Gotowe bibliografie tematyczne / Distance language education

Gotowa bibliografia na temat „Distance language education”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Distance language education"

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

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Babb, Valorie, Ron Howard i Ian McGrath. "Distance Education for Language Teachers". Modern Language Journal 80, nr 3 (1996): 401. http://dx.doi.org/10.2307/329450.

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Catterick, David. "Language learning in distance education". English for Specific Purposes 24, nr 2 (styczeń 2005): 234–35. http://dx.doi.org/10.1016/j.esp.2003.11.007.

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Soldatov, Boris, i 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, i 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, i Zhou Wu. "Internet Based Chinese Language Distance Education System". Advanced Materials Research 143-144 (październik 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., i S. V. Somova. "DISTANCE TECHNOLOGIES IN CONTINUOUS FOREIGN LANGUAGE EDUCATION". Современные наукоемкие технологии (Modern High Technologies), nr 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, nr 1 (2.01.2021): 2–4. http://dx.doi.org/10.1080/02680513.2020.1863204.

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Nesterenko, Inna, i Viktoriya Pavlyuk. "PECULIARITIES OF DISTANCE FOREIGN LANGUAGE LEARNING". Scientific Journal of Polonia University 54, nr 5 (27.12.2022): 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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Ypsilandis, G. S. "Feedback in Distance Education". Computer Assisted Language Learning 15, nr 2 (kwiecień 2002): 167–81. http://dx.doi.org/10.1076/call.15.2.167.8191.

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Rozprawy doktorskie na temat "Distance language education"

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Klein-Wohl, Esther. "Second language reading and distance education". Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10020226/.

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This thesis is essentially concerned with two main issues: reading and distance education (DE). The purpose of the study is to devise a feasible teaching/learning model for second language (L2) reading instruction for academic purposes to adult learners studying in a distance delivery system. The proposed Model is derived from a conceptual analysis of the research in reading and in DE. We examine the theoretical principles of reading as a context of language use and of DE as a context of language instruction in order to identify the favourable elements of distance learning that render L2 reading a good case for treatment in that mode. Our conceptually based Model provides criteria for the design of instructional materials and represents an ideal operational structure for teaching L2 reading at a distance. It also claims to account for many of the deficiencies found in L2 language pedagogy. The applicability of the Model is demonstrated when it serves as an instrument used for a qualitative evaluation of the existing English reading comprehension course at the Open University of Israel. On the basis of our theoretically informed Model, a sample unit is presented which constitutes a pedagogical hypothesis that reflects the way we suggest L2 reading for academic purposes in a distance delivery mode should be taught.
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Salbego, Nayara Nunes. "Language learner autonomy in a distance education program". reponame:Repositório Institucional da UFSC, 2014. https://repositorio.ufsc.br/xmlui/handle/123456789/123347.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2014.
Made available in DSpace on 2014-08-06T18:06:20Z (GMT). No. of bitstreams: 1 326640.pdf: 1210396 bytes, checksum: edc8fc62695b17447b4399ee821dd1f0 (MD5) Previous issue date: 2014
Este estudo teve o objetivo de analisar a percepção de alunos e de tutores com relação à forma como iniciativas autônomas fomentaram o desenvolvimento das quatro habilidades em Inglês (ler, escrever, ouvir e falar) ao longo do Curso de Letras Inglês Licenciatura a Distância oferecido pela Universidade Federal de Santa Catarina (2009-2013). Investigou-se (a) quais iniciativas autônomas ajudaram os alunos desenvolver suas habilidades linguísticas em Inglês; (b) como os alunos perceberam suas próprias iniciativas para o desenvolvimento das quatro habilidades; e (c) a visão dos tutores sobre o papel da autonomia no desenvolvimento das quatro habilidades dos alunos. Para coleta de dados, 21 alunos do curso responderam um questionário online que abordava o conceito de autonomia relacionado ao desenvolvimento linguístico no curso; 20 deles escreveram um texto reflexivo sobre o mesmo tema; e 4 destes foram entrevistados. Além disso, 2 tutores presenciais de polo foram entrevistados, a fim de se ter a perspectiva deles quanto às iniciativas autônomas dos alunos. Pesquisadores como Holec (1981); Dickinson (1992, 1994); Cotterall (1995); Dias (1994); Finch (2002); White (1999, 2003, 2004, 2006); Moreira (1994); e Paiva (2005, 2006, 2011), os quais teorizaram sobre o tema autonomia de aprendizes de línguas, serviram de suporte para análise dos dados. Uma análise qualitativa dos resultados mostrou que os alunos veem iniciativas autônomas como necessárias para o desenvolvimento das quatro habilidades no curso. Eles apresentaram diferentes exemplos de iniciativas e ações que eles tomaram, as quais auxiliaram no desenvolvimento linguístico. Da mesma forma, os tutores também consideraram que os alunos se beneficiaram por assumir a responsabilidade pelos seus processos de aprendizagem.

