Articles
Published 2022-10-10
Keywords
- creativity, foreign language, non-traditional methodologies, innovations.
How to Cite
Hurbanska, S., Botvyn, T., Burmakina, N., Shovkoplias, Y., & Hurbanska, A. (2022). On the problems of modern philology and the creative methodology of teaching foreign languages in the European educational system. Amazonia Investiga, 11(55), 124–131. https://doi.org/10.34069/AI/2022.55.07.13
Abstract
The modern philology involves many creative methods in the study of foreign languages. European education system used measures related to the involvement of the new technologies and distance learning due to the global pandemic. The aim – to describe the latest methodology in combination with new technologies and creativity. The methodology of creative pauses was conducted among the students in Comenius University Bratislava. Methods: monitoring, testing, data analysis, description, experimental training using multimedia resources. The results showed that non-traditional methodologies (creative pauses) adapted to the FluentU media resource in combination with distance forms of education become an alternative to traditional learning.
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References
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Rus, D. (2020). Creative methodologies in teaching English for engineering students. Procedia Manufacturing, 46, 337–343. https://doi.org/10.1016/j.promfg.2020.03.049
Russell, V. (2020). Language anxiety and the online learner. Foreign Language Annals, 53(2), 338–352. https://doi.org/10.1111/flan.12461
Weber, S., & Mehandru, N. (2022). The 2020s political economy of machine translation. Business and Politics, 24(1), 96–112. https://doi.org/10.1017/bap.2021.17
Wen, H., & Chen, L. (2022). “Suspending Classes Without Pauses for Learning”: What Do Chinese Secondary Teachers Think About Remote Teaching Following the Pandemic? In Cases on Practical Applications for Remote, Hybrid, and Hyflex Teaching (pp. 139-158). IGI Global. https://www.igi-global.com/chapter/suspending-classes-without-pauses-for-learning/300108
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Asad, M. M., Hussain, N., Wadho, M., Khand, Z. H., & Churi, P. P. (2020). Integration of e-learning technologies for interactive teaching and learning process: an empirical study on higher education institutes of Pakistan. Journal of Applied Research in Higher Education, 13(3), 649–663. https://doi.org/10.1108/jarhe-04-2020-0103
Assis Gomes, C. M., Almeida, L. S., & Núñez, J. C. (2017). Rationale and Applicability of Exploratory Structural Equation Modeling (ESEM) in psychoeducational contexts. Psicothema, 29(3), 396–401. https://doi.org/10.7334/psicothema2016.369
Baudracco-Kastner, M. (2022). Online language lessons with the PDL (language psychodramaturgy): ways to a virtual encounter [Online-Sprachunterricht mit der PDL (Sprachpsychodramaturgie): Wege zu einer virtuellen Begegnung]. Journal of Psychodrama and Sociometry [Zeitschrift für Psychodrama und Soziometrie], 21(1), 131–142. https://doi.org/10.1007/s11620-022-00657-w
Blume, C. (2020). German teachers’ digital habitus and their pandemic pedagogy. Postdigital Science and Education, 2(3), 879–905. https://doi.org/10.1007/s42438-020-00174-9
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356–369. https://doi.org/10.1111/ejed.12345
Corcoran, C. M., Mittal, V. A., Bearden, C. E., Gur, R., Hitczenko, K., Bilgrami, Z., Savic, A., Cecchi, G. A., & Wolff, P. (2020). Language as a biomarker for psychosis: A natural language processing approach. Schizophrenia Research, 226, 158–166. https://doi.org/10.1016/j.schres.2020.04.032
Dufeu, B. (2020). The dramaturgy in psychodramaturgy [Die Dramaturgie in der Psychodramaturgie]. Scenario, XIV(1), 64–97. https://doi.org/10.33178/scenario.14.1.5
