Journal of E-Learning and Knowledge Society最新文献_第7页

Online Interaction in Teaching and Learning a Foreign Language: an Italian Pilot Project on the Companion Volume to the CEFR 外语教学中的在线互动:CEFR配套卷的意大利试点项目

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1618

Letizia Cinganotto

引用次数: 14

Targeting Language Ownership and Awareness with Authentic Uses of English 以英语的真实使用为目标，学习语言的所有权和意识

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1583

J. Aiello

引用次数: 0

Moving Towards a Revolutionary Change in Multilingual Education: does CLIL live up to the Hype? 迈向多语言教育的革命性变革:CLIL是否如其所言?

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1575

Magdalena Jiménez Naharro

引用次数: 0

Supporting EFL learners with a Virtual Environment: A Focus on L2 Pronunciation 用虚拟环境支持英语学习者:关注二语发音

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1444

J. Aiello, A. Mongibello

{"title":"Supporting EFL learners with a Virtual Environment: A Focus on L2 Pronunciation","authors":"J. Aiello, A. Mongibello","doi":"10.20368/1971-8829/1444","DOIUrl":"https://doi.org/10.20368/1971-8829/1444","url":null,"abstract":"The article discusses a pilot project that explored the implementation of a virtual environment for the improvement of English pronunciation, funded by the Italian Ministry of Education, University and Research (MIUR) as part of a wider e-learning program for Higher Education. A speech recognition software program, SpeechAce, was embedded within the e-learning course to provide live practice and feedback on pronunciation to 372 undergraduate students at the University of Naples “L’Orientale” in 2016-2017. The project team was composed by Professors of English Oriana Palusci and Katherine E. Russo, who designed and coordinated the project, and e-tutors Jacqueline Aiello and Anna Mongibello, who generated the online course on Moodle and monitored students’ activities. The virtual class was created to foster awareness of English sounds and to practice pronunciation, an area that is often neglected in the Italian education system due to the large number of enrolled students. This paper first describes the project in depth and draws on the quantitative analysis of the students’ performance in combination with authentic online listening input. Then, data collected in pre- and post-program questionnaires are analyzed to examine the impact of participation in the online project on self-perceived pronunciation proficiency and L2 self-confidence, and to unveil participants’ opinions and experiences in this virtual environment.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"19 1","pages":"95-108"},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74390369","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}

引用次数: 5

Classroom Action Research in Teaching English for Senior High School Students through Blended Learning in Kendari of Indonesia 印尼肯达里高中英语混合式教学课堂行动研究

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1579

Amri Tanduklangi, Asrun Lio, Alberth

引用次数: 5

Enhancing Language Awareness and Competence-building through a Fusion of Phenomenon-based Learning and Content and Language Integration 现象学习与内容语言整合相结合，增强语言意识和能力建设

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1617

D. Marsh, W. D. Pérez, Mariana Escárzaga Morales

引用次数: 3

Innovative STEM lessons, CLIL and ICT in multicultural classes 多元文化课堂中创新的STEM课程、CLIL和ICT

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1587

Elisabetta Schietroma

{"title":"Innovative STEM lessons, CLIL and ICT in multicultural classes","authors":"Elisabetta Schietroma","doi":"10.20368/1971-8829/1587","DOIUrl":"https://doi.org/10.20368/1971-8829/1587","url":null,"abstract":"This article aims to describe a number of scientific activities carried out efficiently and effectively in English, French, Spanish and Italian in High Schools. Cooperative and constructive methodologies in multicultural classes, the learner’s centrality, Information and Communications Technologies (ICTs) and laboratorial tasks are the core of these projects. Every student, regardless of their linguistic, conceptual and scientific background acquired and reorganized his/her knowledge learnt by doing in multilingual contexts. Working in pairs or small groups Italians and migrants were able to perform complex and demanding tasks and create valuable digital products. Integration and the acquisition of knowledge of STEM were promoted through the awareness of teenage and adult students’ language competences, their conceptual and linguistic repertoire, their learning style and their type of intelligence. Content and Language Integrated Learning (CLIL) proved to be a suitable approach to increase motivation, develop the key European competences and promote integration. A quadrilingual approach in teaching STEM was the first successful attempt to find a solution to some problems that usually arise in multicultural classes.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"21 4 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82913629","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}

引用次数: 11

Learning second language through restaurant menu dish names 通过餐厅菜单上的菜名学习第二语言

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1567

A. Graziano

{"title":"Learning second language through restaurant menu dish names","authors":"A. Graziano","doi":"10.20368/1971-8829/1567","DOIUrl":"https://doi.org/10.20368/1971-8829/1567","url":null,"abstract":"This article follows research carried out by the author on the semiotics and pragmalinguistics of restaurant menus. The context is a training experience about how to teach LSP (Language for Special Purposes) in a CLIL (Content and Language Integrated Learning) environment with teachers in Istituti Alberghieri. The final output is the compilation of a multilingual menu, in the shared conviction that a communicatively effective menu in different languages can enhance the quality of restaurants and make them successful with tourists. The “little texts” composing dish names prove to be interesting under the lexical and the syntactical viewpoints: these are the language levels playing the most significant role in the info-marketing strategies adopted by menus and the ones presenting the greatest difficulties in translating from Italian into French or English. A careful Error Analysis conducted on a corpus of a hundred menus from the Italian region of Lazio proves a successful scaffolding strategy and a practical metalinguistic tool to lead learners—CLIL teachers and students alike—to the production of their own menus, even more when combined with cooperative learning, gamification, graphic facilitators and… lots of fun!","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"20 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78842864","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}

引用次数: 1

The Second Generation of Feedback-based Learning Model (FBL-2g) for Quantitative Courses in Higher Education 高等教育定量课程的第二代反馈学习模式(FBL-2g

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-01-06 DOI: 10.20368/1971-8829/1521

Yaron Ghilay

{"title":"The Second Generation of Feedback-based Learning Model (FBL-2g) for Quantitative Courses in Higher Education","authors":"Yaron Ghilay","doi":"10.20368/1971-8829/1521","DOIUrl":"https://doi.org/10.20368/1971-8829/1521","url":null,"abstract":"The aim of the study was to examine the effectiveness of the second generation (2g) of Feedback-Based Learning model (FBL-2g) regarding quantitative courses in higher education. The intention was to examine students' views towards the model and check if there are differences between theoretical quantitative courses such as math or statistics and a computer course. The research was based on three samples of students (n1=28, n2=25, n3=19, n-total=72) who studied three quantitative courses based on the new model. All three course sites were prepared and managed by the same lecturer. Students were asked to fill out an online questionnaire to assess various characteristics of FBL-2g and its impact on their motivation and learning process. \u0000The study findings show that according to students' attitudes, FBL-2g is perceived as very effective for learning quantitative courses. All characteristics were highly rated as follows: Diagnosis, prognosis, student motivation and sense of belonging and the contribution to learning improvement. Therefore, it is recommended to support and train lecturers who teach quantitative courses in higher education so that they can use this model making a significant contribution to the students' motivation and learning.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"58 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72525773","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}

引用次数: 0

Story Stones for Telling Stories 讲故事的故事石

Journal of E-Learning and Knowledge Society Pub Date : 2019-01-01 DOI: 10.4135/9781526461650.n9

Liz Chamberlain

引用次数: 0