Interactive methods of teaching foreign languages in higher education institutions
DOI:
https://doi.org/10.20952/revtee.v13i32.14960Palavras-chave:
Interactive teaching methods, technology-enhanced language learning, Mobile learning, Mulmedia language learning, Socialized language learning, Gamified language learning.Resumo
This study investigates how family lineage descent groups influence the intergenerational transmission of education for the cohorts of 1940-1989 in the Democratic Republic of Congo (DRC). The study applies both transition matrix and intergenerational persistence (IGP) methods, using the father's years of schooling as a proxy for parental education. The findings suggest a pronounced steady persistence in education for the estimated mean regression coefficient over a period of 49 years. Moreover, results by gender indicate that intergenerational persistence in education has significantly decreased for males in recent cohorts but slightly increased for females. Furthermore, findings suggest that intergenerational persistence has been decreasing in matrilineal descent groups in recent cohorts, while increasing for the patrilineal descent groups. The study gives a good sense of the relationship between family lineage descent and intergenerational transmission of education in DRC. In addition, it indicates that there is both substantial upward and downward intergenerational education mobility in the country.
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Referências
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Arrosagaray, M., González-Peiteado, M., Pino-Juste, M., Rodríguez-López, B. (2019). A comparative study of Spanish adult students’ attitudes to ICT in classroom, blended and distance language learning modes, Computers & Education, 134, 31-40, ISSN 0360-1315, https://doi.org/10.1016/j.compedu.2019.01.016
Benta, D., Bologa, G., Dzitac I. (2015). University Level Learning and Teaching via E-Learning Platforms, Procedia Computer Science, 55, 1366-1373, ISSN 1877-0509, https://doi.org/10.1016/j.procs.2015.07.123.
Blyth, C. (2012). Opening up FL education with open educational resources: The case of Français interactif. In F. Rubio & J. Thoms (Eds.), Hybrid language teaching and learning: Exploring theoretical, pedagogical and curricular issues (pp. 196–218). Boston: Heinle Thomson.
Blyth, C. (2018). Immersive technologies and language learning. Foreign Language Annals, 51(1), 225-232.
Bodnar, S., Cucchiarini, C., Penning de Vries, B., Strik, H., & van Hout, R. (2017). Learner affect in computerised L2 oral grammar practice with corrective feedback. Computer Assisted Language Learning, 30(3–4), 223–246. doi:10.1080/09588221.2017. 1302964
Boa Sorte, P. (2020). Mark the correct answer? To whom? Deconstructing reading comprehension. Journal of Research and Knowledge Spreading, 1(1), 1-8.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters.
Çetinkaya, L., & Sutcu, S. S. (2018). The effects of Facebook and WhatsApp on success in English vocabulary instruction. Journal of Computer Assisted Learning, 34(5), 504–514. doi:10.1111/jcal.12255
Chen, C. M., Tan, C. C., & Lo, B. J. (2016). Facilitating English-language learners’ oral reading fluency with digital pen technology. Interactive Learning Environments, 24(1), 96–118. doi:10.1080/10494820.2013.817442
Dashti, E. (2020). Examining the relationship between unwillingness to translate and personality type of Iranian translation students. Journal of Research and Knowledge Spreading, 2020, 1(1), 1-10.
Drake, B. M.,Walz, A. (2018). Evolving Business Intelligence and Data Analytics in Higher Education. New Directions for Institutional Research, 39-52. doi:10.1002/ir.20266
Ebrahimi, M. A. (2020). Cultural value of translation of proverbs and synopsis. Journal of Research and Knowledge Spreading, 1(1), 1-10.
Fullagar, S. (2019). A physical cultural studies perspective on physical (in)activity and health inequalities: the biopolitics of body practices and embodied movement. Revista Tempos e Espaços em Educação, 12(28), 63-76.
Georgieva-Tsaneva, G., Bogdanova, G., Negoslav Subev, N. (2017). Characteristics of Interactivity and Using the Interactive Technologies in System North+. Digital Presentation and Preservation of Cultural and Scientific Heritage. Conference Proceedings. Vol. 7, Sofia, Bulgaria: Institute of Mathematics and Informatics – BAS, 133-142.
