Teaching listening comprehension through online academic lectures

Medvedeva, Olesya Dmitrievna; Andreeva, Svetlana; Krepkaia, Tatyana

doi:10.1088/1757-899x/940/1/012139

Cited by 6 publications

(7 citation statements)

References 15 publications

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“…Language has traditionally been considered as a significant factor of intercultural competence, but the proposed model suggests changing the traditional view of language as an ability of students [15,16,[55][56][57] to a multilevel system of multilingual space, into which they are embedded. Recognizing the big role of learning the country's language [20-22, 58, 59], special adaptation courses and pedagogical techniques [60][61][62][63][64][65] in the context of students' intercultural competence development, we left education outside the scope of this study, focusing on the multilingual space. Interaction with this space in many aspects becomes a challenge for international students.…”

Section: Discussionmentioning

confidence: 99%

Digital Solutions to the Problems of Chinese Students in St. Petersburg Multilingual Space

Bylieva

Krasnoshchekov

Lobatyuk

et al. 2021

Int. J. Emerg. Technol. Learn.

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Multilingual space is considered as one of the most important parts of the cultural environment that becomes a challenge for international students. The research ex-amined the multilingual space of St. Petersburg from the perspective of young people from China. Included observation, short interviews and analysis of Chi-nese freshmen essays serve as a source for the formation of a database of multi-lingual objects of everyday life of Chinese students and reveal language problems as the main challenges in the city multilingual space for a foreigner. The authors proposed an approach dividing the multilingual space of the city into space of communication and the "physical space of the language", existing vertically in three levels (city, university and personal areas). Expansion of the multilingual space at all levels due to the digital environment can significantly improve the language adaptation of students Although a coherent digital environment that provides the Chinese dimension to a multilingual environment does not yet exist. However, such elements as specially developed electronic guides and dictionaries, maps, augmented reality applications, communication platforms in social networks, etc. contribute to its future creation

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Section: Discussionmentioning

confidence: 99%

Digital Solutions to the Problems of Chinese Students in St. Petersburg Multilingual Space

Bylieva

Krasnoshchekov

Lobatyuk

et al. 2021

Int. J. Emerg. Technol. Learn.

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“…Дистанционная форма обучения непосредственно связана с необходимостью саморегуляции учебной деятельности. Исследования показывают, что треть опрошенных студентов, испытывающих проблемы с саморегуляцией, считают, что преподаватели не способствуют их адаптации к академической жизни [10]. Многие первокурсники сталкиваются с проблемами, связанными с адаптацией, ввиду отсутствия образовательной среды, выстроенной с учетом необходимости более эффективного общения с преподавателями и другими студентам [7; 11; 15].…”

Section: в связи с тем что переход к дистанционному обучению не был п...unclassified

Языковая Подготовка Студентов-Первокурсников В Условиях Дистанционного Обучения В Вузе

Karpovich¹

2021

Вестник Образования И Развития Науки Российской Академии Естественных Наук

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В связи с тем, что переход к дистанционному обучению не был планомерным, а произошел резко, ввиду ухудшения эпидемиологической ситуации, факторы, влияющие на скорость адаптации студентов-первокурсников в условиях дистанционного обучения и определение степени их влияния на психологическое состояние студентов на данный момент не достаточно изучены. Автор доказывает, что внедрение в образовательный процесс элементов педагогической поддержки, за счет создания дистанционной образовательной среды, располагающей к эффективному общению участников учебного процесса, поможет снизить состояние тревожности студентов и повысить эффективность их языковой подготовки. The transition to distance learning occurred abruptly, due to the deterioration of the epidemiological situation. The factors affecting the speed of adaptation of first-year students in distance learning and determining the degree of their influence on the socio-psychological state of students (stress level, degree of satisfaction with student life and study group’s psychological climate, the development of metacognitive strategies and increasing the ability to self-regulation) are not sufficiently studied at the moment. In the context of distance language training of first-year students a systematic approach can lead to high results by eliminating problems of academic adaptation, which are often expressed by such conditions as fear, shyness, anxiety, low self-esteem and lack of academic motivation. Pedagogical support performed through the creation of a distance learning educational environment can improve effective communication of participants in the educational process and help to reduce the state of anxiety, which will be beneficial to the successful mastering the discipline "Foreign Language".

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“…It should be noted that the pandemic that struck the world contributed to a breakthrough in the development of online technologies and online learning. Nowadays, most educational institutions have adopted new digital approaches to education and adapted their academic programs to digital transformations [14].…”

Section: Introductionmentioning

confidence: 99%

Digital Eco-Teaching and Eco-Learning in University Education

Amakhina¹,

Дмитриева²,

Sazonova³

et al. 2022

Вестник ГГНТУ. Гуманитарные И Социально-Экономические Науки

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The rapid development of online technologies and the ongoing changes in the educational system are highly topical issues at the moment. Most educational institutions have come up with new approaches and educational technologies, with a “connectivism approach”, mixed learning and BYOD technology being among them. The authors, who teach foreign languages, set a goal to study how the use of various messengers and applications affects the quality of classes. The authors used a new term - “eco-system”, which means a set of online services united around one topic. In this regard, they spoke about “eco-teaching” and “eco-learning” in higher education. They hypothesized that the use of resources of different online platforms promotes effective learning of a foreign language. To prove their hypothesis, the authors conducted an experiment in Peter the Great St. Petersburg Polytechnic University in the spring term of 2022. The students of the experimental division enjoyed eco-learning using different apps and messengers in their devices. The authors used theoretical (analysis and generalization of methodical literature), empirical (observation, experiment and interviewing) and mathematical (visualization and statistical calculation) research methods. The possibility of “eco-teaching” and “eco-learning” was considered as the IV (independent variable) of the experiment; the students’ academic results were considered as the DV (dependent variable). The obtained data allowed the authors to conclude that the use of the eco-system affected the academic performance of students and increased their satisfaction with the process of learning. Eco-teaching and eco-learning proved to be very promising in higher educational institutions.

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Teaching listening comprehension through online academic lectures

Cited by 6 publications

References 15 publications

Digital Solutions to the Problems of Chinese Students in St. Petersburg Multilingual Space

Digital Solutions to the Problems of Chinese Students in St. Petersburg Multilingual Space

Языковая Подготовка Студентов-Первокурсников В Условиях Дистанционного Обучения В Вузе

Digital Eco-Teaching and Eco-Learning in University Education

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