Integrating Information and Communication Technologies in English for Specific Purposes

Munoz-Luna, Rosa; Taillefer, Lidia

doi:10.1007/978-3-319-68926-5

Cited by 8 publications

(1 citation statement)

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“…Therefore, teaching English in technical universities requires special attention and this opinion is shared by numerous researchers (Goman, 2019;Trostinskaia et al, 2018;Muñoz-Luna & Taillefer, 2018). Also, the need for language teaching is determined by a number of reasons.…”

Section: Problem Statementmentioning

confidence: 99%

Cat And Lingvo Tutor Tools In Educational Glossary Making For Non-Linguistic Students

Vinogradova¹

2020

European Proceedings of Social and Behavioural Sciences

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Section: Problem Statementmentioning

confidence: 99%

Cat And Lingvo Tutor Tools In Educational Glossary Making For Non-Linguistic Students

Vinogradova¹

2020

European Proceedings of Social and Behavioural Sciences

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English for specific purpose through facilitated and nonfacilitated MOOCs: An analysis of the learners' perspectives

Safdar

Yasmin

Anwar

2020

Comp Applic In Engineering

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Massive Open Online Courses (MOOCs) have gained attention from learners and teachers across the globe, but high dropout rate is a matter of concern, which makes it imperative to understand the reasons. From the theoretical perspective that learners learn more effectively through collaborative and socially cohesive communities, this qualitative study is focused to understand how learners experience facilitated and nonfacilitated MOOCs. It attempts to explore learners' perspectives from two different groups of learners learning the same MOOC of English for journalism. One of the groups is facilitated for the first week of the course by instructors through face-to-face interactions, whereas the other is not. The perspectives of the learners from both groups regarding their experiences are analyzed through comparative and contrastive thematic analysis of the data collected through participant observation and semistructured interviews of focus groups selected through purposive sampling technique. Though learning the same ESP MOOC, the learners (18-35 in age; all of them university students), register partly similar and largely contrastive learning experiences across the facilitated and nonfacilitated MOOC environments. It is found that the learners, when facilitated, develop a stronger sense of belongingness, accountability, responsibility, peer competition, networking, and solution of issues, which results in retention of the learners. This study foregrounds the effectiveness of hybrid MOOCs, in terms of retention and satisfaction of learners.

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The Development of Creative Thinking in Engineering Students Through Web-related Language Learning

Vinogradova

Borisova

Kornienko

2021

Technology, Innovation and Creativity in Digital Society

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Integrating Information and Communication Technologies in English for Specific Purposes

Cited by 8 publications

References 0 publications

Cat And Lingvo Tutor Tools In Educational Glossary Making For Non-Linguistic Students

Cat And Lingvo Tutor Tools In Educational Glossary Making For Non-Linguistic Students

English for specific purpose through facilitated and nonfacilitated MOOCs: An analysis of the learners' perspectives

The Development of Creative Thinking in Engineering Students Through Web-related Language Learning

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