![]() Obviously, the same condition is true with Uzbek language teaching life. However, it is argued that there is a great need of introducing the method to language teachers and learners in order to achieve its most benefits. Newly-introduced E-based teaching method is well received by majority of the EFL/ESL instructors. In the era of technology the use of online and offline tools are becoming more and more prevelent in fullfilling EFL/ESL learners' language needs. The results also provide the theoretical basis for e-learning software development and represent a new contribution to the literature. From the results of this research, it can be concluded that schools and universities can use multi-level feedback from participants to maximize the effectiveness of language training and diversify the range of activities included in the curriculum. The research results show the effects of language learning software on students’ language proficiency (P). The research sample included students from eight countries with the common european framework of reference for languages (CEFR) levels of English from B1 to C1. The research included quantitative data from the experiment and surveys, which consisted of multiple-choice, single-choice, and open-ended questions. Statistical data were collected and processed using the university’s digital ecosystem. Research methods included a theoretical analysis of current trends in language training and gamification. Some students alternated between online and offline environments. Participants were engaged in synchronous distance and face-to-face learning, depending on their location and the current epidemiological situation. The experiment took place at RUDN University (Moscow, Russia) in 2021 during the COVID-19 pandemic. ![]() It describes the results of an experience with adding daily activities in Elevate, a free language learning application marketed as brain training software for the undergraduate English curriculum. The research aimed to investigate the impact of introducing language learning software to university students in the learning environment influenced by COVID-19. Palabras clave: Kahoot !, IRS, tecnología de aula, gamificación, aprendizaje basado en juegos, evaluación informal. Kahoot! es una plataforma que puede utilizarse también para la evaluación informal. Es necesario utilizar la tecnología de aula en las aulas de idiomas para mejorar el aprendizaje, y la gamificación es uno de los últimos enfoques utilizados en las clases de idiomas. Los resultados de la encuesta de satisfacción de los estudiantes indicaron que los estudiantes disfrutaron jugando Kahoot! Y lo encontró fácil de usar. También proporcionan pruebas adicionales de que el uso de Kahoot! Mayor motivación y mejor adquisición de vocabulario para exámenes posteriores. Los resultados apoyan estudios anteriores que encontraron que el uso de IRS mejoró el compromiso y la interacción de los estudiantes. Un proceso de diseño cuasi experimental se desarrolló a lo largo de un período de tiempo para ver cuán útil fue esta herramienta en el proceso de aprendizaje del vocabulario en el aula de inglés. El propósito del presente estudio fue, por lo tanto, explorar el uso de la plataforma en línea Kahoot! Como una herramienta para la enseñanza y el aprendizaje de vocabulario en una clase de Inglés. Los estudios anteriores sobre el sistema interactivo de respuesta (IRS) tienen generalmente en mente de los instructores de idiomas para facilitar el proceso de enseñanza y aprendizaje. 442 Kahoot! Una herramienta digital para aprender vocabulario en un aula de idiomas RESUMEN La integración de la tecnología en el aula ha aumentado en los últimos años. Kahoot! is a platform that can be used also for informal assessment. It is necessary to use classroom technology in language classrooms to improve learning, and gamification is one of the latest approaches used in language classes. The results of the students' satisfaction survey indicated that students enjoyed playing Kahoot! And found it easy to use. They also provide further evidence that the use of Kahoot! Increased motivation and improved acquisition of vocabulary for later exams. The results support previous studies which found that using IRS improved learners' engagement and interaction. ![]() A quasi experimental design process was developed throughout a period of time to see how helpful this tool was in the learning vocabulary process in English Language classroom. ![]() The purpose of the present study was therefore to explore the use of the online platform Kahoot! As a tool for teaching and learning vocabulary in an English Class. Previous studies on the interactive response system (IRS) have generally being in mind of instructors of languages to facilitate teaching and learning process. Integrating technology in the classroom has increased in the last few years. ![]()
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