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Lessons from a distanced stage: embedding a Zoom-mediated drama workshop in a language classroom
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In: L2 Journal, vol 14, iss 3 (2022)
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Ecuadorian and Uruguayan Teachers’ Perceptions and Experiences of Teaching Online during COVID
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Exploring How a University Mathematics Teacher’s Digital Relational Competence Can Be Manifested: A Micro-Analytical Study
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In: Education Sciences; Volume 12; Issue 4; Pages: 257 (2022)
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English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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“Going down the Tower of Babel” through telecollaboration in the context of Internationalization at Home
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In: Domínios de Lingu@gem, Vol 16, Iss 1, Pp 7-40 (2022) (2022)
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Using ‘How To …’ Videos in Feedforward Practices to Support the Development of Academic Writing
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In: Journal on Empowering Teaching Excellence (2022)
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Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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Perception of medical education by learners and teachers during the COVID-19 pandemic: a cross-sectional survey of online teaching
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In: ISSN: 1087-2981 ; Medical Education Online ; https://hal.inrae.fr/hal-03329784 ; Medical Education Online, Co-Action Publishing, 2021, 26 (1), pp.1919042. ⟨10.1080/10872981.2021.1919042⟩ (2021)
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| 9 |
Argumentation of Prospective Mathematics Teachers in Fraction Tasks Mediated by an Online Assessment System With Automatic Feedback
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In: Eurasia Journal of Mathematics, Science and Technology Education ; https://hal.archives-ouvertes.fr/hal-03538861 ; Eurasia Journal of Mathematics, Science and Technology Education, 2021, 17 (12), pp.em2055. ⟨10.29333/ejmste/11425⟩ (2021)
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| 10 |
Face issues in second language teaching via videoconferencing: the role of smile as a co-verbal semiotic resource
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In: CALL and professionalisation: short papers from EUROCALL 2021 ; https://hal.archives-ouvertes.fr/hal-03466438 ; CALL and professionalisation: short papers from EUROCALL 2021, In press (2021)
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| 11 |
Group cohesion and learning French as foreign language in a videoconferencing environment
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In: Proceedings of ICERI2021 Conference ; https://hal.archives-ouvertes.fr/hal-03435862 ; Proceedings of ICERI2021 Conference, Sep 2021, Barcelone, Spain. pp.5238-5247 ; iated.org (2021)
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Abstract:
International audience ; Group dynamics have been extensively studied in social psychology and group cohesion seems to be the most important factor affecting performance (Mullen and Copper, 1994; [1]; Forsyth, 2021 [2]. In the field of second language learning, Clément, Dörnyei, and Noels (1994) [3] reported the positive impact of group cohesion and uplifting social climate on motivation to learn English as a second language. Alikhani and Bagheridoust (2017) [4] were also able to establish a positive correlation between Group Dynamics Oriented Instruction and Willingness to Communicate. However, research is scarce regarding group cohesion and second language learning in an on-line environment. The aim of our study was to understand the nature of group cohesion in the context of French as a foreign language classes delivered exclusively through videoconferencing. Several hypotheses were developed. First, task-based cohesion as opposed to social-based cohesion would develop more on video-conferencing environment (H1). Second, students using their webcam during French videoconferencing classes would value social cohesion more than task cohesion (H2). Finally, students using their webcam would be evaluated by their peers as more dominant, more friendly, and more emotional (H3). We carried our research during a pre-semester integration session offered by a French Language Center in a French University. 65 students from around the world registered for a 2-week on-line course according to 5 different levels (A1 to C1 level). The aim of the class was to help new foreign students to improve their French before attending Fall semester in various faculties. We distributed an adapted version of the University Group Environment Questionnaire (Bosselut and al., 2018 [5]; Carron and al., 1985 [6]) to analyze task and social cohesion. We carried statistical analyses according to 3 modalities of participation (webcam, picture, black-out screen). Our results (based on 20 questionnaires) show that videoconferencing develops task-oriented cohesion more than social cohesion (H1). Students relying on their webcam for class participation do not necessarily value social cohesion more than task cohesion. They can turn on their webcam only to show that they are serious (H2). However, students with their webcam turned on are perceived as more dominant, more task-centered and less passive; students behind black-out screens are seen in less positive terms (H3).
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Keyword:
[SHS.LANGUE]Humanities and Social Sciences/Linguistics; Group dynamics; online class; second language teaching
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URL: https://hal.archives-ouvertes.fr/hal-03435862
https://hal.archives-ouvertes.fr/hal-03435862/document
https://hal.archives-ouvertes.fr/hal-03435862/file/islandora_126366.pdf
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| 12 |
СОВРЕМЕННЫЕ МЕТОДЫ ОБУЧЕНИЯ АНГЛИЙСКОМУ ЯЗЫКУ В ВЫСШЕЙ ШКОЛЕ ... : MODERN METHODS OF TEACHING ENGLISH IN HIGHER EDUCATION ...
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ПОЛИКОДОВЫЕ И ПОЛИМОДАЛЬНЫЕ ТЕКСТЫ В ПРОФЕССИОНАЛЬНО ОРИЕНТИРОВАННОМ ОБУЧЕНИИ РКИ ... : MULTIMODAL AND MULTIMEDIA TEXTS IN PROFESSIONALLY ORIENTED TEACHING OF RUSSIAN AS A FOREIGN LANGUAGE ...
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ОРГАНИЗАЦИЯ ГРУППОВОЙ САМОСТОЯТЕЛЬНОЙ РАБОТЫ ПО ИНОСТРАННОМУ ЯЗЫКУ ... : ORGANIZATION OF INDEPENDENT GROUP WORK DURING FOREIGN LANGUAGE LESSONS ...
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Enhancing students’ digital competencies within the Employability module of the University of Europe’s skills-based curricula ...
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Enhancing students’ digital competencies within the Employability module of the University of Europe’s skills-based curricula ...
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Enhancing students’ digital competencies within the Employability module of the University of Europe’s skills-based curricula ...
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| 18 |
偏鄉小校以繪本進行英語線上教學之個案研究 ; A Case Study of Online English Teaching in Rural Schools Using Picture Books
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| 19 |
Fostering Learners' Online Dictionary Skills through Active Dictionary Rubrics
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In: Lexikos; Vol. 31 (2021); 487-510 ; 2224-0039 (2021)
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Studying languages in the times of COVID-19. Reflections on the delivery of teaching and learning activities and the year abroad
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In: Plutino, Alessia [Hrsg.]; Polisca, Elena [Hrsg.]: Languages at work, competent multilinguals and the pedagogical challenges of COVID-19. Research-publishing.net 2021, S. 105-111 (2021)
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