The provision of instruction in English as a foreign language (EFL) is constantly being extended to include ever younger learners. As one of the challenges for pre‐primary EFL instruction is the ...delivery of a sufficient amount of appropriate input, the main aim of this article is to investigate one potential source of such input, namely an animated television series, in terms of its linguistic features and its suitability for use in pre‐primary instruction. More specifically, the article examines a corpus of 88 episode transcripts of the Peppa Pig series. It analyses the extent to which the data contain linguistic features which can also be found in another corpus of spoken English. Following the analysis, recommendations for integrating the series into pre‐primary English instruction are presented.
Nauczaniem języka angielskiego jako obcego obejmowane są coraz młodsze dzieci. Ponieważ jednym z wyzwań w nauczaniu przedszkolnym jest zapewnienie uczniom kontaktu z językiem angielskim w odpowiednim wymiarze, głównym celem tego artykułu jest zbadanie jednego potencjalnego źródła takiego kontaktu, to znaczy animowanego serialu telewizyjnego. Badaniu pod względem cech językowych oraz przydatności w nauczaniu na tym poziomie poddany został korpus składający się z transkryptów 88 odcinków serialu Świnka Peppa. Badanie analizuje zakres w jakim dane z korpusu zawierają cechy językowe, które są również obecne w innym korpusie mówionej angielszczyzny. Po analizie przedstawione są sugestie odnośnie sposobu włączenia serialu w nauczanie języka angielskiego jako obcego na poziomie przedszkolnym.
Background
Despite a great deal of studies on blended language learning, synthesized empirical evidence of its effects on language performance is still lacking.
Objectives
To bridge the gap, this ...study aimed to meta‐analyse the effects of blended language learning on EFL learners' language performance.
Methods
Drawing on the framework of AT (Activity Theory), this paper reported results based on a meta‐analysis of the effects of blended language learning on EFL (English‐as‐a‐foreign‐language) learners' language performance with 43 valid effect sizes from 39 experimental and quasi‐experimental studies published during 2000–2021.
Results and Conclusions
The results showed that the overall effect size was significantly moderate for language performance, suggesting that blended language learning is more effective than traditional methods. The moderating effects of AT‐related moderators were analysed. The educational levels, intervention durations, geographic regions and software types were found to be significant moderators, while others did not find a significant moderating effect.
Implications
The results also provided some practical insights into the pedagogical implications for teachers, practitioners, and researchers in blended language learning.
Lay Description
What is already known about this topic
The facilitative effects and educational affordances of blended language learning have been well‐documented.
Existing studies have been helpful in affording insights into the use of blended language learning.
It is difficult to understand the effect size and potential moderators of blended language learning.
What this paper adds
Few studies to date published have directly and systematically meta‐analyse the use of blended language learning.
This study meta‐analyzes literature on blended language learning with respect to the framework of activity theory.
Blended language learning is found to be more effective than traditional methods.
Implications for practice
Pedagogical potentials of blended language learning should be encouraged to explore among EFL learners of different educational levels.
Educational affordances of blended language learning should be integrated into the curriculums depending on the educational needs and purposes.
Researchers should design the research with larger sample sizes and long‐term durations to increase the reliability of findings.
El siguiente trabajo es un estudio de caso de investigación cualitativa que tuvo como objetivo identificar las percepciones de los futuros docentes en formación en inglés sobre WhatsApp como recurso ...educativo para la enseñanza del idioma inglés en dos colegios públicos de Pereira, Colombia durante la pandemia del Covid-19. Los datos fueron recolectados a través de cuestionarios virtuales para conocer las reflexiones y experiencias durante la implementación de WhatsApp (WA) para orientar un curso de inglés. Los hallazgos revelan que WhatsApp ofreció a los futuros docentes la posibilidad de interacción, acceso a contenidos y materiales y promoción de la autonomía. Además, los hallazgos muestran algunas desventajas relacionadas con la conectividad, preocupaciones tecnológicas y diversas limitaciones experimentadas principalmente durante la pandemia de Covid-19.
The following paper is a qualitative research case study that intended to identify the perceptions of future English teachers about WhatsApp as an educational resource for teaching the English language in two public schools in Pereira, Colombia during Covid-19 pandemic. The data was gathered through virtual questionnaires to know the insights and experiences during the implementation of WhatsApp to guide an English course. The findings reveal that WhatsApp (WA) offered pre-service teachers the possibility for interaction, access to content and materials, and promotion of learners’ autonomy. Furthermore, findings show some downsides related to connectivity, technological concerns and diverse limitations mainly experienced during the Covid-19 pandemic.
Wie können Lehramtsstudierende besser auf ihren Beruf vorbereitet werden? Die explorative Studie befasst sich mit der Entwicklung und Evaluation einer universitären Professionalisierungsmaßnahme im ...Rahmen des Praxissemesters. Ziel ist es, angehende Lehrkräfte sukzessiv für die Planung und Durchführung von inklusivem Unterricht im Fach Englisch vor dem Hintergrund des Universal Design for Learning (UDL) und eines Planungsleitfadens zu qualifizieren. U.a. zeigt sich eine signifikante Steigerung der studentischen Selbstwirksamkeitserwartungen bezogen auf inklusive Unterrichtsgestaltung. Die Studie leistet einen ersten Beitrag zur Erforschung des Potenzials von inklusionsorientierten Professionalisierungsmaßnahmen vor dem Hintergrund des UDL im Fach Englisch. (DIPF/Orig.)
