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Journal articles on the topic 'Distance language education'

To see the other types of publications on this topic, follow the link: Distance language education.

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Akimova, Olga, Natalia Bobyreva, Olga Palutina, and Nadezhda Pomortseva. "Distance Language Education." Procedia - Social and Behavioral Sciences 199 (August 2015): 348–56. http://dx.doi.org/10.1016/j.sbspro.2015.07.558.

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2

Babb, Valorie, Ron Howard, and Ian McGrath. "Distance Education for Language Teachers." Modern Language Journal 80, no. 3 (1996): 401. http://dx.doi.org/10.2307/329450.

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3

Catterick, David. "Language learning in distance education." English for Specific Purposes 24, no. 2 (January 2005): 234–35. http://dx.doi.org/10.1016/j.esp.2003.11.007.

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4

Soldatov, Boris, and Natalya Soldatova. "Distance education didactic principles application in teaching." E3S Web of Conferences 273 (2021): 12031. http://dx.doi.org/10.1051/e3sconf/202127312031.

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The present article analyzes the distance teaching didactic possibilities for foreign language educational process organization. The authors consider the main foreign languages distance teaching components and describe the “Foreign language” academic discipline characteristic features. Moreover, the authors describe the distance learning specifics, taking language disciplines subject features into account, and provide a detailed analysis of the foreign languages distance teaching process components. The importance of various interaction means between a teacher and a student in the foreign language online learning process, including e-mail, Skype, Google Docs, Zoom, Teams and Moodle platforms, is stressed. The Moodle platform application is researched on the example of the language disciplines electronic test control organization at Russian Customs Academy Rostov branch and at Don State Technical University. The interactive methods application in foreign language online teaching is described on the example of classes held in the form of chats, web classes and webinars. The article describes an experiment conducted at Don State Technical University on the project technology application within the “Project Activity Fundamentals” discipline framework in the 1st-year “Linguistics” students’ groups. As a result of the project activities, projects-presentations were prepared in English on the topic “My career opportunities in the foreign languages field” and a course module for distance learning in the “Foreign language in the professional sphere” discipline for of non-language faculties students was presented. Basing on the distance teaching components analysis and the ways of their application, the authors arrived at the conclusion that carefully selected didactic tools ensure the organization, students ’ activities regulation and their language disciplines educational material content assimilation.

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Yelashkina, Natalya, and Oksana Kaverina. "Learning for Competence through Distance Education." SHS Web of Conferences 50 (2018): 01202. http://dx.doi.org/10.1051/shsconf/20185001202.

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The article focuses on the content components necessary for the formation of a special learning competence for distance-learning students. The authors propose their own interpretation of the constituents of the learning competence with due regard for the specificity of studying foreign languages by means of telecommunication technologies. Such components are to be considered in the context of the learner-centered paradigm. The content of the technology created includes knowledge of the essence and specificity of learning activities in foreign language acquisition. The article demonstrates a big variety of terms in the methodical literature. The authors describe learning skills and say that they are such ways of learning activities that do not directly constitute a mechanism for the formation of a communication competence, but rationalize this process. The article helps to understand that studying foreign languages with the help of telecommunications presents a number of difficulties and it is proved that learning competence remove the difficulties of distance learning. The article gives the important methodological provisions defining a role and the place of learning competence of a context of distance language learning.

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Lu, Dong, and Zhou Wu. "Internet Based Chinese Language Distance Education System." Advanced Materials Research 143-144 (October 2010): 457–61. http://dx.doi.org/10.4028/www.scientific.net/amr.143-144.457.

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Distance education is the process of creating an educational experience of equal quality for the learner to best suit their needs outside the classroom. The types of available technologies used in distance education are divided into two groups: synchronous and asynchronous. Synchronous technology is a mode of online delivery where all participants are "present" at the same time requiring a timetable to be organized. Distance education has long had trouble with testing. The delivery of testing materials is fairly straightforward, which makes sure it is available to the student and he or she can read it at their leisure.

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Isaeva, O. N., and S. V. Somova. "DISTANCE TECHNOLOGIES IN CONTINUOUS FOREIGN LANGUAGE EDUCATION." Современные наукоемкие технологии (Modern High Technologies), no. 5 2021 (2021): 175–79. http://dx.doi.org/10.17513/snt.38677.

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Douce, Christopher. "Editorial: Distance learning and language learning." Open Learning: The Journal of Open, Distance and e-Learning 36, no. 1 (January 2, 2021): 2–4. http://dx.doi.org/10.1080/02680513.2020.1863204.

