<p>The implementation of digital technology changes the way how language is learned, and it enables various communication and interaction methods, both in and out of the classroom. This opens up new opportunities to increase student motivation which, as a consequence, facilitates better outcomes in foreign language acquisition. This research was conducted by using a questionnaire compiled by the authors of this paper. The participants of this research were students of philological and non-philological study programs who had been learning the French and Italian languages at Croatian universities (<em>N=</em>206). The aim of the research has been to develop and validate a scale for analyzing digital technology use in foreign language learning. The scale was used in order to analyze digital technology use in learning the French and Italian languages. The level of respondents' digital competence and the level of their language proficiency was determined, and the correlation of these two variables with digital technology use was examined in the total sample and on two sub-samples included in this research. The contribution of this research is the design of a valid measuring instrument to analyze digital technology use in foreign language learning.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0552/a.php" alt="Hit counter" /></p>
The course and direction of development of maritime terminology on the eastern Adriatic coast followed the rhythm of socioeconomic changes and stronger or weaker trade relations with the Mediterranean countries, especially with the Italian maritime republics. Thus, the impact of foreign languages is greater in the maritime terminology than in any other field. Croatia, i.e. its coast, has through centuries been a part of various social and political systems. It was not before the mid 19th century that the national awareness and integrative tendencies became stronger, hence the need for education in the mother tongue. Thus began the systematization of the Croatian maritime terminology. Its development will be accompanied by the coexistence of the two terminology systems, standardized and colloquial terms. Colloquial terms are still widely used in the language of our seafarers and seaside population due to the centuries-long trade relations with the Mediterranean countries. This paper describes the circumstances leading up to the development of the maritime terminology in Croatia, France and Italy, countries that had dynamic trade relations and direct maritime contacts. The similarity among the Croatian maritime idioms, Italian dialects, and French terminology mostly dates back to the time of sailing, whereby the commands and terms for parts of ship, ropes and rigging stand out. For the selected colloquial terms that are still, more or less frequently, used in the eastern Adriatic coast, and that originate from the given time, it will be determined whether there are their equivalents in French and Italian in the 18th and 19th century sources (the period of an intensive contact among these countries).
Although online teaching had already been an educational standard at higher education institutions throughout the globe even before the onset of the COVID-19 pandemic, its history in Croatia was quite short. Its implementation depended on the educational policy of a concrete institution and the readiness of individual teachers to grapple with digital technology. The aim of this research, conducted in 2021 among Croatian university students, is to document and survey students’ perceptions about the features of French and Italian teaching in the context of emergency remote teaching. The correlations between the evaluation of students’ online teaching experience and their level of use of digital technology in foreign language learning, language proficiency level, digital competence and activity during the classes were examined. Also, the correlations between the features of online teaching and students’ level of digital technology use in foreign language learning, their language proficiency level, digital competence, the duration of language learning and their grades were examined. The results obtained for the French and Italian subsamples were compared. The contribution of this research is manifested through its practical implications for the improvement of the quality of foreign languages online teaching.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0258/a.php" alt="Hit counter" /></p>
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