Haugh, M. (2017). Translation technology is useful but should not replace learning languages. The Conversation. Retrieved from https://theconversation.com/translation-technology-is-useful-but-should-notreplace-learning-languages-85384
Hsu, T. C. (2017). Learning English with augmented reality: Do learning styles matter? Computers & Education, 106, 137–157. doi:10.1016/j.compedu.2016.12.007
Huang, C. S., Yang, S. J., Chiang, T. H., & Su, A. (2016). Effects of situated mobile learning approach on learning motivation and performance of EFL students. Journal of Educational Technology & Society, 19(1), 263–276.
Hung, H. T. (2017). Clickers in the flipped classroom: Bring your own device (BYOD) to promote student learning. Interactive Learning Environments, 25(8), 983–995. doi: 10.1080/10494820.2016.1240090
Hwang, G. J., & Fu, Q. K. (2018). Trends in the research design and application of mobile language learning: A review of 2007–2016 publications in selected SSCI journals. Interactive Learning Environments, 27(4), 567–581.
Hwang, W. Y., Shadiev, R., Hsu, J. L., Huang, Y. M., Hsu, G. L., & Lin, Y. C. (2016). Effects of storytelling to facilitate EFL speaking using Web-based multimedia system. Computer Assisted Language Learning, 29(2), 215–241. doi:10.1080/09588221.2014. 927367
Institute for the Future. (2017). Future work skills 2020 report. Retrieved from https://www.iftf.org/futureworkskills/
Keane, T., Keane, W. F., Blicblau, A. S. (2016). Beyond traditional literacy: Learning and transformative practices using ICT. Education and Information Technologies, 21(4), 769-781. doi: https://dx.doi.org.ezproxy.uned.es/10.1007/s10639-014-9353-5
Kebble, P.G. (2017). Assessing Online Asynchronous Communication Strategies Designed to Enhance Large Student Cohort Engagement and Foster a Community of Learning. Journal of Education and Training Studies, 5(8), 92-100. doi: https://doi.org/10.11114/jets.v5i8.2539
Lee, S. M. (2019). A systematic review of context-aware technology use in foreign language learning. Computer Assisted Language Learning. doi:10.1080/09588221.2019. 1688836
Liakin, D., Cardoso, W., & Liakina, N. (2017). The pedagogical use of mobile speech synthesis (TTS): Focus on French liaison. Computer Assisted Language Learning, 30(3–4), 325–342.
Lin, C. J., & Hwang, G. J. (2018). A learning analytics approach to investigating factors affecting EFL students’ oral performance in a flipped classroom. Journal of Educational Technology & Society, 21(2), 205–219.
Liu, G. Z., Chen, J. Y., & Hwang, G. J. (2018). Mobile-based collaborative learning in the fitness center: A case study on the development of English listening comprehension with a context-aware application. British Journal of Educational Technology, 57(2), 305–320. doi:10.1111/bjet.12581
Liu, K. P., Tai, S. J. D., & Liu, C. C. (2018). Enhancing language learning through creation: The effect of digital storytelling on student learning motivation and performance in a school English course. Educational Technology Research and Development, 66(4), 913–935. doi:10.1007/s11423-018-9592-z
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52.
Moreno, V., Cavazotte F., Cavazotte, F., Alves I. (2016). Explaining university students’ effective use of e-learning platforms: Effective use of e-learning platforms. British Journal of Educational Technology, 48(4), DOI: 10.1111/bjet.12469
Nguyen, T. H., Hwang, W. Y., Pham, X. L., & Ma, Z. H. (2018). User-Oriented EFL Speaking through Application and Exercise: Instant Speech Translation and Shadowing in Authentic Context. Journal of Educational Technology & Society, 21(4), 129–142.
Okuno, T., & Hardison, D. M. (2016). Perception-production link in L2 Japanese vowel duration: Training with technology. Language Learning & Technology, 20(2), 61–80.
Pokrivcakova, S. (2019). Preparing teachers for the application of AI-powered technologies in foreign language education. Journal of Language and Cultural Education, 7(3), 135-153.
Rachels, J. R., & Rockinson-Szapkiw, A. J. (2018). The effects of a mobile gamification app on elementary students’ Spanish achievement and self-efficacy. Computer Assisted Language Learning, 31(1–2), 72–89. doi:10.1080/09588221.2017.1382536
Rolim, C. and Isaias, P. (2019). Examining the use of e‐assessment in higher education: teachers and students’ viewpoints. British Journal of Educational Technology, 50, 1785-1800. doi:10.1111/bjet.12669
Serrano, D. R., Dea‐Ayuela, M. A., Gonzalez‐Burgos, E., Serrano‐Gil, A., Lalatsa, A. (2019). Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning. European Journal of Education, 54, 273– 286. https://doi.org/10.1111/ejed.12330
Shadiev, R., & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching. Sustainability, 12(2), 524.