Eickelmann, B., & Gerick, J. (2020). Learning with digital media. Objectives in times of Corona and with special consideration of social inequalities [Lernen mit digitalen Medien. Zielsetzungen in Zeiten von Corona und unter besonderer Berücksichtigung von sozialen Ungleichheiten]. New York: Waxmann. https://doi.org/10.25656/01:20235
Escobar Fandiño, F. G., & Silva Velandia, A. J. (2020). How an online tutor motivates E-learning English. Heliyon, 6(8), e04630. https://doi.org/10.1016/j.heliyon.2020.e04630
Farrell, T. S., & Kennedy, J. (2020). “My Personal Teaching Principle Is' Safe, Fun, and Clear”: Reflections of a TESOL Teacher. Iranian Journal of Language Teaching Research, 8(2), 83-96. https://eric.ed.gov/?id=EJ1258694
Goh, E., & Sigala, M. (2020). Integrating Information & Communication Technologies (ICT) into classroom instruction: teaching tips for hospitality educators from a diffusion of innovation approach. Journal of Teaching in Travel & Tourism, 20(2), 156–165. https://doi.org/10.1080/15313220.2020.1740636
Hanzawa, K. (2021). Development of second language speech fluency in foreign language classrooms: A longitudinal study. Language Teaching Research, 136216882110086. https://doi.org/10.1177/13621688211008693
Fluentu (n.d.). Language Immersion Online. Retrieved August 29, 2022, from https://www.fluentu.com/
Leigh, J., Vasilica, C., Dron, R., Gawthorpe, D., Burns, E., Kennedy, S., Kennedy, R., Warburton, T., & Croughan, C. (2020). Redefining undergraduate nurse teaching during the coronavirus pandemic: use of digital technologies. British Journal of Nursing (Mark Allen Publishing), 29(10), 566–569. https://doi.org/10.12968/bjon.2020.29.10.566
Macgilchrist, F., Allert, H., & Bruch, A. (2020). Students and society in the 2020s. Three future ‘histories’ of education and technology. Learning, Media and Technology, 45(1), 76–89. https://doi.org/10.1080/17439884.2019.1656235
Morgan, H. (2020). Best practices for implementing remote learning during a pandemic. Clearing House (Menasha, Wis.), 93(3), 135–141. https://doi.org/10.1080/00098655.2020.1751480
Onishchuk, I., Ikonnikova, M., Antonenko, T., Kharchenko, I., Shestakova, S., Kuzmenko, N., & Maksymchuk, B. (2020). Characteristics of foreign language education in foreign countries and ways of applying foreign experience in pedagogical universities of Ukraine. Romanian Magazine for Multidimensional Education [Revista Romaneasca Pentru Educatie Multidimensionala], 12(3), 44–65. https://doi.org/10.18662/rrem/12.3/308
Pennycook, A. (2022). Critical applied linguistics in the 2020s. Critical Inquiry in Language Studies, 19(1), 1–21. https://doi.org/10.1080/15427587.2022.2030232
Rus, D. (2020). Creative methodologies in teaching English for engineering students. Procedia Manufacturing, 46, 337–343. https://doi.org/10.1016/j.promfg.2020.03.049
Russell, V. (2020). Language anxiety and the online learner. Foreign Language Annals, 53(2), 338–352. https://doi.org/10.1111/flan.12461
Weber, S., & Mehandru, N. (2022). The 2020s political economy of machine translation. Business and Politics, 24(1), 96–112. https://doi.org/10.1017/bap.2021.17
Wen, H., & Chen, L. (2022). “Suspending Classes Without Pauses for Learning”: What Do Chinese Secondary Teachers Think About Remote Teaching Following the Pandemic? In Cases on Practical Applications for Remote, Hybrid, and Hyflex Teaching (pp. 139-158). IGI Global. https://www.igi-global.com/chapter/suspending-classes-without-pauses-for-learning/300108
Worsham, J., & Kalita, J. (2020). Multi-task learning for natural language processing in the 2020s: Where are we going? Pattern Recognition Letters, 136, 120–126. https://doi.org/10.1016/j.patrec.2020.05.031
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