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9

Nesterenko, Inna, and Viktoriya Pavlyuk. "PECULIARITIES OF DISTANCE FOREIGN LANGUAGE LEARNING." Scientific Journal of Polonia University 54, no. 5 (December 27, 2022): 67–71. http://dx.doi.org/10.23856/5409.

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The article defines distance learning as an appropriate way to reform education and increase learning effectiveness and introduce advanced educational systems. It is emphasized that distance learning is a new organization of education based on the use of both the best traditional methods of acquiring knowledge and new information and telecommunication technologies that have been adopted in education through online learning environments «platforms». It was emphasized that Skype and ZOOM are the most common platforms for conducting classes that are used today in Ukrainian educational institutions. The advantages and disadvantages of using distance learning in the process of learning foreign languages are highlighted. Among the main advantages, we named the following: a great chance to learn from home, pursue his choice of education at any time of his life, flexibility in a distance learning program, and others. The main disadvantages are as follows: the physical aspect of learning, students have to master a lot of theoretical materials on their own, lack of live communication, cheating, etc. The role of the teacher and students of higher education in the educational process is defined.

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10

Ypsilandis, G. S. "Feedback in Distance Education." Computer Assisted Language Learning 15, no. 2 (April 2002): 167–81. http://dx.doi.org/10.1076/call.15.2.167.8191.

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11

Davis, James N. "Distance Education and Foreign Language Education: Towards a Coherent Approach." Foreign Language Annals 21, no. 6 (December 1988): 547–50. http://dx.doi.org/10.1111/j.1944-9720.1988.tb01104.x.

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12

Bertiz, Yasemin, and Aslıhan Kocaman Karoğlu. "Distance Education Students’ Cognitive Flexibility Levels and Distance Education Motivations." International Journal of Research in Education and Science 6, no. 4 (September 19, 2020): 638. http://dx.doi.org/10.46328/ijres.v6i4.1022.

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This study was conducted to examine the relationship between distance education students’ cognitive flexibility levels and their distance education motivations. In the study, cognitive flexibility levels and distance education motivations were also investigated in terms of several variables (gender, age, computer and internet usage time, time spent weekly in distance learning environment and frequency of participation to synchronized classes). The participants of the study consisted of 615 students enrolled in the Turkish Language course which is carried out at a private university in Istanbul. Cognitive Flexibility Scale (Altunkol, 2011) and e-Learning Motivation Survey (Yıldırım, 2012) were employed for data collection. Study results revealed that there is a low level of positive relationship between cognitive flexibility levels of distance education students and their distance education motivations. Time spent in distance learning environment and the frequency of participation to synchronized classes are found as the factors that affect students’ distance education motivation. Computer usage time is found as the only factor that affects students’ cognitive flexibility level. There is not a significant relationship found between gender, age and internet usage time for cognitive flexibility and distance education motivation.

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Kolyada, Nataliya, Larisa Shapovalova, Yuliya Guz, and Ashkhen Melkonyan. "Distance Learning of a Foreign Language – Necessity or Future." International Journal of Emerging Technologies in Learning (iJET) 16, no. 04 (February 26, 2021): 167. http://dx.doi.org/10.3991/ijet.v16i04.18299.

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In order to effectively organize the educational process when teaching foreign languages remotely in the context of a pandemic, special technical, psychological, and pedagogical training is required to switch to this form of education. Thus, it is necessary to study the current state of distance learning in foreign languages, both in Russia and abroad, and analyze the prospects for the development of this form of education, taking into account factors that have a positive impact on the process of learning a foreign language. The purpose of the article is to identify the theoretical and methodological foundations of distance learning in foreign languages, analyze the factors that have a positive and negative impact on the process of learning a foreign language, and determine the role of a teacher who organizes the process of teaching foreign languages remotely. To solve the problems of the research, a set of research methods was used: system, historical, theoretical analysis and generalization of literature, questionnaires. Statistical data processing was carried out using Google services when conducting surveys used for analyzing and summarizing data, their graphical visualization the results Of a survey of students in one of the leading universities in Russia in the form of distance education revealed positive aspects about the introduction and implementation of distance learning, however, the data obtained on the quality of distance learning agreed, that "live" interactivity in the classroom with classmates and other participants in the educational process leads to the highest results of communicative teaching of foreign languages. As a result of the research on the quality and interest of students and undergraduates in distance learning, 180 students aged 18 to 25 years were interviewed. A retrospective analysis of the development of distance education in Russia and abroad revealed such facts that not all countries were ready to switch to this form of education during the pandemic. Based on the experience of working in the form of distance learning of foreign languages, this article offers the main ways and methods of teaching a foreign language that can be applied in international practice of teaching foreign languages remotely.

