An insight into online foreign language learning and teaching in the era of COVID-19 pandemic

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F21%3A50018456" target="_blank" >RIV/62690094:18450/21:50018456 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.sciencedirect.com/science/article/pii/S1877050921016793?via%3Dihub" target="_blank" >https://www.sciencedirect.com/science/article/pii/S1877050921016793?via%3Dihub</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.procs.2021.08.183" target="_blank" >10.1016/j.procs.2021.08.183</a>

Jazyk výsledku

angličtina

Název v původním jazyce

An insight into online foreign language learning and teaching in the era of COVID-19 pandemic

Popis výsledku v původním jazyce

The COVID-19 pandemic has completely changed and transformed the traditional educational setting. Both teaching and learning have been transformed to online settings at all educational levels. The purpose of this article is to discuss students&apos; perception of and attitudes to online foreign language learning in the COVID-19 pandemic at the Faculty of Informatics and Management of the University of Hradec Kralove, Czech Republic. The key method was a questionnaire survey, which was conducted among the third-year distant students. The results, based on five constructs/variables, i.e. language skills, learning materials, students&apos; motivation to study online, preparedness for online teaching and learning, and effectiveness of foreign online teaching, reveal that students do not feel that they have improved their language skills by studying purely online. The results also demonstrate students&apos; preference for printed materials because they are more suitable for taking notes and retaining new words and phrases, especially when students can highlight them. In addition, the findings confirm that both teachers and students are well prepared for performing their online instruction. Although students feel motivated to study online, these students experience social distance as those who are not stimulated to learn online. Moreover, the results confirm that students consider the online language classes effective, but face-to-face classes cannot be replaced. In this respect teacher&apos;s role is irreplaceable. Therefore, educational institutions should invest in supporting them technically, mentally, as well as financially, in this difficult period in order to ensure and provide quality teaching for future generations. © 2021 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0) Peer-review under responsibility of the scientific committee of KES International.

Název v anglickém jazyce

An insight into online foreign language learning and teaching in the era of COVID-19 pandemic

Popis výsledku anglicky

The COVID-19 pandemic has completely changed and transformed the traditional educational setting. Both teaching and learning have been transformed to online settings at all educational levels. The purpose of this article is to discuss students&apos; perception of and attitudes to online foreign language learning in the COVID-19 pandemic at the Faculty of Informatics and Management of the University of Hradec Kralove, Czech Republic. The key method was a questionnaire survey, which was conducted among the third-year distant students. The results, based on five constructs/variables, i.e. language skills, learning materials, students&apos; motivation to study online, preparedness for online teaching and learning, and effectiveness of foreign online teaching, reveal that students do not feel that they have improved their language skills by studying purely online. The results also demonstrate students&apos; preference for printed materials because they are more suitable for taking notes and retaining new words and phrases, especially when students can highlight them. In addition, the findings confirm that both teachers and students are well prepared for performing their online instruction. Although students feel motivated to study online, these students experience social distance as those who are not stimulated to learn online. Moreover, the results confirm that students consider the online language classes effective, but face-to-face classes cannot be replaced. In this respect teacher&apos;s role is irreplaceable. Therefore, educational institutions should invest in supporting them technically, mentally, as well as financially, in this difficult period in order to ensure and provide quality teaching for future generations. © 2021 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0) Peer-review under responsibility of the scientific committee of KES International.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Procedia computer science

ISBN

—

ISSN

1877-0509

e-ISSN

—

Počet stran výsledku

8

Strana od-do

1787-1794

Název nakladatele

Elsevier

Místo vydání

Shannon

Místo konání akce

Szczecin

Datum konání akce

8. 9. 2021

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000720289001085