EFL Teacher's and Learners' Perspectives Towards ATODJ

Moladoust, Elahe

doi:10.4018/ijcallt.2014040103

Cited by 3 publications

(3 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Vocabulary teaching has always been a relevant topic under the consideration of many researchers, who offer different modern technologies to optimize this process: (a) mobile technologies [13,14], (b) program Adelex [15], (c) story-sequencing task as a form of CMC (Computer-Mediated Communication) [16], (d) corpus technologies [17], social media sites [18], etc. With the outbreak of COVID-19 pandemic, universities face the challenge of requiring new approaches in EFL teaching, most educational institutes supported MS Teams in online learning as an effective solution for teaching and learning in the complicated situation of pandemic.…”

Section: Discussionmentioning

confidence: 99%

Linguodidactic potential of Microsoft Teams applications for teaching English vocabulary

Osipova

Bagrova

2021

SHS Web Conf.

View full text Add to dashboard Cite

The paper analyzes the existing research and case studies of using Microsoft 365 Teams (MS Teams) for educational purposes while teaching English as a Foreign Language (EFL) during distance learning in the midst of the Covid-19 pandemic and provides an introduction to the innovative use of MS Teams. The given article reveals some aspects of implementing Microsoft Teams applications (MS Teams apps) with a strong linguodidactic potential (Collaboard, WordClouds, Mindomo, Kahoot, Flipgrid, Quizlet, myQuiz, Fortune Cookie) in university students’ vocabulary teaching. The authors underline the methodological value of the abovementioned MS Teams apps and give some examples of the linguodidactic use of MS Teams apps in their own EFL teaching practice. Data were collected following the methods of theoretical analysis, the educational experiment was conducted following the empirical methods. The study provides an algorithm for a new way of teaching vocabulary to EFL students during distance learning and indicates which MS Teams apps can be used in terms of the stage of teaching vocabulary, exercise type, and activity type. As a result, the most optimal combination of using MS Teams apps to teach vocabulary during distance learning has been revealed: Collaboard, Mindomo (preparation) + Quizlet, WordClouds (presentation) + myQuiz, Kahoot (practice) + Flipgrid, Fortune Cookie (production).

show abstract

Section: Discussionmentioning

confidence: 99%

Linguodidactic potential of Microsoft Teams applications for teaching English vocabulary

Osipova

Bagrova

2021

SHS Web Conf.

View full text Add to dashboard Cite

show abstract

“…Tales grabaciones semanales deben ser espontáneas y deben tener como foco la fluidez, el intercambio de significados y la corrección lingüística. Una vez realizadas, son entregadas al profesor, quien las revisa y brinda inmediata retroalimentación individual a los estudiantes, a partir de sus necesidades y sobre elementos específicos acordados (Moladoust, 2014). Mediante métodos cualitativos se encontró que tanto los profesores como los estudiantes participantes en este programa, consideraron que los ATODJs fueron de gran ayuda para el desarrollo de la destreza oral (íbid).…”

Section: Estado De La Cuestiónunclassified

“…El primero de ellos es el trabajo de Moladoust (2014), en el cual 15 estudiantes iraníes de ELE utilizaron Diarios de Grabaciones de Diálogos Orales o ATODJs (Audiotaped Oral Dialogue Journals), como parte de su proceso de aprendizaje. Este método, introducido por Lanzaraton (2001), consiste en la grabación de producciones orales que los estudiantes realizan como una tarea extraescolar, a partir de un tema que ha sido introducido por el profesor.…”

Section: Estado De La Cuestiónunclassified

Diseño y evaluación de una intervención didáctica basada en aprendizaje móvil para mejorar la IO de estudiantes de ELE