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Deregözü, Aysel. "The Use of Listening Comprehension Strategies in Distance Language Education." English Language Teaching 14, no. 10 (September 23, 2021): 62. http://dx.doi.org/10.5539/elt.v14n10p62.

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This study aims to examine the listening comprehension strategies used by foreign language learners who are learning languages through distance education. It also aims to explore how the use of listening comprehension strategies differs in terms of three variables, namely, gender, L2, and department majored. To do this, the Listening Strategy Inventory was administered to students attending English and German language classes through distance education at three state universities in Turkey. The data were collected during the 2020-2021 academic year. The study used quantitative analysis methods. The data were analyzed with descriptive statistics and the statistical analyses independent samples t-test. The findings revealed that students use listening comprehension strategies at a moderate level. The most commonly used listening comprehension strategies were those for while listening and nonverbal strategies, while learners use word-oriented strategies the least. The study also revealed statistically significant differences by gender in foreign language learners’ listening comprehension strategies, but no significant differences for department majored and L2 variables. It is recommended that individual differences be considered when teaching listening comprehension strategies to foreign language learners.

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15

Luz, Emeli Borges Pereira. "Pre-service language teacher training for distance education." Texto Livre: Linguagem e Tecnologia 11, no. 3 (December 26, 2018): 26–39. http://dx.doi.org/10.17851/1983-3652.11.3.26-39.

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ABSTRACT:This research questions whether English language teaching courses offered by Brazilian public universities equip the next generation of teachers with the necessary skills to teach via distance learning through online environments. The methodology used is quantitative in nature and considers 118 universities that offer English Language and Literature courses. Their curricula were analyzed solely to investigate if the courses offered any modules related to distance learning. Only four institutions propose entire modules that deal with distance education although they are elective. In order to propose an alternative to this issue, a suite of three modules related to technology, distance teaching and learning are presented. TPACK model was used as a guide to analyze the proposed modules. The development of the modules could establish a more solid and holistic pre-service teacher education, so that pre-service teachers can be prepared to teach in online and blended environments.KEYWORDS: pre-service training; distance education; TPACK; public universities. RESUMO:Esta pesquisa questiona se os cursos de ensino de inglês oferecidos por Universidades Públicas Brasileiras equipam a próxima geração de professores com as habilidades necessárias para ensinar via educação a distância através de ambientes online. A metodologia utilizada é de natureza quantitativa e considera 118 universidades que oferecem graduação em Língua e Literatura Inglesa. Os respectivos currículos foram analisados unicamente para investigar se os cursos ofereciam módulos relacionados ao ensino a distância. Apenas quatro instituições propõem módulos inteiros que lidam com educação a distância, embora sejam eletivos. Para propor uma alternativa a essa questão, é apresentado um conjunto de três módulos relacionados à tecnologia, ensino a distância e aprendizado. O modelo TPACK foi utilizado como um guia para analisar os módulos propostos. O desenvolvimento dos módulos pode estabelecer uma formação de professores pré-serviço mais sólida e holística, para que os professores possam estar preparados para ensinar em ambientes online e híbridos.PALAVRAS-CHAVE: formação pré-serviço; educação a distância; TPACK; universidades públicas.

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16

Williams, Sylvia, and Pramod Sharma. "Language acquisition by distance education: an Australian survey." Distance Education 9, no. 1 (March 1988): 127–46. http://dx.doi.org/10.1080/0158791880090111.

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Roe, Peter. "Distance education for language teachers: A U.K. perspective." System 25, no. 1 (March 1997): 116–18. http://dx.doi.org/10.1016/s0346-251x(97)89730-8.

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18

Makarova, Evgeniya Vldimirovna, and Kristina Yurievna Sanzharovskaya. "Distance learning technologies as a new stage of modern education." Social'naja politika i social'noe partnerstvo (Social Policy and Social Partnership), no. 12 (November 21, 2021): 899–905. http://dx.doi.org/10.33920/pol-01-2112-02.

