IMPROVEMENT IN FOREIGN LANGUAGE COMPETENCE THROUGH . - Hypotheses
IMPROVEMENT IN FOREIGN LANGUAGECOMPETENCE THROUGH DIDACTIC MINI-VIDEOSMª Dolores Castrillo de Larreta-Azelainmcastrillo@flog.uned.es& Elena Martín Monjeemartin@flog.uned.esUNED
Outline Background and motivationImplementation of active learning methodologies (EHEA)UNED’s virtual courses improvement Research goalDidactic mini‐videos for the improvement of foreign language competence? Research methodologyParticipants and procedures Data Analysis and Discussion Conclusions
Background and motivation UNED: Research Networks for Teaching Innovation New forms of tutoring adapted to the EHEA
The use of video for educationalpurposes: a proved tool forlanguage learning.Mini‐videos: the desirable length?Main objective:to measure the perception of thestudents in terms of effectivenessand language improvement.to assess the students’ adoption ofdifferent web conferencing andvideo‐recording tools.
Research methodologyMixed approach:qualitativequestionnaires as baseline&quantitativestudent tracking in virtual course
ParticipantsCourseNo.StudentsPercentageEnglish for Professional Purposes (Tourism)9353%Second Language I: French (Tourism)2514%Foreign Language II: Italian (English Studies)2213%Second Language II: Modern Greek(Tourism)00%and Foreign Language II: German (EnglishStudies)3420%
Timeline of the ProjectOctober 2012Beginning ofprojectNov.‐Dec. 2012Meetings ofteaching teamsto agree ondesign ofrecordingsDec. 2012‐Apr.2013‐Recording anduploading ofvideos ontovirtual courses‐Initialquestionnairesfor students &teachersMay 2013‐ Finalquestionnairesfor students &teachers‐ Conclusions &suggestions forfuture research
ActivitiesTeacher teams:Meetings, in‐house‐training,recording and uploading videos.Students:Videos watching
Data Analysis and Discussiondata obtained from four questionnaires:two for the teaching teams(one before and one after the activity)two for the students(likewise, one before and after).
Some results (1):Heterogeneity of approaches
Some results (2):Varying levels of previous experiencein recording and implementingteaching videosDisparity in the number of videosrecorded and made available to theexperimental group
Some results (3):Different criteria to choose the numberof videos“They correspond to especially difficult and/or relevant grammatical aspects coveredthroughout the didactic units.”“Since this subject will be taught for the first time in the academic year 2013‐2014,only a presentation video has been recorded.”“To make them correspond to the didactic units, having a general video for each unit(explaining the contents) and one dealing with a more specific issue (explaininggrammatical, lexical and pragmatic elements).”“There are a total of 6 didactic units: A video has been produced with the mainpoints of each.”
Some results (4):Length of the videos:40% 5 minutes100% of the teaching teamswould participate again
Some results (5):Students initial survey:(filled by 414)77% of those surveyed consider that audiovisualmaterials are the most adequate for language learning;however, only 6% claim to have used videos quitefrequently for their learning;40% claim to have learned “quite a lot” with this kind ofactivities before our experiment.
Some results (6):Students final survey: (completed by 174: 42%)
Some results (7):Students final survey:this project has contributed significantly to theirimprovement in:oral comprehension,reading comprehension andoral expression,and to a certain extent to their writtenexpression.
Some results (7):Students final survey:this project has contributed significantly to theirimprovement in:oral comprehension,reading comprehension andoral expression,and to a certain extent to their writtenexpression.
Some results (and 8):Students final survey:their grammatical knowledge has improvedandtheir lexis has enlarged.
Some Conclusions:students’ perception of their own improvementin language proficiencyenthusiastic reception of this initiative:students admitting it has increased their motivation and made them devote more time thanoriginally planned.