Abstract : This study aimed to analyze students' and tutors' perceptions on how autonomy initiatives fostered the development of the four skills in English (reading, writing, listening, speaking) throughout the Distance Education (DE) English teacher education program offered by Universidade Federal de Santa Catarina (2009-2013). It investigated (a) what autonomy initiatives helped students develop their language skills in the program; (b) how students perceived their own autonomous initiatives for the development of language skills in English; and (c) how the tutors perceived autonomy assisting students? language skills development. For the data collection, 21 students from the Distance Education (DE) program answered an online questionnaire regarding the concept of autonomy and their language skills development in the program; 20 wrote a reflective report on the same topic; and 4 were interviewed regarding their answers in both the questionnaire and reflective report. In addition, 2 on-site tutors were interviewed concerning their view on autonomy initiatives students presented. Researchers such as Holec (1981); Dickinson (1992, 1994); Cotterall (1995); Dias (1994); Finch (2002); White (1999, 2003, 2004, 2006); Moreira (1994); and Paiva (2005, 2006, 2011), who theorized about language learner autonomy, enlightened the discussions and data analysis. A qualitative analysis of the results showed that students perceived autonomous initiatives as necessary and positive concerning the development of the four skills in the program. Students presented different characteristics and actions of autonomous learners. In their perceptions, such characteristics and actions fostered their language development. Tutors also saw students benefiting from their attitude in taking responsibility for their own learning processes.
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Murphy, Linda Mary. "Reflection and the distance language learner". Thesis, Open University, 2002. http://oro.open.ac.uk/49390/.

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This research examines the role of critical reflection in learning theories and the relationship between Kolb's learning cycle and notions of the 'good' language learner, the deep approach to learning and autonomous learning in the context of adult, part-time, distance language learning. This group of learners is under-represented in the research literature. The research takes an exploratory-interpretative approach. Open University Language students had been invited by their tutors to use materials based on Kolb's learning cycle, designed to encourage critical reflection in order to enhance learning. In-depth interviews explored the experience of users and non-users. Course materials were examined for evidence of encouragement and support for critical reflection and autonomy. The research aimed to establish what OU language learners do to develop productive and receptive language skills and the extent to which they demonstrate capacities of critical reflection and autonomy. It examined the extent to which these capacities were developed via course materials and assignments and the impact of the style and pace of study. It considered whether these capacities could be enhanced by the project materials, as well as the influence of tutors' expectations and approaches. The majority of interviewees exhibited considerable functional activity except in writing skills. They demonstrated characteristics of the 'good' language learner, elements of a deep approach and features of autonomous learning. This contrasted with a surface approach to coursework and assignments, brought about by excessive workload and the controlled, anxiety-provoking nature of assessment. Analysis of assignments also suggested they were likely to evoke a surface approach. Course materials advocated reflection, self-assessment and self-evaluation, but did not support this via teaching or practice and offered few decision-making opportunities. Students exercised the capacity for critical reflection and autonomy to varying degrees. Those who had used the proj ect materials appeared more likely to make decisions about their learning, and set specific goals. The project materials were judged a straightforward framework for reflection. Tutors were positive about the materials but appeared to give little attention to critical reflection. Their concerns about time constraints and student workload may have confirmed student perceptions and discouraged use of the project materials. The research suggests broadening the notion of the 'good' language learner. It proposes more explicit development of learning strategies and the capacity for critical reflection within course materials and tutorials, and giving more attention to the nature and impact of assessment in order to foster 'active', deep, autonomous learning.
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Marcum, Jared. "Language Proficiency and Cultural Intelligence in Distance English-Language Learning". DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6691.

