AKTYWNOŚCI STYMULUJĄCE REFLEKSJĘ W NAUCZANIU JĘZYKA PISANEGO W WIRTUALNEJ KLASIE
Journal Title: Neofilolog - Year 2014, Vol 42, Issue 2
Abstract
Activities stimulating reflection in teaching writing in a virtual learning environment The paper aims to show how to engage students attending an online language course in various activities which by stimulating reflection enhance the learning process and result in better learning outcomes. By blending cognitivist, constructivist, constructionist and behavioural ideas, course developers and tutors can produce materials and use methods which satisfy the varied needs of adults who want to improve their writing skills. Such a blend leads to a unique design, which can be achieved by tools available in a virtual learning environment. Course participants will be more adequately prepared for writing genuine texts in the future through use of such activities as working with authentic resources integrated with different tasks and assignments to stimulate reflection; studying under the supervision and guidance of the tutor; participating in collaborative projects to promote learner autonomy; developing new knowledge through meaning-making discussions; doing peer review as well as summative, formative assessment, and self-assessment. Experience of these ways of working will help the participants to eventually become self-regulated, lifelong learners. Keywords: VLE, reflection, constructivism, FLT, writing skill
Authors and Affiliations
Iwona MOKWA-TARNOWSKA
Keywords
Related Articles
- EP ID EP382748
- DOI 10.14746/N.2014.42.2.5
- Views 102
- Downloads 0
ZUR FÖRDERUNG DER SPRACHBEWUSSTHEIT – VERGLEICHEN UND BESPRECHEN DER GRAMMATISCHEN STRUKTUREN
Promoting language awareness – comparison and discussion of grammar structures This paper elaborates on the notion of language awareness among multilingual students. In the first part the author presents the results of...
ZALEŻNOŚĆ MIĘDZY POZIOMEM OPANOWANIA GRAMATYKI A WYBRANYMI CZYNNIKAMI KOGNITYWNYMI I AFEKTYWNYMI: ZARYS PROJEKTU BADAWCZEGO
The relationship between the knowledge of grammar and selected cognitive and affective individual difference variables: An outline of a research project Although there is a considerable body of research aiming to determ...
FOREIGN LANGUAGE ANXIETY IN OUT-OF-CLASS PERFORMANCE. IDENTIFYING LANGUAGE-ANXIETY SOURCES, ITS EFFECTS, AND COPING STRATEGIES
Abstract Language researchers have long been aware that anxiety can be associated with the language learning process and negatively correlate with academic achievement, motivation and successful oral performance. Foreig...
GOTOWOŚĆ KOMUNIKACYJNA W PRZEBIEGU ZAJĘĆ Z MÓWIENIA W JĘZYKU OBCYM: WYNIKI BADAŃ
L2 willingness to communicate in the language classroom: Study results Willingness to communicate (WTC) in a second language is the outcome of mutual influences of a wide array of psychological, linguistic, educational...
REFLECHIR SUR LES TICE EN CLASSE D’ANGLAIS: CAS DES ENSEIGNANTS EN FORMATION INITIALE
New technologies in the classroom: The case of prospective language teachers The goal of the present paper is to question the validity of the claim which sees reflection as an important part of the work of an efficient...