Pedagogical Strategies With Immersive Technologies for Teaching and Learning the Japanese Language

Abstract

The article addresses the choice of pedagogical strategies for application of immersive technologies in foreign language teaching and learning, using the Japanese language as an example. The authors defined and substantiated the main pedagogical strategies using immersive technologies: inquiry-based approach, project-based learning, mixed learning, flipped learning, mobile learning, game learning, joint learning, and independent learning. A study was conducted on the aspects of application of immersive technologies by 3rd year students of the Education and Research Institute of Philology of the Taras Shevchenko National University of Kyiv during their educational projects. The students’ attitude to pedagogical strategies using augmented and virtual reality was analyzed. It has been determined that it is difficult for students to apply these technologies, because they do not have enough experience of using them in language learning. Nevertheless, these tools significantly help them in the formation and development of research skills, digital competence, expand their ability to use information and communication technologies in learning Japanese. In our further research, we plan to actively implement augmented and virtual reality in the teaching of the Japanese language to students using basic pedagogical strategies, especially through the inquiry-based approach and project-based learning, combined with other applicable pedagogical strategies - such as blended learning, flipped learning, mobile learning, game-based learning, collaborative learning and self-directed learning.

Complex model of ICC development in formal and informal educational settings via SEL framework

“…When students learn they engage in different activities where they need to interact with each other, teachers, other staff members, and family members 43 . This requires a lot of cooperation, collaboration, and negotiation in various social situations 44 . According to Elias & Haynes 45 children with more advanced social and emotional skills are typically better adjusted to school and their classroom context which helps them to focus on academic tasks better when compared to children with more social and emotional challenges.…”