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The purpose of this study is to explore the viability of an international distance English-language program in the development of language and cultural proficiency. Students participated in tests at the beginning and at the end of the course to determine how well they developed both language and cultural proficiencies. The measures included (a) the computer-administered Oral Proficiency Interview (OPIc) from theAmerican Council on the Teaching of Foreign Languages (ACTFL), (b) ACTFL-aligned assessments of reading, listening, grammar, and vocabulary skills, and (c) the Cultural Intelligence Scale (CQS). In addition, course activities surveys provided additional information about student perceptions of course activities. Participants in this study came from various countries as they prepared to attend a U.S. university in Hawaii.The distance learning program fostered language proficiency through various learning activities, with an emphasis on synchronous dialogue over video chat technologies. In addition to English-language proficiency, the program sought to help students learn to effectively communicate with students from other cultures. Cross-cultural proficiency was fostered through cross-cultural dialogue with tutors, teachers, and other students. Students showed improvement in speaking, listening, vocabulary, and grammar. However, on average, students did not show an improvement in reading proficiency. Students reported that dialogue with tutors and teachers was among the most helpful activities in learning English. Students showed some improvement in cultural proficiency. However, this improvement was not universal across all measures of cultural proficiency. Students reported that certain activities—particularly dialogue with tutors and other students—as helpful in developing cross-cultural proficiencies.This study also investigated the relationship between language proficiency and cultural proficiency. Results were mixed. With a few exceptions, cultural proficiency did not predict a student’s language proficiency at the beginning of the course, during the course, or at the end of the course.
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Armellini, Cesar Alejandro. "Educational technology in in-service language teacher education in open and distance learning settings". Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322837.

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Palmer, Patrick George. "A strategy for instructional design in distance education second language learning". Thesis, Queensland University of Technology, 1992. https://eprints.qut.edu.au/36694/1/36694_Palmer_1992.pdf.

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In this thesis I have developed an instructional design strategy for distance education second language programs. I have done this because of my dissatisfaction with the existing instructional design strategies, models and theories I work with which never seemed to accomplish their purpose adequately. What appears to be missing in all the existing instructional design methods is an emphasis on the people involved as opposed to mechanistic instructional processes. I adopted a post-structuralist research approach using ethnographic and phenomenographic methodology in order to investigate systematically the human factor in instructional design. Through interviews with writers of second language program materials I analysed their dominant concerns about instructional design. From this I was able to determine that the lack of consideration of people as human individuals involved in instructional design processes was instrumental in their and my dissatisfaction with instructional design processes. I used this information to develop an instructional design strategy that would give primacy to people in the instructional design process and allow a satisfactory process to take place for the design of distance education second language programs.
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El-adawy, Rasha Mahmoud. "Teaching EAP Through Distance Education: An Analysis of an Online Writing Course". Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2187.

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Thesis (M.A.)--Indiana University, 2010.
Title from screen (viewed on July 19, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Thomas A. Upton, Julie A. Belz, M. Catherine Beck. Includes vitae. Includes bibliographical references (leaves 97-106).
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Wat-aksorn, Patchara. "Pedagogical factors and considerations that should be included in the decision-making process for delivery of an EFL/ESL program through distance learning in Thailand : a delphi study /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9964008.

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Bussa, Naga Raju. "WVU - interactive web based distance learning tool". Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1116.

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Thesis (M.S.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains v, 245 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 114-115).
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Gallivan, Kathleen C. "Do on-line courses support certification needs for West Virginia K-12 teachers of Spanish?" Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5038.

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Thesis (Ed. D.)--West Virginia University, 2007.
Title from document title page. Document formatted into pages; contains x, 133 p. : map. Includes abstract. Includes bibliographical references (p. 93-100).
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Książki na temat "Distance language education"

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Lambert, Richard D. Distance education and foreign languages. Washington, D.C: National Foreign Language Center at the Johns Hopkins University, 1991.

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Judith, Rivalland, i National Child Literacy Project (Australia), red. Literacy at a distance: Language and learning in distance education. Perth, Western Australia: Edith Cowan University, 1995.

