Global Simulation: A Student‐Centered, Task‐Based Format for Intermediate Foreign Language Courses

Levine, Glenn S.

doi:10.1111/j.1944-9720.2004.tb02170.x

Cited by 61 publications

(63 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As far as motivation is concerned, findings seem to support the view expressed in many studies that project work results in enjoyment and sense of self-esteem (Levine, 2004). For some students with low performance, however, increased self-esteem seemed to last only for the duration of the project.…”

Section: Benefits From Project Worksupporting

confidence: 75%

“…Another reported benefit is improved language skills (Levine, 2004). Because students engage in purposeful communication to complete authentic activities, they have the opportunity to use language in a relatively natural context (Haines, 1989) and participate in meaningful activities which require authentic language use.…”

Section: Benefits Of Project Work In Second and Foreign Language Settmentioning

confidence: 99%

See 1 more Smart Citation

Vol. 2, No. 3, September 2009

ELT¹

2009

ELT

View full text Add to dashboard Cite

show abstract

Section: Benefits From Project Worksupporting

confidence: 75%

Section: Benefits Of Project Work In Second and Foreign Language Settmentioning

confidence: 99%

Vol. 2, No. 3, September 2009

ELT¹

2009

ELT

View full text Add to dashboard Cite

show abstract

“…English teachers' next preference concerned teacher training programmes in relation to the implementation of project-based teaching and collaborative work. The English teachers in the sample seem to acknowledge the benefits of project work in the teaching of English in foreign language settings, especially as regards the development of their self-esteem (Stoller, 2006), collaborative skills (Papagiannopoulos, Simoni & Fragoulis, 2000) and the improvement of language skills (Levine, 2004). The wish of many English teachers to be trained in this thematic area can also be attributed to the fact that many schools in Greece participate in programs (e.g.…”

Section: -40 41-50 >50mentioning

confidence: 99%

English Teachers’ Views and Attitudes toward Training Programmes in Innovative Teaching Practices and ICT: An Empirical Research

Areti.¹,

Fragkoulis²,

Valkanos³

2019

ijSciences

View full text Add to dashboard Cite

Developments in pedagogic science and technology, the rapid diffusion of the internet, as well as social changes, which mean less homogeneous classrooms than before, render necessary the ongoing training of English teachers so that they can keep up with changes. Teacher training programmes should be designed in such a way so as to be in line with teachers' needs. In this framework, in this paper we present the results of an empirical study on the attitudes of teachers of English as a foreign language in primary and secondary education toward teacher training programmes in innovative teaching practices, and more specifically the pedagogical use of Information and Communication Technologies (ICT) in education. The research results show that the majority of the teachers believe that teacher training programmes are instrumental in enriching the teaching process with innovative and modern teaching practices, which are essential in education, due to the changing social conditions, the developments in pedagogical science and the diffusion of ICT in society and education. Teachers also expressed their preference for participation in teacher training programmes that are practical in nature and help them deal with everyday problems they face in the classroom. The research results provide useful information to those engaged in the planning and implementation of teacher training programmes.

show abstract

“…In the domain of foreign language learning, games and simulations are not a recent fad and have been used since the 1980s and the emergence of the communicative approach (Coleman, 2002). The use of games and simulations in EFL, both digital and non-digital, has been widely documented (Crookall & Oxford, 1990;Dupuy, 2006;García-Carbonell, Andreu-Andrés & Watts, 2014;Levine, 2004;Magge, 2006;Naidu, 2007). However, they are coming into vogue again, as we are witnessing a rise in interest for using games in EFL, including adaptations of existing commercial games for the needs of foreign language courses.…”

Section: Game-based Learning -An Overviewmentioning

confidence: 99%

Game-Based Learning in English for Professional Purposes

Marković¹

2016

Proceedings of the International Scientific Conference - Sinteza 2016

View full text Add to dashboard Cite

This paper aims to explore the potentials of introducing game-based learning in English for Professional Purposes course at the tertiary level of education. It considers the possibilities of integrating an online business game in a taskbased experiential syllabus using simulation as its core technique. Simulations are seen as a viable, dynamic, communicative and learner-centered approach that enables creating the learning experience that resembles real-world professional experiences. By integrating language, content and skill development in meaningful and purposeful tasks that replicate workplace target tasks, simulations create an immersive and stimulating environment that fulfills the needs for competence, connectedness and autonomy, thus increasing learners' motivation."People learn a second language more successfully when they use the language as a means of acquiring information, rather than as an end in itself… …People learn a second language most successfully when the information they are acquiring is perceived as interesting, useful, and leading to a desired goal" (Richards and Rodgers, 2001: 207; 209).

show abstract

Global Simulation: A Student‐Centered, Task‐Based Format for Intermediate Foreign Language Courses

Cited by 61 publications

References 26 publications

Vol. 2, No. 3, September 2009

Vol. 2, No. 3, September 2009

English Teachers’ Views and Attitudes toward Training Programmes in Innovative Teaching Practices and ICT: An Empirical Research

Game-Based Learning in English for Professional Purposes

Contact Info

Product

Resources

About