Shadiev, R., Hwang, W. Y., & Huang, Y. M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3–4), 284–303.
Shadiev, R., Hwang, W. Y., & Liu, T. Y. (2018). A Study of the Use of Wearable Devices for Healthy and Enjoyable English as a Foreign Language Learning in Authentic Contexts. Journal of Educational Technology & Society, 21(4), 217–231.
Slavuj, V., Mestrovic, A., & Kovacic, B. (2017). Adaptivity in educational systems for language learning: A review. Computer Assisted Language Learning, 30(1–2), 64–90.
Stewart, C., Wolodko, B. (2016). University Educator Mindsets: How Might Adult Constructive‐Developmental Theory Support Design of Adaptive Learning?. Mind, Brain, and Education, 10, 247-255. doi:10.1111/mbe.12126
Trigueros Rueda, Y. (2017). The influence of new technologies in foreign language learning. https://addi.ehu.es/bitstream/handle/10810/21431/GRAL_TriguerosRueda%2cY.pdf?sequence=1&isAllowed=y
Viktorov, L. V., Kocharyan, A. B., & Korotun, O. O. (2018). Information and communication technologies in foreign language education for the third age learners. Інформаційні технології і засоби навчання, (63,№ 1), 22-35.
Yang, Y. F. (2016). Self-directed learning to develop autonomy in an online ESP community. Interactive Learning Environments, 24(7), 1629–1646. doi:10.1080/10494820. 2015.1041402
Yukselturk, E., Altıok, S., & Bas¸er, Z. (2018). Using Game-Based Learning with Kinect Technology in Foreign Language Education Course. Journal of Educational Technology & Society, 21(3), 159–173.
Zekiye, Ö. Z. E. R. (2018). An investigation of prospective ELT teachers’ attitudes towards using computer technologies in foreign language teaching. Dil ve Dilbilimi Çalışmaları Dergisi, 14(1), 328-341.
Zhang, R., & Zou, D. (2020). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning, 1-47.
Zhu, E. (2017). Breaking Down Barriers to the Use of Technology for Teaching in Higher Education. To Improve the Academy, 26, 305-318. doi:10.1002/j.2334-4822.2008.tb00516.x
Arrosagaray, M., González-Peiteado, M., Pino-Juste, M., Rodríguez-López, B. (2019). A comparative study of Spanish adult students’ attitudes to ICT in classroom, blended and distance language learning modes, Computers & Education, 134, 31-40, ISSN 0360-1315, https://doi.org/10.1016/j.compedu.2019.01.016
Benta, D., Bologa, G., Dzitac I. (2015). University Level Learning and Teaching via E-Learning Platforms, Procedia Computer Science, 55, 1366-1373, ISSN 1877-0509, https://doi.org/10.1016/j.procs.2015.07.123.
Blyth, C. (2012). Opening up FL education with open educational resources: The case of Français interactif. In F. Rubio & J. Thoms (Eds.), Hybrid language teaching and learning: Exploring theoretical, pedagogical and curricular issues (pp. 196–218). Boston: Heinle Thomson.
Blyth, C. (2018). Immersive technologies and language learning. Foreign Language Annals, 51(1), 225-232.
Bodnar, S., Cucchiarini, C., Penning de Vries, B., Strik, H., & van Hout, R. (2017). Learner affect in computerised L2 oral grammar practice with corrective feedback. Computer Assisted Language Learning, 30(3–4), 223–246. doi:10.1080/09588221.2017. 1302964
Boa Sorte, P. (2020). Mark the correct answer? To whom? Deconstructing reading comprehension. Journal of Research and Knowledge Spreading, 1(1), 1-8.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters.