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Börje, Holmberg, Shelley Monica i White Cynthia 1956-, red. Distance education and languages: Evolution and change. Clevedon, Hants, England: Multilingual Matters, 2005.

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1936-, Howard Ron, i McGrath Ian 1945-, red. Distance education for language teachers: A UK perspective. Clevedon: Multilingual Matters, 1995.

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Council, British. Dunford seminar report 1993: Language issues in distance education. Manchester: British Council, 1993.

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Fāṣlātī niẓām-i taʻlīm aur Urdū Hindūstānī pas-i manẓar men̲. naʼī Dihlī: Mauḍarn Pablishing Hāʼūs, 2001.

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Social networking for language education. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2013.

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Jonathan, Alexander, i Dickson Marcia, red. Role play: Distance learning and the teaching of writing. Cresskill, N.J: Hampton Press, 2005.

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Dunford House Seminar (1993 Alston Hall, Nr Preston). Language issues in distance education: Report on the Dunford House Seminar, 25-31 July 1993. London: British Council, English Language Division, 1993.

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DIMED 86 (1986 Algarve, Portugal). DIMED 86: Discurso dos media e ensino a distância = discours des médias et enseignement à distance = media speech and distance teaching : actas do colóquio, Algarve 10-15 março de 1986. Lisboa: Ministério da Educação e Cultura, Instituto Português de Ensino a Distância, 1986.

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Części książek na temat "Distance language education"

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Hurd, Stella. "1. Autonomy and the Distance Language Learner". W Distance Education and Languages, redaktorzy Börje Holmberg, Monica Shelley i Cynthia J. White, 1–19. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597770-003.

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Hansson, Heidi, i Elisabeth Wennö. "16. Closing the Distance: Compensatory Strategies in Distance Language Education". W Distance Education and Languages, redaktorzy Börje Holmberg, Monica Shelley i Cynthia J. White, 278–94. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597770-018.

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Poppi, Franca, Lesley Low i Marina Bondi. "17. PLEASE (Primary Language Teacher Education: Autonomy and Self-Evaluation)". W Distance Education and Languages, redaktorzy Börje Holmberg, Monica Shelley i Cynthia J. White, 295–308. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597770-019.

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Solé, Cristina Ros i., i Mike Truman. "5. Feedback in Distance Language Learning: Current Practices and New Directions". W Distance Education and Languages, redaktorzy Börje Holmberg, Monica Shelley i Cynthia J. White, 72–91. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597770-007.

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Coyle, Do. "18. Exploring Zones of Interactivity in Foreign Language and Bilingual Teacher Education". W Distance Education and Languages, redaktorzy Börje Holmberg, Monica Shelley i Cynthia J. White, 309–26. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597770-020.

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Helander, Hanna, Satu-Marjut Pieski i Pigga Keskitalo. "Enriching Sami language distance education 1". W Coloniality and Decolonization in the Nordic Region, 51–67. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003293323-4.

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Milton, John. "14: From Parrots to Puppet Masters: Fostering Creative and Authentic Language Use with Online Tools". W Distance Education and Languages, redaktorzy Börje Holmberg, Monica Shelley i Cynthia J. White, 242–57. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597770-016.

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Hauck, Mirjam, i Regine Hampel. "15. The Challenges of Implementing Online Tuition in Distance Language Courses: Task Design and Tutor Role". W Distance Education and Languages, redaktorzy Börje Holmberg, Monica Shelley i Cynthia J. White, 258–77. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597770-017.

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White, Cynthia. "4. Towards a Learner-based Theory of Distance Language Learning: The Concept of the Learner–Context Interface". W Distance Education and Languages, redaktorzy Börje Holmberg, Monica Shelley i Cynthia J. White, 55–71. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597770-006.

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Fay, Richard, i Leah Davcheva. "8. Developing Professional Intercultural Communicative Competence: Reflections on Distance Learning Programmes for Language Educators and Translators/Interpreters in Bulgaria". W Distance Education and Languages, redaktorzy Börje Holmberg, Monica Shelley i Cynthia J. White, 140–65. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597770-010.

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Streszczenia konferencji na temat "Distance language education"

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Yue, Chunxiao. "Distance Language Teaching". W 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.067.