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This article examines the problem of the formation of communicative and speech skills of students during the process of learning a foreign language through the use of distance technologies. The assessment of the current state of language education on the territory of the Russian Federation is given and the relevance of the use of distance learning forms at the present stage is presented in the article. The purpose of the study is to identify and develop the most effective methods and means of teaching foreign languages using ICT. The authors of the study have presented a number of techniques aimed at developing the communication skills of students on the basis of distance platforms, as well as multimedia tools and resources that are of significant value in the process of teaching a foreign language. The results of the study can be used both in practical pedagogical activities and in further research on the feasibility of using distance learning forms in modern language education.

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19

Marriott, Helen. "Expanding Japanese language provisions through distance education: The National Asian Languages Project." Japanese Studies 11, no. 3 (December 1991): 33–47. http://dx.doi.org/10.1080/10371399108521972.

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20

Ros i Solé, Cristina, and Joseph Hopkins. "Contrasting Two Approaches to Distance Language Learning." Distance Education 28, no. 3 (November 2007): 351–70. http://dx.doi.org/10.1080/01587910701611369.

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21

Ofulue, Christine I. "Literacy at a distance in multilingual contexts: Issues and challenges." International Review of Research in Open and Distributed Learning 12, no. 6 (October 7, 2011): 84. http://dx.doi.org/10.19173/irrodl.v12i6.981.

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<p>Literacy is perhaps the most fundamental skill required for effective participation in education (formal and non-formal) for national development. At the same time, the choice of language for literacy is a complex issue in multilingual societies like Nigeria. This paper examines the issues involved, namely language policy, language and teacher development, and the role of distance education and information and communication technologies (ICTs), in making literacy accessible in as many languages as possible. Two distance learning literacy projects are presented as case studies and the lessons learned are discussed. The findings of this study suggest that although there is evidence of growing accessibility to ICTs like mobile phones, their use and success to increase access to literacy in the users’ languages are yet to be attained and maximised. The implication of the lessons learned should be relevant to other multilingual nations that seek the goal of increasing access to learning and promoting development so as to harvest economic benefits.</p>

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22

Ergin, Demirali Yaşar, Hikmet Asutay, and Coşkun Doğan. "Distance Education Problems in Foreign Language Education During the Pandemic Period." Open Journal for Educational Research 6, no. 1 (June 30, 2022): 43–56. http://dx.doi.org/10.32591/coas.ojer.0601.04043e.

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The purpose of this research is to determine the difficulties experienced in foreign language education at the university due to the transition from face-to-face education to distance education due to the Covid-19 pandemic. The population of the research includes undergraduate and graduate students studying German and English (teaching-literature-translation) in the spring term of 2020-2021. The sample consists of 294 students from this population who answered the online survey. In the research, a questionnaire consisting of 5 personal information questions and the “distance education problems scale” developed by the researchers were used. The scale consists of 53 items in 6 subscales. The data were collected using the google academic survey on the internet. In addition to descriptive statistics, t-test technique was used for intergroup comparisons in the analysis of the data. Students of foreign language departments think that the distance education method is not successful in foreign language teaching.

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Teemant, Annela, Marvin E. Smith, Stefinee Pinnegar, and M. Winston Egan. "Modeling Sociocultural Pedagogy in Distance Education." Teachers College Record: The Voice of Scholarship in Education 107, no. 8 (August 2005): 1675–98. http://dx.doi.org/10.1177/016146810510700806.

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Increasing numbers of English as a second language (ESL) learners throughout the United States have created an urgent need for professional development for millions of teachers. Distance education offers an opportunity for high-quality professional development to be delivered to collaborative teams of teachers at local school sites. However, research has shown that effectively meeting the needs of second language learners requires sociocultural pedagogy. The challenge has been to develop an approach to distance education that attends to sociocultural perspectives of learning and models sociocultural pedagogy. In developing a bilingual/ESL endorsement program, teacher educators at Brigham Young University have met this challenge with the ProfessorsPlus model for sociocultural pedagogy in distance education. This article describes this innovative approach to distance education.

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Nichyi, Valentyna. "Peculiarities of teaching a foreign language in the conditions of distance learning." Current issues of social sciences and history of medicine 29, no. 1 (February 25, 2021): 82–85. http://dx.doi.org/10.24061/2411-6181.1.2021.248.