Service-Learning (SL) is an educative methodology that combines student’s pragmatic and inclusive learning, and benefits community. In addition, together with supervised physical activity (PA) and ...Total Physical Response (TPR) group games, it could make the foreign language learning more natural and effective. The main aim of this study is to analyse the effects of SL competences on university students of Primary Education specialised in English language teaching. The participants were students of the Faculty of Education and Sport Sciences, Campus of Melilla, University of Granada, and the course was Didactics of Literature for Children and Young People in a Foreign Language: English. The SL experiences of 14 students who offered services to migrants by Teaching English as a Foreign Language (TEFL) with TPR as a main tool, showed to the students a new pedagogical space and a break in traditional teaching practices. In conclusion, TPR-based SL is a useful methodology to teach English and obtain new perspective of TEFL. Moreover, PA is a tool that favours the development of academic, professional, and personal skills of university students of Primary Education specialised in English language teaching.
El Aprendizaje-Servicio (ApS) es una metodología que combina las experiencias de aprendizaje pragmáticas e inclusivas, al tiempo que se satisfacen las necesidades de la sociedad. Si a ello se le suma una práctica de actividad física (AF) controlada y juegos socializadores a través de la metodología de Respuesta Física Total (en inglés Total Physical Response, TPR), la adquisición de una lengua extranjera podría resultar más efectiva y natural. El objetivo principal de este estudio es el análisis de la adquisición de las competencias que el ApS produce en el alumnado universitario de la asignatura de la mención de inglés, Didáctica de la Literatura Infantil y Juvenil, en el Grado de Primaria de la Facultad de Ciencias de la Educación y del Deporte de Melilla de la Universidad de Granada. A partir de las experiencias de 14 estudiantes sobre la enseñanza del inglés como Lengua Extranjera (ILE) en un programa ApS con colectivo migrante a través de TPR se observa como estas metodologías suponen un espacio pedagógico nuevo para los docentes de inglés, y a su vez, la ruptura de una enseñanza tradicional. Del mismo modo, como resultado principal se puede constatar que el ApS aplicado al proceso de enseñanza y aprendizaje de la adquisición de una lengua extranjera, con la AF como instrumento, es una metodología que propicia el desarrollo de competencias académicas, profesionales y personales del alumnado universitario de la mención de Inglés del Grado de Educación Primaria.
This work highlights a popular form of volunteer tourism in Southeast Asia — Teaching English as a Foreign Language Volunteer Tourism (TEFL VT). Given the limited literature on this niche form of ...tourism, the purpose of this paper was to gain a better understanding of and differentiation between TEFL VT and TEFL jobs in Thailand based on analyzing the content of position advertisements. TEFL jobs were found to be predominantly long-term paid positions located in Bangkok that preferred college-educated native English speaking Western expatriates with teaching experience, whereas TEFL VT programs were primarily short-term, outside of Bangkok, and did not require teaching experience nor formal education beyond high school. TEFL VT programs were also less restrictive than TEFL jobs with regards to who could apply, required payment, involved activities outside of teaching, and focused not solely on students but also volunteer benefits while distancing themselves from the mass tourism industry.
•TEFL VT and TEFL job advertisements in Thailand differed based on description, qualifications, and benefits.•TEFL jobs were long-term, Bangkok based, paid, and restricted to experienced college-educated native English speakers.•TEFL job advertisements focused on teaching responsibilities and discouraged tourists from applying.•TEFL VT placements were short-term, outside Bangkok, included a variety of activities, and welcomed all applicants.•TEFL VT programs distanced themselves from mass tourism, required payment, and mutually benefited students/volunteers.
How can teacher training students be prepared better for their profession? This explorative study deals with the development and evaluation of a university-based professionalization measure in the ...context of the internship semester. The aim is to qualify prospective teachers successively for the planning and implementation of inclusive teaching in the subject English against the background of the Universal Design for Learning (UDL) and a planning guide. Among other findings, a significant increase in students' self-efficacy expectations related to inclusive instructional design was observed. The study makes a first contribution to researching the potential of inclusion-oriented professionalization measures against the background of the UDL in the school subject English.
Wie können Lehramtsstudierende besser auf ihren Beruf vorbereitet werden? Die explorative Studie befasst sich mit der Entwicklung und Evaluation einer universitären Professionalisierungsmaßnahme im Rahmen des Praxissemesters. Ziel ist es, angehende Lehrkräfte sukzessiv für die Planung und Durchführung von inklusivem Unterricht im Fach Englisch vor dem Hintergrund des Universal Design for Learning (UDL) und eines Planungsleitfadens zu qualifizieren. U.a. zeigt sich eine signifikante Steigerung der studentischen Selbstwirksamkeitserwartungen bezogen auf inklusive Unterrichtsgestaltung. Die Studie leistet einen ersten Beitrag zur Erforschung des Potenzials von inklusionsorientierten Professionalisierungsmaßnahmen vor dem Hintergrund des UDL im Fach Englisch.