This paper discusses the possibilities of employing the process of the blended learning of professional English through the Moodle platform. It discusses different theoretical approaches to language learning implemented within the Moodle platform and the associated cognitive domains according to Bloom's taxonomy. The paper focuses on examining the Moodle activities within the language learning framework along with the levels of each activity within the cognitive domain. These activities are implemented at the University North within a wide range of courses covering English for Professional Purposes aimed at the engineering education. The paper can serve as a framework for the possible applications of different Moodle elements in the teaching of English for Professional Purposes.
Ever since they first appeared, Learning Management Systems (LMS) have had an important role in higher education. Their role has proven to be of extreme importance in the teaching of the English language for Specific Purposes (ESP). The reason behind their importance lies in the fact that they help activate the six levels of the cognitive domain in Bloom's taxonomy, which then facilitates and enhances the process of language adoption for non-native speakers. As the article deals with the adoption of ESP in higher education, the emphasis is on the students' acquisition of vocabulary, which paves the way for them to enter the world of their chosen profession beyond the borders of their native language. We have thus narrowed down the area of our interest to three LMS activities connected to the ESP vocabulary acquisition -Glossary, Hot Potatoes, Wiki. Nowadays, students at various engineering departments use LMS in their ESP courses, and hence, a case study approach has been examined in terms of their use of the above-mentioned activities and the advances students procure with the help of the system.
In the recent years, gamification has become an increasingly popular way to improve student engagement and motivation in the classroom. Nevertheless, when it comes to language learning, gamification is still only being introduced both to the teachers and students, which is why there is a lack of research on the benefits gamification brings to the acquisition of English as a Foreign Language (EFL). Therefore, through a systematic overview of the existing academic literature, this paper aims to research the benefits offered by the gamified learning approach in the world of language learning. Literature searches were conducted in the Scopus database, which was chosen due to the fact that it indexes all other potentially relevant databases, such as ACM, IEEE, Springer, DBLP Computer Science Bibliography, and the AIS Electronic Library. Using only one comprehensive database instead of conducting searches in various repositories was preferred in order to increase the rigor and clarity of data gathering. Since the research field is a still a new one, it was deemed necessary to analyze the ways in which researchers approach the subject. Hence, emphasis was put on empirical papers and the underpinning theoretical frameworks, methodologies, implemented tools and educational levels analyzed in them. Finally, the paper comes to the conclusion that gamification brings invaluable advantages to language learning courses in higher education, but there is a strong need to dwell deeper into the world of gamification and language acquisition in higher education. The existing research serves as a guideline for carrying out a new, case-study-based approach on students enrolled in a language course at a university level.
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