ReferencesBryman, A. (2006). Integrating quantitative and qualitative research: How is it done?.Qualitative Research, 6, 97‐113.Çakir, I. (2006). The use of video as an audio‐visual material in foreign language teachingclassroom. The Turkish Online Journal of Educational Technology, 5(4), article 9.Canning‐Wilson, C. (2000) Practical Aspects of Using Video in the Foreign LanguageClassroom. The Internet TESL Journal, VI(11). Retrieved from en, L., Manion, L. & Morrison, K. (2007). Research Methods in Education. Routledge:London.Grotjahn, R. (1987). On the methodological basis of introspective methods". In C. Faerch &G.Kasper (eds.), Introspection in Second Language Research, pp. 59‐60. Clevendon Avon,England: Multilingual Matters.Jeng, Y.L., Wang, K.T. & Huang, Y.M. (2009). Retrieving video features for languageacquisition. Expert Systems with applications, 36(3), 5673‐5683.
ReferencesLetón, E., Durbán, M., D’Auria, B. y Lee, D.‐J. (2009). Self learning minivideos throughInternet and mobile telephones: a help to the student in the Bologna process. EDULEARN 2009.http://www.iated.org/concrete2/paper detail.php?paper id 5950Letón, E., García, T., Prieto, Á. y Quintana, I. (2010). Diseño y elaboración de mini‐vídeosdocentes mediante “Conferencia On‐Line”. In Proceedings of the XV Congreso Internacional deTecnologías para la Educación y el Conocimiento. Retrieved /2010 cie el tg ap iq.pdfRobson, C. (2002). Real World Research: A Resource for Social Scientists and Practitioner‐Researchers. Blackwell Publishing: Oxford.Seliger, H.W. & Shohamy, E. (1990). Second language research methods. Oxford: OxfordUniversity Press.Wright, A. (1976). Visual Materials for the Language Teacher. Essex: Longman.
.THANK YOUIMPROVEMENT IN FOREIGN LANGUAGE COMPETENCE THROUGHDIDACTIC MINI-VIDEOSMª Dolores Castrillo de Larreta-Azelainmcastrillo@flog.uned.esUNEDStill 3 minutes? A SAMPLE VIDEO
emartin@flog.uned.es UNED. Outline Background and motivation Implementation of active learning methodologies (EHEA) UNED's virtual courses improvement Research goal Didactic mini‐videos for the improvement of foreign language competence? Research methodology Participants and procedures .
UNI 1 NATURA CIENC LEARN TOGETHER PRIMARY 3 33 LIN Competence in linguistic communication MST Competence in mathematics, science and technology DIG Competence in the use of new technologies LTL Competence in learning to learn SOC Competence in social awareness and citizenship AUT Competence in autonomous learning and personal initiative CUL Competence in artistic and cultural awareness
International Journal of English Language Teaching Vol.6, No.9, pp.27-33, December 2018 . to fulfill the learners' needs in learning language. Communicative competence means having 'a competence to communicate'. This competence can be oral, written or even non verbal. It is an inclusive term that refers to possessing the
Sparks, R. (2016). Myths about foreign language learning and learning disabilities. Foreign Language Annals, 49 (2), 252-270. Sparks, R. (2009). If you don’t know where you’re going, you’ll wind up somewhere else: The case of “foreign language learning disability.” Foreign Language Annals, 42, 7-26.
2. Self-assessment 2 Metacognition and self-regulation 2 Self-assessment of competence 4 Self-assessment accuracy 4 Self-assessment of driver competence 5 3. Assessing perceived competence 8 Constructs of perceived competence 8 A construct for perceived driver competence 9 Instrument development 10 4. Validity theory 12
American Sign Language is offered and accepted as a foreign language to fulfill high school and post-secondary language requirements. New Hampshire American Sign Language as a foreign language has never been proposed to the state legislature. However, some high schools and colleges offer American Sign Language and give academic credit.
I. Foreign Exchange Rate Determination The foreign exchange rate is the price of a foreign currency. As any other price, it is determined by the interaction of demand and supply for the foreign currency (FX). -FX is demanded to buy foreign goods and services (imports), and to buy foreign financial assets (capital outflows).
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