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The purpose of the article is to analyze the features of teaching foreign languages in higher education in the context of distance learning. To achieve this goal, the article uses the methods of theoretical analysis, critical analysis of scientific resources and scientific observation of the educational process. A comprehensive description of the application of these methods through the prism of foreign languages is the scientific novelty of the work. In the era of continuous informatization of society and education, in particular the use of modern computer technology, the Internet, multimedia and mobile communications in the educational process of higher education, has become a necessary condition for training and education of competent professionals and their future adaptation to working conditions. Therefore, educational institutions try to organize the educational process so as to provide students with full access to educational materials, using paper, electronic and multimedia media and access to Internet resources. In addition, the use of computer technology and the Internet, distance learning technologies significantly expands the range of potential students and allows to involve in education (including language) a wider range of students from abroad. Conclusions. Distance learning through computer telecommunication networks has broad prospects in the study of foreign languages. First of all, this advantage, in comparison, for example, with video and audio seminars, lies in the availability of operational feedback from teachers and students, with numerous training programs. Distance learning of foreign languages is a fairly effective form of learning a foreign language, aimed at the development of cognitive abilities, oral speech, foreign language thinking and full mastery of written foreign language communication.

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Kahn, Iffaf. "Second Language Distance Learning and Teaching." International Journal of Virtual and Personal Learning Environments 3, no. 1 (January 2012): 69–71. http://dx.doi.org/10.4018/jvple.2012010105.

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Andrade, Maureen S., and Ellen L. Bunker. "A model for self‐regulated distance language learning." Distance Education 30, no. 1 (May 2009): 47–61. http://dx.doi.org/10.1080/01587910902845956.

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Perrin, Michel. "VIFAX: learning a foreign language at a distance." Open Learning: The Journal of Open, Distance and e-Learning 7, no. 1 (February 1992): 48–49. http://dx.doi.org/10.1080/0268051920070106.

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Havrylenko, K. M. "Foreign language teaching in the system of distance education." Pedagogical sciences reality and perspectives, no. 78 (2020): 53–56. http://dx.doi.org/10.31392/npu-nc.series5.2020.78.11.

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ŞİRİN, Rıdvan, and Mehmet TEKDAL. "Students’ Views on English Language Courses Through Distance Education." Gaziantep University Journal of Social Sciences 14, no. 24224 (June 1, 2015): 323–35. http://dx.doi.org/10.21547/jss.256783.

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Tashpulatovna, Xushiyeva Nargis. "Teaching a foreign language in the system distance education." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 5 (2021): 964–68. http://dx.doi.org/10.5958/2249-7137.2021.01504.4.

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Ipek, Omer Faruk, and Zafer Ustunbas. "Applications Used in Distance Education for English Language Classrooms." JET (Journal of English Teaching) 7, no. 3 (October 5, 2021): 260–72. http://dx.doi.org/10.33541/jet.v7i3.3027.

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Integration of technology in the teaching/learning process has caused many changes in education in recent years. In addition, due to the pandemic that surrounded the world at the beginning of 2020, schools had to switch from face-to-face to distance education; therefore, the need for technology use and expansion of online applications became inevitable. As a result of this massive change in education and the emergence of online applications as language learning tools, this evaluation study investigates Edpuzzle, Flipgrid, Padlet, and Quizlet that are created as educational applications used in English language classes. The paper starts with the hegemony of technology in education and then continues with the evaluation of these online applications. Lastly how to use these applications effectively in English as a foreign language (EFL) classrooms is discussed. It can be reported that EDpuzzle can mostly be used for authentic video sessions; Flipgrid is effective on online speaking skills; Padlet is helpful with students’ writing skills, and lastly, Quizlet is beneficial for vocabulary teaching. It can be concluded that online applications are likely to result in effective assistance of learning and practicing both for language teachers/students and learning/teaching processes.

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Cheng, Liying. "Distance Language Teacher Education: New challenges for Hong Kong." Open Learning: The Journal of Open, Distance and e-Learning 15, no. 1 (February 2000): 5–16. http://dx.doi.org/10.1080/026805100115434.

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Lyman‐Hager, Mary Ann. "Multimedia and distance education in a foreign language programme." Open Learning: The Journal of Open, Distance and e-Learning 10, no. 1 (February 1995): 51–55. http://dx.doi.org/10.1080/0268051950100109.

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Üstün, Bilal, and Aysel Deregözü. "Distanced Language Education during the Pandemic from the Perspectives of Foreign Language Instructors." Advances in Language and Literary Studies 12, no. 5 (October 31, 2021): 30. http://dx.doi.org/10.7575/aiac.alls.v.12n.5.p.30.