Çetinkaya, L., & Sutcu, S. S. (2018). The effects of Facebook and WhatsApp on success in English vocabulary instruction. Journal of Computer Assisted Learning, 34(5), 504–514. doi:10.1111/jcal.12255
Chen, C. M., Tan, C. C., & Lo, B. J. (2016). Facilitating English-language learners’ oral reading fluency with digital pen technology. Interactive Learning Environments, 24(1), 96–118. doi:10.1080/10494820.2013.817442
Dashti, E. (2020). Examining the relationship between unwillingness to translate and personality type of Iranian translation students. Journal of Research and Knowledge Spreading, 2020, 1(1), 1-10.
Drake, B. M.,Walz, A. (2018). Evolving Business Intelligence and Data Analytics in Higher Education. New Directions for Institutional Research, 39-52. doi:10.1002/ir.20266
Ebrahimi, M. A. (2020). Cultural value of translation of proverbs and synopsis. Journal of Research and Knowledge Spreading, 1(1), 1-10.
Fullagar, S. (2019). A physical cultural studies perspective on physical (in)activity and health inequalities: the biopolitics of body practices and embodied movement. Revista Tempos e Espaços em Educação, 12(28), 63-76.
Georgieva-Tsaneva, G., Bogdanova, G., Negoslav Subev, N. (2017). Characteristics of Interactivity and Using the Interactive Technologies in System North+. Digital Presentation and Preservation of Cultural and Scientific Heritage. Conference Proceedings. Vol. 7, Sofia, Bulgaria: Institute of Mathematics and Informatics – BAS, 133-142.
Haugh, M. (2017). Translation technology is useful but should not replace learning languages. The Conversation. Retrieved from https://theconversation.com/translation-technology-is-useful-but-should-notreplace-learning-languages-85384
Hsu, T. C. (2017). Learning English with augmented reality: Do learning styles matter? Computers & Education, 106, 137–157. doi:10.1016/j.compedu.2016.12.007
Huang, C. S., Yang, S. J., Chiang, T. H., & Su, A. (2016). Effects of situated mobile learning approach on learning motivation and performance of EFL students. Journal of Educational Technology & Society, 19(1), 263–276.
Hung, H. T. (2017). Clickers in the flipped classroom: Bring your own device (BYOD) to promote student learning. Interactive Learning Environments, 25(8), 983–995. doi: 10.1080/10494820.2016.1240090
Hwang, G. J., & Fu, Q. K. (2018). Trends in the research design and application of mobile language learning: A review of 2007–2016 publications in selected SSCI journals. Interactive Learning Environments, 27(4), 567–581.
Hwang, W. Y., Shadiev, R., Hsu, J. L., Huang, Y. M., Hsu, G. L., & Lin, Y. C. (2016). Effects of storytelling to facilitate EFL speaking using Web-based multimedia system. Computer Assisted Language Learning, 29(2), 215–241. doi:10.1080/09588221.2014. 927367
Institute for the Future. (2017). Future work skills 2020 report. Retrieved from https://www.iftf.org/futureworkskills/
Keane, T., Keane, W. F., Blicblau, A. S. (2016). Beyond traditional literacy: Learning and transformative practices using ICT. Education and Information Technologies, 21(4), 769-781. doi: https://dx.doi.org.ezproxy.uned.es/10.1007/s10639-014-9353-5
Kebble, P.G. (2017). Assessing Online Asynchronous Communication Strategies Designed to Enhance Large Student Cohort Engagement and Foster a Community of Learning. Journal of Education and Training Studies, 5(8), 92-100. doi: https://doi.org/10.11114/jets.v5i8.2539
Lee, S. M. (2019). A systematic review of context-aware technology use in foreign language learning. Computer Assisted Language Learning. doi:10.1080/09588221.2019. 1688836
Liakin, D., Cardoso, W., & Liakina, N. (2017). The pedagogical use of mobile speech synthesis (TTS): Focus on French liaison. Computer Assisted Language Learning, 30(3–4), 325–342.
Lin, C. J., & Hwang, G. J. (2018). A learning analytics approach to investigating factors affecting EFL students’ oral performance in a flipped classroom. Journal of Educational Technology & Society, 21(2), 205–219.
Liu, G. Z., Chen, J. Y., & Hwang, G. J. (2018). Mobile-based collaborative learning in the fitness center: A case study on the development of English listening comprehension with a context-aware application. British Journal of Educational Technology, 57(2), 305–320. doi:10.1111/bjet.12581
Liu, K. P., Tai, S. J. D., & Liu, C. C. (2018). Enhancing language learning through creation: The effect of digital storytelling on student learning motivation and performance in a school English course. Educational Technology Research and Development, 66(4), 913–935. doi:10.1007/s11423-018-9592-z
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52.