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Kryvych, M. L., i O. S. Kyryliuk. "Diversification of distance foreign language education". W CURRENT TRENDS AND FACTORS OF THE DEVELOPMENT OF PEDAGOGICAL AND PSYCHOLOGICAL SCIENCES IN UKRAINE AND EU COUNTRIES. Baltija Publishing, 2020. http://dx.doi.org/10.30525/978-9934-588-80-8-2.39.

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Karuko, Semira. "ARABIC LANGUAGE EDUCATION IN THE DISTANCE EDUCATION MODEL (FOR NON-NATIVE ARABIC LANGUAGE)". W 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1974.

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Kaziz, Bibigul, Botagoz Aidarbekova i Roza Zhussupova. "PROVIDING MOTIVATIONAL STRATEGIES FOR STUDENTS VIA THE DISTANCE LEARNING". W Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(19).

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The article discusses the practical aspects of implementing e-learning technologies as a factor of various types of motivation for students in the higher education system. It shows acute problems of nowadays distance learning and the importance of motivation in the condition of distance learning. Distance learning - a wide range of educational services in which students learn from a distance, rather than being located in the classroom. It solves problems that traditional training can not solve, it is, first of all: strengthening the active role of students in their own education; the use of available educational resources; increase motivation to learn; use of interactive forms of classes; strengthening the creative component of education; availability of conditions for self-expression; saturation and intensity of training; the possibility of obtaining an expert opinion on the results of their training activities without wide publicity
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Rakhimbirdieva, Ilmira, Olga Kuzmina, Liya Iusupova i Ilvira Kuznetsova. "ONLINE TOOLS IN DISTANCE FOREIGN LANGUAGE TEACHING". W 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2374.

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Iatsevich, O. E. "Teaching A Foreign Language In Master’s Program: Distance Education". W II International Conference on Economic and Social Trends for Sustainability of Modern Society. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.09.02.54.

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Liu, Zhengxia. "The Impact of Distance Learning on Foreign Language Education". W 2018 International Conference on Social Science and Education Reform (ICSSER 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsser-18.2018.56.

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Dunaeva, Larisa, i Helena Bourina. "FOREIGN LANGUAGE LEARNING ENVIRONMENT BASED ON DISTANCE LEARNING TECHNOLOGIES". W 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0110.

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"Distance Education Technology in Teaching Chinese as a Foreign Language". W 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000920.

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Wu, Pengfei, i Jinjin Li. "THE IMPACT OF DISTANCE EDUCATION ON FOREIGN LANGUAGE EDUCATION IN TIMES OF CRISIS". W 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1406.

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Raporty organizacyjne na temat "Distance language education"

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Kravtsov, Hennadiy M., i Olga O. Gnedkova. Методи використання хмарних сервісів у навчанні іноземної мови. [б. в.], sierpień 2018. http://dx.doi.org/10.31812/0564/2456.

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Research goals: determine particularities of using cloud services in English communicative competence forming process and develop the model of distance learning system (DLS) and cloud services interaction that improves the quality of the learning process. Research objectives: to identify, describe and develop methodological features of the model of distance learning system and cloud services interaction; consider on the examples the methods of use cloud services in DLS in foreign language training, aimed at English communicative competence forming process of students; experimentally investigate the level of using of cloud services in distance learning and identify ways of improving its use. Object of research: methodical system of foreign language students’ training of language faculties in high institutions. Subject of research: methodological model of the model of distance learning system and cloud services interaction in English communicative competence forming process. Research methods used: review and analysis of scientific publications, psychological, educational and instructional materials, modeling of complex systems, questionnaires, conducting pedagogical experiment. Results of the research. The model of distance learning system and cloud services interaction was developed and the methodological particularities of this interaction are defined. Methods of using cloud services on the example of the distance course “Practical English Course Upper Intermediate” describing the methods of doing the tasks in English communicative competence forming process of language faculties were considered. As a result of experiment it was found there is a low level of use of cloud technologies in distance learning is a consequence of a lack of awareness of teachers in the possibilities of its use. The main conclusions and recommendations: 1) the use of cloud technologies in distance learning of foreign language will improve the quality of training of students of language faculties of high institutions; 2) it is reasonable to conduct work in familiarization and training university lecturers using cloud services in professional and educational activities.
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