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This study aims to examine the opinions of foreign language instructors who teach at preparatory classes through distance education during the pandemic. Based on this objective, five instructors working at a School of Foreign Languages at a state university in Turkey were interviewed and their opinions regarding the positive and negative aspects of distance language teaching were revealed. Moreover, the problems they faced, materials they used, and their willingness to teach through distance education after the pandemic were questioned. Qualitative research method was used in the study. The interviews were decoded and themes were determined. The themes and codes were organized and interpreted using the ATLAS.ti qualitative data analysis programme. The findings revealed four main categories: learning, student, teaching, and assessment and evaluation. Giving education without time and space restrictions, encouraging individual learning, fostering digital learning, and being economical were some of the positive aspects. As for negative aspects, it could be stressed that the instructors were not able to interact with the students adequately and, particularly, they were unable to teach and support the students’ speaking and writing skills at the desired level. From the findings, the use of distance education partially after the pandemic can be suggested as it offers various advantages of time, place, and economy to learners and teachers in education.

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I.I., Denysenko, and Tarasiuk A.M. "ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 118–23. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-17.

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The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

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I.I., Denysenko, and Tarasiuk A.M. "ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 118–23. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-17.

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The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

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Wang, Yuping, and Chengzheng Sun. "Internet-Based Real Time Language Education: Towards a Fourth Generation Distance Education." CALICO Journal 18, no. 3 (January 14, 2013): 539–61. http://dx.doi.org/10.1558/cj.v18i3.539-561.

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Evstigneev, Maxim N., and Ilona A. Evstigneeva. "Distance learning technologies in foreign language teaching." Tambov University Review. Series: Humanities, no. 190 (2021): 25–32. http://dx.doi.org/10.20310/1810-0201-2021-26-190-25-32.

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Modern distance learning technologies offer unique opportunities for organizing the educational process. In the world practice distance education occupies more than 60% of the educational services market. However in Russia distance education has so far remained in low demand. The forced transition to the distance learning format contributed to the revision of the methodic potential of distance learning technologies and distance learning in general. In view of this, teachers had a lot of questions regarding the organization of feedback with the training group, the transfer of educational materials to distance education platforms, the implementation of perfor-mance monitoring and much more. The issue of developing the competence of foreign language teachers has become particularly relevant in the pedagogical environment. Due to the lack of appropriate skills teachers had to adapt to the new educational conditions and completely rebuild the educational process. The formation of an educational environment with the use of distance learning technologies in teaching a foreign language is a time requirement that needs a modern solution to the tasks set. We consider the terminological apparatus on the topic of the problem under study, determine the advantages and disadvantages of using these technologies, the forms of organizing distance learning as well as the content of the competence of a foreign language teacher at a university.

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Boiko, Anna, Evgeniya Laskina, Olga Moisova, and Svetlana Marchenko. "Modern forms of foreign language distance learning in aquaculture." E3S Web of Conferences 363 (2022): 03037. http://dx.doi.org/10.1051/e3sconf/202236303037.

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This article is devoted to a rather relevant topic of the 21st century. The subject of the analysis of the article is distance learning. The object of this article is a comparative analysis of distance learning in different countries. In recent years, the use of modern technical means has become a popular phenomenon in education all over the world. Information educational technologies have been intensively developed and increasingly used in the daily educational process along with traditional forms of education in many countries of the world. In this article, we consider the use of distance education in different countries, which helps to expand access to education and training for everyone. The choice of the topic is due to the relevance and the need to study distance education as an innovative form of education from various points of view. The authors analyze the use of distance learning sampled in various countries. The theoretical significance of the study lies in the fact that the data obtained can contribute to the deepened study of distance learning. The practical significance lies in the fact that the data obtained can be used in the course of modern pedagogy and methodology, in special courses on the problems of modern education.

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Shulepova, Anastasia Viktorovna. "DISTANCE LEARNING OF FOREIGN LANGUAGES: A SOCIOLOGICAL ANALYSIS." Globus: psychology and pedagogy 7, no. 1(41) (March 19, 2021): 9–19. http://dx.doi.org/10.52013/2713-3060-1-41-3.

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The main purpose of this paper is to identify features of distance learning of foreign languages during the COVID-19 pandemic, as the imposition of lockdown has greatly affected the educational process, and distance learning has temporarily become the main form of education. The empirical evidence is based on the findings of the first-hand sociological research conducted in November-December 2020 among the population of Russia. Drawing on the obtained data, the author concludes that pandemic-boosted distance learning of foreign languages is generally a less preferable form of acquiring knowledge and skills compared to face-to-face language education.

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Shulepova, Anastasia Viktorovna. "DISTANCE LEARNING OF FOREIGN LANGUAGES: A SOCIOLOGICAL ANALYSIS." Chronos 6, no. 2(52) (February 13, 2021): 45–55. http://dx.doi.org/10.52013/2658-7556-52-2-11.

