Promoting Azerbaijani Students’ Intercultural Competence through Distance Education of Foreign Languages

Imanova, Sevda

doi:10.24093/awej/vol12no3.16

Cited by 5 publications

(3 citation statements)

References 5 publications

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“…Research on innovative foreign language learning strategies has revealed a number of positive strategies, so such strategies can be used by weaker students who are trying to improve their learning. A foreign language teacher with the goal of teaching his students how to use language learning strategies should learn more about the students, their interests, motivations, and learning styles (Imanova, 2021). He or she can examine the foreign language learning strategies that students have chosen and use by observing their behavior in class (Doghonadze, Aliyev, Halawachy, Knodel & Adedoyin, 2020).…”

Section: Discussionmentioning

confidence: 99%

Forecasting the prospects for innovative changes in the development of future linguistic education for the XXI century: the choice of optimal strategies

2022

FeD

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The paper analyzes orientations and research tools in the field of linguistics, namely the development of linguistic education, general themes and strategies, specific scientific orientations, as well as some aspects of the institutional structure where it develops. The perspective of the topics analyzes the general strategies that have already been defined by scientific thought or are still in their developmental stage and proposes their own strategies for foreign language learning. The transition to an information society has caused a paradigm shift in the gravity and role of language knowledge in society. With the regard to educational knowledge, the paradigm change can be summarized as follows: there has been a transition from the educational model characteristic of modern pedagogy to the educational model of postmodern pedagogy, which involves mainly quality learning, through a comprehensive approach, integrating the learning content at the project level of a certain learning type to achieve the ideal of learning and universal development of a holistic person. This paradigm shift is associated with the affirmation of the triad of the learning educational model: lifelong learning, self-education, and full use of educational opportunities. The paper emphasizes the importance of foreign language learning strategies in the aspect of foreign language learning and teaching. One summarizes that the context of strategies and concepts of foreign language learning describe the taxonomy of innovative strategies, consider the role of the teacher in learning and development of future linguistic education.

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Section: Discussionmentioning

confidence: 99%

Forecasting the prospects for innovative changes in the development of future linguistic education for the XXI century: the choice of optimal strategies

2022

FeD

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“…Its goal was to evaluate how Algerian EFL teachers perceived the concepts of culture and intercultural competence in ELT contexts. Imanova (2021) studied the advantages and disadvantages of promoting intercultural competence in foreign language learning. This study specifically focused on learning a foreign language through distance education within the context of higher education in Azerbaijan.…”

Section: Intercultural Competence and Educationmentioning

confidence: 99%

Massive Open Online Courses and intercultural competence: analysis of courses fostering soft skills through language learning

et al. 2023

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This paper aims to survey language teaching MOOCs that promote intercultural competence (IC). Specifically, the survey aims to identify the keywords most relevant to MOOCs with IC components, the languages taught, the offering countries, and the embedded soft skills. The selection of keywords is important because they can indicate connection between different disciplines. After trialing a broader set of keywords in several rounds of initial search, we identified five keywords that are the most relevant to language education with IC components on MOOCs: culture, intercultural, cross culture, multi culture, and society. Then courses with these five keywords on language learning are selected for further analysis. The results are summarized as follows: (1) Most language teaching MOOCs are found under the keyword “culture,” indicating a strong connection between language education and intercultural communication; (2) In terms of the target languages and the offering countries, it is found that English, Chinese, and Spanish are the major languages widely taught in the context of intercultural competence; China, United States, and Ireland are the three countries which offer the highest numbers of MOOCs in this respect; United States, United Kingdom, and Australia are the three countries which offer the highest numbers of MOOCs of different languages. The results indicate that a limited number of languages and offering countries dominate the language learning MOOCs. The study calls for a plurality of languages and cultures to be taught through MOOCs, making more diversified knowledge systems accessible to global audiences. (3) The language teaching MOOCs not only focus on language but also aim to foster five types of soft skills (language learning skills, communication skills, business and entrepreneurship skills, career development skills, and cultural development skills), suggesting that intercultural competence and its related soft skills are usually important components embedded in such MOOCs courses.

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“…In building an educational program, each higher education institution is based on achieving the main goal -training highly qualified personnel who can create competitive products. Education always responds to the changing economy and market demands to train relevant specialists (Imanova, 2021). In such conditions, teachers should not just provide basic professional knowledge.…”

Section: Introductionmentioning

confidence: 99%

Development of Students' Professional Skills and Institutions of Higher Education during the Pandemic

Kubitskyi¹,

Pavelkiv²,

Yatsyk³

et al. 2023

JCT

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The article is devoted to evaluating the pedagogical process of students' professional skills development during the pandemic. The study aims to investigate the formation of students' professional skills and determine their level of studying during a pandemic. The author's team surveyed to obtain empirical data on students' professional skills development. Surveying students and teachers were carried out during distance learning during a pandemic. The questionnaire results show the advantages and disadvantages of distance learning from the student's point of view. It is essential for education, built on a student-centered learning model. The main advantages of distance learning are a convenient schedule, combining study with work, acquiring new skills, the ability to do favorite things, and increasing motivation for self-education. Distance education's disadvantages in a pandemic include technical problems, including the lack of Internet, the difficulty of learning self-organization, and the low information and computer skills among students and teachers. The study results showed that students and teachers need support and motivation for distance learning.

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Promoting Azerbaijani Students’ Intercultural Competence through Distance Education of Foreign Languages

Cited by 5 publications

References 5 publications

Forecasting the prospects for innovative changes in the development of future linguistic education for the XXI century: the choice of optimal strategies

Forecasting the prospects for innovative changes in the development of future linguistic education for the XXI century: the choice of optimal strategies

Massive Open Online Courses and intercultural competence: analysis of courses fostering soft skills through language learning

Development of Students' Professional Skills and Institutions of Higher Education during the Pandemic

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