Moreno, V., Cavazotte F., Cavazotte, F., Alves I. (2016). Explaining university students’ effective use of e-learning platforms: Effective use of e-learning platforms. British Journal of Educational Technology, 48(4), DOI: 10.1111/bjet.12469
Nguyen, T. H., Hwang, W. Y., Pham, X. L., & Ma, Z. H. (2018). User-Oriented EFL Speaking through Application and Exercise: Instant Speech Translation and Shadowing in Authentic Context. Journal of Educational Technology & Society, 21(4), 129–142.
Okuno, T., & Hardison, D. M. (2016). Perception-production link in L2 Japanese vowel duration: Training with technology. Language Learning & Technology, 20(2), 61–80.
Pokrivcakova, S. (2019). Preparing teachers for the application of AI-powered technologies in foreign language education. Journal of Language and Cultural Education, 7(3), 135-153.
Rachels, J. R., & Rockinson-Szapkiw, A. J. (2018). The effects of a mobile gamification app on elementary students’ Spanish achievement and self-efficacy. Computer Assisted Language Learning, 31(1–2), 72–89. doi:10.1080/09588221.2017.1382536
Rolim, C. and Isaias, P. (2019). Examining the use of e‐assessment in higher education: teachers and students’ viewpoints. British Journal of Educational Technology, 50, 1785-1800. doi:10.1111/bjet.12669
Serrano, D. R., Dea‐Ayuela, M. A., Gonzalez‐Burgos, E., Serrano‐Gil, A., Lalatsa, A. (2019). Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning. European Journal of Education, 54, 273– 286. https://doi.org/10.1111/ejed.12330
Shadiev, R., & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching. Sustainability, 12(2), 524.
Shadiev, R., Hwang, W. Y., & Huang, Y. M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3–4), 284–303.
Shadiev, R., Hwang, W. Y., & Liu, T. Y. (2018). A Study of the Use of Wearable Devices for Healthy and Enjoyable English as a Foreign Language Learning in Authentic Contexts. Journal of Educational Technology & Society, 21(4), 217–231.
Slavuj, V., Mestrovic, A., & Kovacic, B. (2017). Adaptivity in educational systems for language learning: A review. Computer Assisted Language Learning, 30(1–2), 64–90.
Stewart, C., Wolodko, B. (2016). University Educator Mindsets: How Might Adult Constructive‐Developmental Theory Support Design of Adaptive Learning?. Mind, Brain, and Education, 10, 247-255. doi:10.1111/mbe.12126
Trigueros Rueda, Y. (2017). The influence of new technologies in foreign language learning. https://addi.ehu.es/bitstream/handle/10810/21431/GRAL_TriguerosRueda%2cY.pdf?sequence=1&isAllowed=y
Viktorov, L. V., Kocharyan, A. B., & Korotun, O. O. (2018). Information and communication technologies in foreign language education for the third age learners. Інформаційні технології і засоби навчання, (63,№ 1), 22-35.
Yang, Y. F. (2016). Self-directed learning to develop autonomy in an online ESP community. Interactive Learning Environments, 24(7), 1629–1646. doi:10.1080/10494820. 2015.1041402
Yukselturk, E., Altıok, S., & Bas¸er, Z. (2018). Using Game-Based Learning with Kinect Technology in Foreign Language Education Course. Journal of Educational Technology & Society, 21(3), 159–173.
Zekiye, Ö. Z. E. R. (2018). An investigation of prospective ELT teachers’ attitudes towards using computer technologies in foreign language teaching. Dil ve Dilbilimi Çalışmaları Dergisi, 14(1), 328-341.
Zhang, R., & Zou, D. (2020). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning, 1-47.
Zhu, E. (2017). Breaking Down Barriers to the Use of Technology for Teaching in Higher Education. To Improve the Academy, 26, 305-318. doi:10.1002/j.2334-4822.2008.tb00516.x
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2020-12-13
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Larysa, O. . A. ., Oksana, B. V. ., Olga, T. M. ., Olena, M. I. ., & Tetiana, P. D. . (2020). Interactive methods of teaching foreign languages in higher education institutions. Revista Tempos E Espaços Em Educação, 13(32), 1–15. https://doi.org/10.20952/revtee.v13i32.14960
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