Axelsson¹

2016

Epos : Revista De Filología

View full text Add to dashboard Cite

ResumenEl trabajo que aquí se presenta tiene como objetivo describir el diseño y la evaluación de una intervención didáctica basada en aprendizaje móvil (IDAM) y desarrollada con el fin de contribuir a mejorar la destreza de interacción oral (IO) de aprendices de español como lengua extranjera (ELE). Se inicia el artículo con una breve presentación del estado de esta área de investigación, a continuación se introduce el marco pedagógico de referencia y se describe el diseño mismo de la IDAM. Se presentan luego, sucintamente, los objetivos y el método del proceso de evaluación y, de manera detallada, los resultados de la misma. Se cierra el artículo con las conclusiones generales.Los aportes centrales del estudio están referidos, por una parte, a la efectividad del aprendizaje móvil para mejorar la destreza de expresión oral, área de investigación aún incipiente, y por otra, a las reacciones de los alumnos frente a la innovación educativa. La evaluación realizada muestra que la IDAM fue percibida como una forma de aprendizaje efectiva para desarrollar la destreza de IO. También pone en evidencia que, si bien esta innovación educativa implicó algunos retos y dificultades, se percibió como una experiencia positiva, entretenida y enriquecedora.Palabras clave: aprendizaje de lenguas asistido por dispositivos móviles; Interacción Oral; aprendizaje de ELE; innovación educativa en lenguas. AbstractThe purpose of the work presented here is to describe the design and the assessment of an instructional module that, based on mobile learning (IMML), was developed in order to improve the oral interaction of students of Spanish as a foreign language.A brief overview, regarding previous research into mobile assisted language learning, specifically aimed at developing speaking skills, is presented at the beginning this paper. The pedagogical frame of reference, followed by a description of the design of the instructional module, is outlined as well. The objectives, method and results of assessing this module are presented afterwards. The article is closed with the general conclusions. EPOS, XXXII (2016) págs. 263-282 EPOS, XXXII (2016) págs. 263-282 MERCEDES IDALITH LEÓN AXELSSON 264EPOS, XXXII (2016) págs. [263][264][265][266][267][268][269][270][271][272][273][274][275][276][277][278][279][280][281][282] The main contributions of this study are to show the effectiveness of mobile learning for improving verbal communication skills as well as the students' reactions to this type of educational innovation. The assessment showed that the students perceived IMML as an adequate methodology to develop their oral skills. It also showed that despite the fact that working with this module entailed some difficulties and was a challenge; it was above all a positive and instructive experience.Keywords: Mobile Assisted Language Learning MALL; oral interaction; Spanish as a foreign language; educational innovation in languages. INTRODUCCIÓNEste artículo está relacionado con dos grandes áreas del conocimiento. Una de ellas es la didáctica de...

show abstract

MALL and CALL Audiotaped Oral Dialogue Journal From Iranian EFL Learners' and Teachers' Perspectives

Moladoust

2018

Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching

View full text Add to dashboard Cite

This chapter investigates an effective example of tasks for mobile language learning attempting to mitigate the problem of lack of meaningful oral interaction in face-to-face settings. It examines audiotaped oral dialogue journals (ATODJs) as a MALL and CALL task from the EFL teachers' and learners' perspectives. The data gathered was 202 entries of ATODJs, using Bluetooth or email, from 15 female Iranian intermediate EFL learners. The teachers' and learners' evaluations of the whole program comprised of the qualitative part of the research. The results, a result of content analysis, revealed the merits, demerits, and challenges faced by the teacher and learners: ATODJs aided the learners to produce output, were effective for tasks concerning interaction and negotiation, involved meaningful interaction, involved the learners to a great extent, were fluency tasks, and assisted language learners' identity reconstruction. EFL teachers and materials developers are highly recommended to incorporate ATODJs into the language learning curriculum.

show abstract

EFL Teacher's and Learners' Perspectives Towards ATODJ

Cited by 3 publications

References 39 publications

Linguodidactic potential of Microsoft Teams applications for teaching English vocabulary

Linguodidactic potential of Microsoft Teams applications for teaching English vocabulary

Diseño y evaluación de una intervención didáctica basada en aprendizaje móvil para mejorar la IO de estudiantes de ELE

MALL and CALL Audiotaped Oral Dialogue Journal From Iranian EFL Learners' and Teachers' Perspectives

Contact Info

Product

Resources

About