The 21st century classroom is, with the necessary infrastructure, an environment much more developed than the traditional classroom. Since the purpose of a language is communication between people, both written and oral, the Internet has become an extraordinary resource for teaching and learning a foreign language. The Information and Communication Technologies (ICT) make it possible to accelerate the teaching and learning process, as they help students learn from a distance. In other words, they are an effective, fast and cheap way to acquire a new language, which is why it is gaining more or more attention. Nevertheless, traditional classroom still exists and functions with very effective results. The research conducted for the purpose of this paper shows how students perceive and evaluate both traditional and ICT supported learning of a foreign language in higher education environment, with the aim of discovering which of the two approaches students find more suitable for learning a foreign language.
Abstract:The use of ICT tools in traditional classrooms has become essential in recent years, due to the rapid introduction of new technological tools (tablets, smartphones), as well as new programs and applications that offer a huge number of possibilities applicable in teaching. The combination of traditional ways of teaching with the incorporation of (on-line) games, or "gamified activities" can prove to be a good strategy in foreign language teaching. As a relatively new pedagogical strategy, gamification implies the use of game elements and game design techniques in a non-game context, such as classroom. The tool that will be presented in this paper is Kahoot, an online free application accessible for the teachers of all subjects and suitable for foreign language classes. According to the students' responses, positive results of this gamifying application would be: increase of motivation, easiness of grammar or lexical revision, better acquisition of new structures, and maybe the most important: increase of positive relations with the teaching subject.
When we speak about new technologies and education, the first thing that comes to our mind is information and communications technologies or ICT. Technological progress and development of information systems have inevitably led to the incorporation of ICT in the teaching-learning methodologies. With the use of new digital educational content in our classrooms, temporal and spatial boundaries of those two processes have been transcended. However, teachers of foreign languages face the fact that the incorporation of ICT in the teaching procedure doesn't imply necessary improvement of knowledge and language skills of students. Therefore, it is essential to develop digital competences of both teachers and students, which will further ensure adjustment of teaching-learning process to modern circumstances. Hence, it is necessary to introduce and apply a new concept in the teaching methodology-"LTK-Learning Technologies Knowledge", which emphasizes the application of digital or virtual materials for the enhancement of teaching, learning and assessment. In this paper, we will propose certain useful guidelines and tools that can ensure proper application of ICT in our educational environment, thus improving students' knowledge and skills while learning a foreign language.
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