性模型中，学习者在三语习得的早期阶段使用类型学上与三语相似的语言。
{"title":"The role of the background languages in L3 vocabulary acquisition: The Cumulative Enhancement Model and Typological Similarity Model","authors":"F. Sadouki","doi":"10.33422/etconf.v1i1.29","DOIUrl":"https://doi.org/10.33422/etconf.v1i1.29","url":null,"abstract":"The present study sheds light on cross-linguistic influence in third language learning, and it aims to explore the role of the previously acquired languages in third language acquisition and test the Cumulative Enhancement Model (Flynn et al, 2004) and Typological Similarity Model (Rothman, 2011). The CE Model supports the facilitation role of the previously acquired languages (L1 and L2) during the learning process of a third language (L3). The participants of this study are 35 middle school students who have Arabic as a first language, French as a second language, and they are learning English as a third language. A multiple-choice translation task that aims to test the participants’ knowledge of the non-native language they learn, in addition to a text in L3 in which they have to translate into their L1 and L2. The findings showed that participants transfer from the more typologically similar language (i.e. French) due to the typological similarity, which gives evidence for the Typological Similarity Model in which learners use the languages that is typologically similar to L3 at early stages of L3 acquisition.","PeriodicalId":240185,"journal":{"name":"Proceedings of The World Conference on Education and Teaching","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123806485","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}
Turnitin has been operating for over 20 years checking plagiarism in student assessments and giving feedback to improve student writing skills and encourage originality, and over the years the use of Turnitin has been published mainly by lecturers and teachers. Thus, the main objective was to understand and determine the underlining viewpoint of students towards Turnitin as a submission, marking, and feedback tool in higher education. The research involved identifying the benefits and drawbacks of Turnitin as an electronic submission, marking, and feedback tool for students, determining the effectiveness of Turnitin tools for lecturer feedback and identifying the possible implications of Examsoft and Gradescope as marking and feedback tools. Due to the nature of this study, a quantitative approach was adopted with the use of a questionnaire. Data were collected from 51 students at Eduvos from different academic levels and analysed through descriptive statistics using graphs. The results showed that students in South Africa experience benefits of Turnitin such as accessibility and convenience as electronic tools, convenience view for grades, and clear originality reports. The drawbacks were: loss of work after submission, issues with file upload size, negative marking due to no feedback, restricted file types for submission, identification of false positives, and no section for late submissions. It was also evident that the effectiveness of lecturer feedback tools differs per academic level. These findings can be used to enhance students’ academic experience as there were more drawbacks than benefits identified in the study.
{"title":"An evaluation of the use of Turnitin as a tool for electronic submission, marking, and feedback in higher education in South Africa: Students’ perspective","authors":"Dr. Kebashnee Moodley, Rindella Nhavoto","doi":"10.33422/etconf.v1i1.32","DOIUrl":"https://doi.org/10.33422/etconf.v1i1.32","url":null,"abstract":"Turnitin has been operating for over 20 years checking plagiarism in student assessments and giving feedback to improve student writing skills and encourage originality, and over the years the use of Turnitin has been published mainly by lecturers and teachers. Thus, the main objective was to understand and determine the underlining viewpoint of students towards Turnitin as a submission, marking, and feedback tool in higher education. The research involved identifying the benefits and drawbacks of Turnitin as an electronic submission, marking, and feedback tool for students, determining the effectiveness of Turnitin tools for lecturer feedback and identifying the possible implications of Examsoft and Gradescope as marking and feedback tools. Due to the nature of this study, a quantitative approach was adopted with the use of a questionnaire. Data were collected from 51 students at Eduvos from different academic levels and analysed through descriptive statistics using graphs. The results showed that students in South Africa experience benefits of Turnitin such as accessibility and convenience as electronic tools, convenience view for grades, and clear originality reports. The drawbacks were: loss of work after submission, issues with file upload size, negative marking due to no feedback, restricted file types for submission, identification of false positives, and no section for late submissions. It was also evident that the effectiveness of lecturer feedback tools differs per academic level. These findings can be used to enhance students’ academic experience as there were more drawbacks than benefits identified in the study.","PeriodicalId":240185,"journal":{"name":"Proceedings of The World Conference on Education and Teaching","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123279127","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}
In the context of economic globalization, nations all over the world are looking forward to activate participation in economic activities while maintaining clear national boundaries under the economic and ideological centrifugal force. The chairman of the People's Republic of China put forward the value concept of building a community with a shared future for mankind, and promoted people to work together. We discussed the function of patriotic education in materializing this concept via comparative analysis of related ideological phenomena in various temporal and geographic scope. Then we make a meta-analysis of the related research, identify some problematic tendencies in the current patriotic education, and propose suggestions for from three aspects including cognition, affection and pedagogical methods. This study enriches the understanding of the rational patriotic education, which is the foundation of the community with a shared future for mankind, where countries can develop together while upholding respective political and cultural characteristics.
