Virtual Learning Environment in Lexical Skills Development for Active Vocabulary Expansion in Non-Language Students Who Learn English

Volodarskaya, Elena; Grishina, Anna S.; Pechinskaya, L.I.

doi:10.1109/dese.2019.00077

Cited by 13 publications

(6 citation statements)

References 5 publications

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“…Modern society needs competent and active specialists who are able to independently solve production problems, who are ready to take responsibility for their implementation, who are able to clearly define the goals of their activities, predict options for achieving them, overcome difficulties, work in a team, that is, show leadership [2,3]. Now the task of higher professional education is to create conditions for students to show creative initiative, for maximum immersion of students in future professional activities.…”

Section: Introductionmentioning

confidence: 99%

Virtual project as a tool for leadership skills development

Kobicheva

2021

E3S Web Conf.

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The paper is dedicated to the investigation of international online project influence on students’ leadership skills development. The sample included 141 students who participated in the online X-culture project as a part of their professional discipline course. The research was carried out in the years 2019-2020. The students were surveyed every week during a 2-month length project. For the analysis, we used the answers of the first and the last surveys to determine the impact of the project. The results showed significant improvements in all indicators of Leadership skills that confirmed the positive influence of the X-culture project. Moreover, we conducted inter-views with ten random students to reveal the influencing factors of the project and define whether the project changes students’ behavior toward professional discipline learning. Students confirmed the positive influence of working in a virtual team on their communication skills and general motivation to study the professional discipline. Thus, we confirmed the importance of implementing project activity into the courses of professional discipline due to substantial influence on leadership skills development and higher engagement in the learning process.

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Section: Introductionmentioning

confidence: 99%

Virtual project as a tool for leadership skills development

Kobicheva

2021

E3S Web Conf.

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“…We need a qualitative transition from standard interlingual communication, implying translation activity, to translinguism, which implies full awareness of the context of communication, the ability to decode information in various communication situations [1][2][3]. In this regard, in modern linguodidactics, the problems of studying the contacts of languages and cultures, the regularities of the formation of a bi-and polylingual personality, the specifics of the simultaneous and sequential development of various linguocultures are actualized [4]. A new aspect of the study of this problem is fixed in the concept of "translinguism", which relatively recently entered the scientific circulation in various fields of humanitarian knowledge.…”

Section: Introductionmentioning

confidence: 99%

Application of translinguism in teaching foreign languages to students (specialty “Ecology”)

et al. 2021

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This article explores the concept of translinguism and its application in the educational environment. The authors have developed a learning model that includes flipped classroom, face-to-face classes, team work and project-based learning. The study involved 3rd year students (N=26) of Peter the Great St. Petersburg Polytechnic University (SPbPU), studying in the field of “Ecology”. During one semester (February 2020 - June 2020), students studied the discipline “Spanish” in English according to proposed methodology. The study examined the impact of the proposed model on the study of the Spanish language and the development of translational competence. For the analysis descriptive statistics and pairsamples Students’s t-test were conducted. Interviews were also conducted with students to analyze their perception of the new learning model. Generally, the overall quality of students’ Spanish knowledge improved. According to the descriptive results, students developed their translingual competence significantly. Thus, it can be assumed that the proposed learning model positively influenced students’ level of such competence. The results of the interview showed that students positively evaluate the proposed teaching model, and also consider it to be effective for learning Spanish and developing translingualism.

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“…To achieve interdisciplinarity in education, a contemporary approach is used: content and language integrated learning. This approach allows the study of two subjects within the same discipline, namely, professional and linguistic, which forms both linguistic competencies and professional competencies [2,3]. Content and language integrated learning is already used in a number of educational institutions in Europe [4], but most teachers and methodologists in Russia still do not fully Educ.…”

Section: Introduction 1backgroundmentioning

confidence: 99%

Assessment of the Application of Content and Language Integrated Learning in a Multilingual Classroom

et al. 2021

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(1) Background: based on the constantly increasing requirements for modern university graduates, we have developed an educational model that allows us to introduce content and language integrated learning into classes with a multilingual approach, which will allow students to use several foreign languages in the process of professional communication. The purpose of the paper is to evaluate the efficiency of a newly introduced integrated learning model from the perspective of students, to identify the impact of such a model on students’ professional discipline learning outcomes and to determine if the learning model contributes to an improvement in foreign language proficiency. (2) Methods: for our research we used qualitative and quantitative data from students’ records of professional discipline and Spanish testing, as well as surveys and interviews on proposed learning model efficiency. Two groups of students took part in the experiment (N = 23 and N = 24). (3) Results: results on students’ Spanish proficiency showed that the proposed learning model had a positive influence. Students from the experimental group got higher results on Listening, Reading and Speaking. According to results on professional discipline, both groups achieved approximately equal scores. Moreover, students described such a proposed learning model as efficient and progressive, giving a lot of advantages. (4) Conclusions: the experiment conducted confirmed the efficiency of the proposed learning model. In conclusion, it can be recommended for the realization of a multilingual approach, as well as the learning of a professional discipline.

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Virtual Learning Environment in Lexical Skills Development for Active Vocabulary Expansion in Non-Language Students Who Learn English

Cited by 13 publications

References 5 publications

Virtual project as a tool for leadership skills development

Virtual project as a tool for leadership skills development

Application of translinguism in teaching foreign languages to students (specialty “Ecology”)

Assessment of the Application of Content and Language Integrated Learning in a Multilingual Classroom

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