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The main purpose of this paper is to identify features of distance learning of foreign languages during the COVID-19 pandemic, as the imposition of lockdown has greatly affected the educational process, and distance learning has temporarily become the main form of education. The empirical evidence is based on the findings of the first-hand sociological research conducted in November-December 2020 among the population of Russia. Drawing on the obtained data, the author concludes that pandemic-boosted distance learning of foreign languages is generally a less preferable form of acquiring knowledge and skills compared to face-to-face language education.

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Sarnovska, Nataliia, and Maryna Antonivska. "ORGANIZING OF DISTANCE FOREIGN LANGUAGES TEACHING IN HIGHER EDUCATION ESTABLISHMENTS IN CURRENT CONDITIONS: PROBLEMS, METHODS, TECHNOLOGIES." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 199–203. http://dx.doi.org/10.36550/2415-7988-2021-1-192-199-203.

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The goal of teaching a foreign language in higher educational establishments in the context of the implementation of a competence-based approach is to form students’ communicative competence, which involves not only the development of speech skills and language skills, but also the assimilation of linguistic and cultural and socio-cultural knowledge. With the onset of 2020, people realized the need and relevance of information technology and, in particular, distance learning. This led to a significant change in the education strategy, the most important feature of which is the widespread use of various information technologies. At the moment, everyone uses Internet resources to carry out their activities at a distance. At the moment, due to the current situation in the country and in the world, the relevance of distance learning has become undeniable. The specificity of teaching foreign languages reveals both general problems of distance learning, as well as characteristic only for the discipline «Foreign language». With the decrease in study time, the problem of increasing the effectiveness of teaching arose, the solution of which is being addressed by teachers of foreign languages. Naturally, this entailed analysis and revision of curricula and plans, and, as a result, the search for new approaches and techniques to optimize the learning process in new conditions. Distance learning allows to implement individual study programs for students in the study of foreign languages. The article considers distance learning, analyze its advantages and shortcomings, explore ways of its implementation in the study of foreign languages at universities and to demonstrate the role of computer technologies and Internet resources in the development of foreign language communicative competence and the students’ independent work skills forming. Distance learning is based on modern information and communication technologies of training and advanced training. Distance learning technologies can be seen as a natural stage in the evolution of the traditional education system. Thanks to technological progress, full-time and distance learning were able to integrate, complementing, and in some cases replacing each other. Thanks to the competence of teachers in this area, integration has become possible and does not harm the educational process, but, on the contrary, improves and effectively complements it.

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Altuney, Dilek, and M. Emin Mutlu. "Distance foreign language learning. The experience of Anadolu University." Distances et savoirs 8, no. 3 (September 30, 2010): 463–73. http://dx.doi.org/10.3166/ds.8.463-473.

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Rumble, Greville. "‘Open learning’, ‘distance learning’, and the misuse of language." Open Learning: The Journal of Open, Distance and e-Learning 4, no. 2 (June 1989): 28–36. http://dx.doi.org/10.1080/0268051890040206.

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Bozavlı, Ebubekir. "Is Foreign Language Teaching Possible Without School? Distance Learning Experiences of Foreign Language Students at Ataturk University During the Covid-19 Pandemic." Arab World English Journal 12, no. 1 (March 15, 2021): 3–18. http://dx.doi.org/10.24093/awej/vol12no1.1.

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Covid-19 pandemic forced Turkey, like other countries, to give up face to face teaching in all educational institutions and to move toward distance education. This research aims to determine the learning experiences of foreign language students participating in distance education during the pandemic and their beliefs about whether it is possible to learn a foreign language without school. There were two problems that attempted to be answered; first, is it possible to learn a foreign language during and after the pandemic without being physically at school and second, what kinds of experiences do students gain in distance learning of foreign languages. The sample of the study consists of the students of department of foreign languages at Atatürk University, in Turkey. The study was carried out with a sample population composed of two hundred forty-two male and female students from German, French, and English Language Education Departments. A questionnaire consisting of thirteen close-ended questions created with a 5-Likert type developed by the researcher was applied. Participants answered the questionnaire online via Atatürk University Course Information System. The data were analyzed through the SPSS program to determine their frequency and descriptive analysis, and interpreted with content analysis and descriptive analysis. The results demonstrated that students believe that they can’t learn a foreign language without going to school. Additionally, the findings indicated that their digital literacy skills are insufficient in distance teaching, and students show low motivation in learning.

