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El. knyga: Design and Management of the Virtual Learning Environment for Foreign Language Instruction in Adult Learner Groups

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The progress of ubiquitous information technologies has led to the arrival of entirely new environments where interaction amongst its users takes place. The means of communication, learning environments and methods of enhancing students competence have changed in both academic and professional settings. The book aims to investigate if the implementation of a virtual learning environment into regular foreign language instruction, as an augmentation of the regular classroom practice, has an impact on adult learners speaking (productive skills), listening (receptive skills) and grammatical competence. However, what was meant as a localised study became the new normal and a global reality as the coronavirus impacted all aspects of education.
List of abbreviations
11(2)
Introduction 13(8)
Chapter One Materials development and instructional design
21(40)
1.1 Traditional approach to materials development
21(3)
1.2 Modern perspective on materials development
24(6)
1.3 Instructional theory vs. learning theories
30(5)
1.4 Materials development vs. instructional design
35(7)
1.5 Major language teaching methodologies and materials development
42(2)
1.6 Instructional design models
44(13)
1.6.1 ADDIE Model
45(2)
1.6.2 Dick and Carey Model
47(2)
1.6.3 Cognitive Load Theory Model
49(2)
1.6.4 R2D2 Model
51(3)
1.6.5 Morrison, Ross and Kemp Model
54(2)
1.6.6 ASSURE Model
56(1)
Summary
57(4)
Chapter Two Virtual learning environments
61(56)
2.1 Theory of virtual language learning
61(2)
2.2 Implementation of virtual technologies in foreign language teaching
63(5)
2.3 Computer-based instruction
68(1)
2.4 Management of instructional content
69(2)
2.5 Learning management systems and their variations
71(3)
2.6 Another dimension of online learning
74(2)
2.7 Development of virtual learning systems
76(2)
2.8 Current state of research in the field
78(19)
2.8.1 Review of educational research on virtual environments
78(2)
2.8.2 Survey of Schools: ICT in education
80(3)
2.8.3 The Knowledge Map: innovative classroom practices
83(1)
2.8.4 Study Report: virtual learning platforms
84(3)
2.8.5 TSER-IVETTE Report
87(2)
2.8.6 OpenLearn Research
89(2)
2.8.7 NEPC Report -- virtual schools in the US
91(3)
2.8.8 Florida Virtual School
94(1)
2.8.9 Virtual initiatives in Polish tertiary education
95(2)
2.9 Analysis of four selected virtual environments
97(1)
Summary
98(19)
Chapter Three Design and research into the proposed virtual model for foreign language instruction in adult learner groups
117(108)
3.1 Aim of the research
117(2)
3.2 Research problem
119(1)
3.3 Structure of the proposed INDUCER model
120(7)
3.3.1 Identify
122(1)
3.3.2 Name
123(1)
3.3.3 Develop
123(1)
3.3.4 Use
124(1)
3.3.5 Conduct
125(1)
3.3.6 Evaluate
125(1)
3.3.7 Retain
126(1)
3.4 Research participants
127(2)
3.4.1 Definition
127(1)
3.4.2 Characteristics of the two groups
128(1)
3.5 Design
129(5)
3.6 Procedures and tools of data collection
134(23)
3.6.1 Document analysis
135(1)
3.6.2 Interview
136(4)
3.6.3 Tests
140(3)
3.6.4 Discourse analysis
143(1)
3.6.5 Surveys
144(3)
3.6.6 Observation
147(2)
3.6.7 Virtual ethnography
149(2)
3.6.8 Case study
151(3)
3.6.9 Use stage
154(3)
3.7 Results and findings
157(64)
3.7.1 Identify stage
158(1)
3.7.1.1 Document analysis
158(3)
3.7.1.2 IT environment analysis
161(3)
3.7.1.3 Language competence test
164(3)
3.7.1.4 Online surveys
167(6)
3.7.1.5 Foreign language needs interview
173(2)
3.7.2 Name and Develop stages
175(1)
3.7.3 Use stage
176(1)
3.7.3.1 Virtual ethnography
176(2)
3.7.3.2 Discourse analysis
178(4)
3.7.3.3 Interview -- discussion of the results
182(2)
3.7.4 Conduct stage
184(1)
3.7.4.1 Progress tests and tasks
185(9)
3.7.4.2 Observation
194(3)
3.7.4.3 Virtual ethnography
197(1)
3.7.5 Evaluate stage
198(1)
3.7.5.1 Group interviews
199(4)
3.7.5.2 Multiple-case studies
203(18)
3.8 Discussion
221(4)
Conclusions
225(40)
The proposed instructional model
226(5)
The virtual learning environment
231(6)
List of appendices
237(1)
Appendix 1 Sample task = experimental group
237(8)
Appendix 2 Sample task = control group
245(7)
Appendix 3 Canvasquest = VLE webquest
252(6)
Appendix 4 Speaking evaluation rubric
258(2)
Appendix 5 Use stage discourse analysis -- transcript
260(5)
List of figures 265(2)
List of tables 267(2)
References 269(26)
Internet sources 295(10)
Other sources 305(2)
Index 307
Robert Oliwa is a language teacher, teacher trainer and researcher whose areas of scientific and professional interests include content and language integrated learning, foreign language teaching methodology, English for specific purposes, computer-assisted teaching and translation.
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Pastovi nuoroda: https://www.kriso.lt/db/97836318371842e.html