From Face-to-Face to Online in Foreign Language Teaching: An Outstanding Experience

Autor/in	Rodríguez Oitavén, Cristina
Titel	From Face-to-Face to Online in Foreign Language Teaching: An Outstanding Experience
Quelle	(2022), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	French; German; Spanish; Online Courses; Conventional Instruction; Second Language Learning; Second Language Instruction; Teaching Methods; Cognitive Style; Language Tests; Grammar; Video Technology; Modern Languages; Advanced Courses; COVID-19; Pandemics; Language Proficiency; Multimedia Instruction; Distance Education; Foreign Countries; Educational Change; United Kingdom (England) + Suchen Sie Ihr Suchwort? Französisch; Deutscher; Spanisch; Online course; Online-Kurs; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive styles; Kognitiver Stil; Language test; Sprachtest; Grammatik; Gegenwartssprache; Fortgeschrittenenunterricht; Language skill; Language skills; Sprachkompetenz; Multimediales Lernen; Distance study; Distance learning; Fernunterricht; Ausland; Bildungsreform
Abstract	In December 2019, the University of Oxford Language Centre started to offer online courses in French, Spanish, and German at an advanced level. This not only enabled the Language Centre to pilot a new way of Modern Foreign Language (MFL) teaching ahead of the unprecedented 2020 health crisis, but also to open and expand 'Oxford to the world'. The aim of this chapter is to provide an overview of this innovative online teaching project based on the implementation of a two-hour weekly asynchronous teaching schedule through carefully designed 'learning pathways'. These focused on an interactive multimodal learning environment, which included discussions, grammar quizzes, and videos. This project confirmed the initial hypothesis that asynchronous teaching was the best method for students with different language competencies and learning styles as they were not time-bound and were able to work at their own pace. [For the complete volume, "Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education," see ED619814.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01