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Nurkasheva, Fariza, and Murat Kakishev. "IMPROVING THE METHODOLOGY OF TEACHING ENGLISH USING ELEMENTS OF DISTANCE LEARNING." Globus: social sciences 7, no. 3(37) (October 19, 2021): 30–34. http://dx.doi.org/10.52013/2713-3087-37-3-3.

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The importance of using distance learning for developing knowledge, skills and competences in English Language teaching in contemporary educational process is justified in the article. In this connection the great attention is focused on radical changes in English Language teaching methodology. With the advent of online education the relationships between the lecturers or the tutors and the students alter and become more open and cooperating, because the students get more involved, interested and motivated in learning foreign languages. Apart from this, the main components of distance education are briefly considered.

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Bulgarão, Renato Márcio, George Bedinelli Rossi, and Rony Locher. "The Entry Process of Higher Education Institutions in Brazil: The Case of Laureate International Universities." INTERNATIONAL JOURNAL OF MANAGEMENT SCIENCE AND BUSINESS ADMINISTRATION 3, no. 6 (2017): 7–18. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.36.1001.

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This research aims to investigate the entry process of higher education institutions in Brazil, in particular, the case of Laureate International Universities. To do so, Cultural, Administrative, Economic and Geographic distances – CAGE Framework – were used and which of these distances has more importance in this entry process. A single case study was carried on. Data were collected from interviews, newspapers, and documents. Content analysis was done by grouping convergent ideas on dendrograms (trees words) which were evaluated 17 key terms to elucidate this research. The survey showed that in the case of Laureate international universities the cultural, administrative, geographic and economic distances influenced the entry process partially. Regarding all distances, Cultural distance is the most important aspect of the language and religion which imposes very different norms and behavior for conducting business and personal relationship. A second distance that has an impact is Administrative, concerning with currency instability as inflation, and for Economic distance, infrastructure differences are the most important point.

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Liu, Zi-Yu, Natalya Spitsyna, Svetlana Zubanova, and Aygun Vekilova. "Using Internet Resources for Remote Language Learning." International Journal of Emerging Technologies in Learning (iJET) 15, no. 13 (July 10, 2020): 22. http://dx.doi.org/10.3991/ijet.v15i13.14653.

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Distance learning plays an important role in modern education, including the study of foreign languages. In this regard, the objectives of this study have been formed. Namely, to conduct a survey among university students on the topic of remote learning of the English language. Based on the obtained results, the con-clusions are drawn, possible problems are formulated and recommendations are given that can help eliminate shortcomings in the remote English language learn-ing. A total of 650 students from Chinese and Russian universities in their fourth year participated in the survey. The survey consisted of nine questions. As the re-sults of the study show, students have a positive attitude towards distance Eng-lish learning, but consider it insufficiently represented in their educational institu-tions. To solve this problem, several options are proposed: popularizing distance learning of foreign languages, explaining the importance of informal methods of distance language learning, and creating online language forums based on educa-tional institutions.

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Levina, Natalia Nikolaevna, Tatyana Philippovna Petrenko, Gurgen Eduardovich Airapetov, and Marina Aleksandrovna Ryashchenko. "Game-based language learning in the context of distance education." SHS Web of Conferences 127 (2021): 01012. http://dx.doi.org/10.1051/shsconf/202112701012.

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The abrupt transition of the educational institutions to distance learning because of objective reasons related to the Covid-19 pandemic and the social isolation required the teachers to review the existing approaches to the classes organization and make appropriate changes. Rethinking traditional methods with game-based technologies expect not to “lose” contact with the audience and maintain its learning motivation. This study aims to generalize the experience of game-based technologies incorporation in university French classes at different levels to preserve and enhance the students learning motivation in the context of distance education. The scientific problem considered in the article fits into the problems of research aimed at studying the effective teaching methods and technologies that contribute to forming the students’ motivation. To achieve the research goal, the inductive-deductive method is used, as well as the methods of situational analysis. The analysis of existing approaches to the motivation phenomenon allowed the authors to define its importance in teaching foreign languages and to determine the role of the game-based methods in learning motivation enhancement. The result of the study is a demonstration of applied game-based technologies and their positive impact on learning motivation during distance education.

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Kalnik, O. "PECULIARITIES OF ASSESSMENT IN FOREIGN LANGUAGE TEACHING IN DISTANCE EDUCATION." International Humanitarian University Herald. Philology 4, no. 48 (2021): 66–69. http://dx.doi.org/10.32841/2409-1154.2021.48-4.16.

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