{"title":"Research on Patriotic Education Based on a Community with a Shared Future for Mankind","authors":"Yimin Zhang, Huiying Zhou, Guojun Sheng","doi":"10.33422/etconf.v1i1.31","DOIUrl":"https://doi.org/10.33422/etconf.v1i1.31","url":null,"abstract":"In the context of economic globalization, nations all over the world are looking forward to activate participation in economic activities while maintaining clear national boundaries under the economic and ideological centrifugal force. The chairman of the People's Republic of China put forward the value concept of building a community with a shared future for mankind, and promoted people to work together. We discussed the function of patriotic education in materializing this concept via comparative analysis of related ideological phenomena in various temporal and geographic scope. Then we make a meta-analysis of the related research, identify some problematic tendencies in the current patriotic education, and propose suggestions for from three aspects including cognition, affection and pedagogical methods. This study enriches the understanding of the rational patriotic education, which is the foundation of the community with a shared future for mankind, where countries can develop together while upholding respective political and cultural characteristics.","PeriodicalId":240185,"journal":{"name":"Proceedings of The World Conference on Education and Teaching","volume":"86 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114021699","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}
This article explores the idea of using language reflection as a means of the developing critical thinking when studying German after English at a secondary general educational school. The optimization of the learning and the teaching process are considered.
{"title":"Language Reflection as A Means of Developing Critical Thinking When Studying German After English","authors":"Dubko Irina","doi":"10.33422/etconf.v1i1.30","DOIUrl":"https://doi.org/10.33422/etconf.v1i1.30","url":null,"abstract":"This article explores the idea of using language reflection as a means of the developing critical thinking when studying German after English at a secondary general educational school. The optimization of the learning and the teaching process are considered.","PeriodicalId":240185,"journal":{"name":"Proceedings of The World Conference on Education and Teaching","volume":"28 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131002181","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 : 2021-03-26DOI: 10.33422/etconf.2021.03.76
Ya-Chen Su
English language is being used as the medium of communication in a wide variety of international and intercultural settings. This implies that English language teaching should help students develop linguistic skills to communicate and enhance intercultural understanding, which has placed a new demand on teachers. The purposes of the study are to develop an understanding of Taiwanese English language teachers’ (1) beliefs about English as a Foreign Language (EFL) and intercultural learning and (2) difficulties they face in incorporating intercultural learning into their teaching practices. Data were collected by teacher questionnaire surveys and interviews. Fifty EFL high school teachers in Tainan City participated in this study, 25 of which agreed to participate in interviews and be observed in their classrooms. Results found that these teachers are willing to achieve intercultural learning objectives. But in reality, they rely heavily on textbooks for their teaching and devote most of their time to language teaching rather than cultural teaching.
{"title":"EFL High School Teachers’ Beliefs about Intercultural Learning in Taiwan","authors":"Ya-Chen Su","doi":"10.33422/etconf.2021.03.76","DOIUrl":"https://doi.org/10.33422/etconf.2021.03.76","url":null,"abstract":"English language is being used as the medium of communication in a wide variety of international and intercultural settings. This implies that English language teaching should help students develop linguistic skills to communicate and enhance intercultural understanding, which has placed a new demand on teachers. The purposes of the study are to develop an understanding of Taiwanese English language teachers’ (1) beliefs about English as a Foreign Language (EFL) and intercultural learning and (2) difficulties they face in incorporating intercultural learning into their teaching practices. Data were collected by teacher questionnaire surveys and interviews. Fifty EFL high school teachers in Tainan City participated in this study, 25 of which agreed to participate in interviews and be observed in their classrooms. Results found that these teachers are willing to achieve intercultural learning objectives. But in reality, they rely heavily on textbooks for their teaching and devote most of their time to language teaching rather than cultural teaching.","PeriodicalId":240185,"journal":{"name":"Proceedings of The World Conference on Education and Teaching","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132881016","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}
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