![]() This study aims to explore the implementation and use of an online tool such as Wordclouds in the English for Psychology classroom at university in order to improve vocabulary retention and the overall learning of English in the specific field of Psychology. Computer-assisted language learning (CALL) programmes as a means of learning-by-playing in the classroom have also proven to facilitate the acquisition of English vocabulary and pronunciation through games (Young & Wang, 2014). As regards the teaching of foreign languages, OERs have been acknowledged to be a useful tool for vocabulary acquisition (Bărbuleț, 2013), for enhancing text reading (Alkahtani, 1999), for writing (Krajka, 2000), and for improving pronunciation (Lee, 2008). Open Educational Resources (OERs) can be especially beneficial to generate innovative abilities in the classroom related to new means of communication and collaboration (Conole and Alevizou, 2010). P>Several studies have revealed that computer applications offer a vast potential for teaching and learning. PenzuTM allows this investigation to widen the scope of the GLD to the general public. The creation of academic online diaries with this tool may improve students’ motivation while promoting meaningful and self-regulated learning in Higher Education environments, thus helpìng students reach their so desired academic success. The present research proposes a technological turn in the application of the GLD with the use of the open-source tool PenzuTM. This tool was developed and applied within the Theatre in English subject at Universitat Jaume I, embedded in the third course from the English Studies Degree, and the students’ results were significantly higher than those of previous years (Bort-Mir & Silvestre-López, 2017). The GLD also allows a self-evaluation process for teachers, thus facilitating the supervision and improvement both of the contents of the course and the didactic methodology. The Guided Learning Diary (GLD, Bort-Mir, 2016) was developed as a learning diary with several aims: (i) defining the general and specific objectives of the content to be taught, (ii) developing the students’ metacognitive skills through strategic questions, and (iii) promoting the development of important competences such as self-criticism, autonomous learning, self-evaluation and capacity for improvement. Therefore, understanding and controlling these cognitive processes may be one of the most essential skills that teachers should encourage at all academic levels (Anderson, 2002) Based on this, students who develop these skills should show more appropriate strategies to know what they need to find out or do while learning. Students are, then, involved in metacognitive mental activities when they think about what they have learned, how they have learned it, or how they can relate it to their personal experiences, among other things. Metacognition can be considered as knowledge about one's own cognitive activities and their regulation during learning processes (Flavell, 1979). The interactive Version of the e-toolkit : This e-tookit is available also in Greek language and Italian language here and Learning objectives and self-evaluation assessment are both included in each section.Useful tips for the creation and sharing of language OERs.Specific examples of OERs and OEPs in Language education.How to create OER (basic authoring tools for the creation of OERs, language OERs.Where and how to find language OERs and OEPs.Copyright licenses and guidelines on how to evaluate language OERs.Characteristics, categories, benefits, and challenges of using OERs.Definitions of Open Educational Resources (OERs) and Open Educational Practices.This e-toolkit has a concrete structure combining theory to practice and it has been broken up into six main modules covering important aspects of working with OERs like: It has been developed in the context of the OPENLang Network project () based on the findings of an extensive review on OERs, as well as on the OPENLang Quality Framework and Tool for Language OERs (Perifanou & Economides, 2020). Trainers with the skills they need in order to discover, evaluate, use, reuse, create and share ![]() This book is a step-by-step guide that aims at equipping language learning teachers and
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