ΠΡΑΚΤΙΚΑ ΣΥΝΕΔΡΙΩΝ

2022 - Development of a mobile application concerning the french language perparation course for the panhellenic exams.

Mavropoulou, E., Arvanitis, P., & Krystalli, P. (2022). Development of a mobile application concerning the french language perparation course for the panhellenic exams. Proceedings of 16th International Technology, Education and Development Conference (INTED 2022), International Academy of Technology, Education and Development (IATED), DOI: 10.21125/inted.2022.0965

 

At a time when all educational structures operate remotely, now that mobile phones have card memories that accept programs and content, entire new learning worlds have opened [1]. Today, as never before, the enrichment of knowledge in innovative ways is imperative, as mobile devices offer the possibility of acquainting and practicing various learning objects. Such examples are the learning and practice of formal and informal educational courses. The advantages of using such applications in mobile devices in order for learning practice and evaluation to be assessed have already been demonstrated in previous research. The purpose of this paper is to present the development of a mobile app for the effectiveness in the preparation of the special course of the French language in Panhellenic examinations. These examinations are the process that Greek students need to go through to get admitted to the Universities. 

2020 - Model for foreign languages learning via mobile devices?

Mavropoulou, Ε., & Arvanitis, P. (2020). Model for foreign languages learning via mobile devices? Proceedings of 13th International Conference of Education, Research and Innovation, (ICERI 2020). Seville 09-10/11/2020, (pp. 8248-8255). Spain: International Academy of Technology, Education and Development (IATED). ISBN: 978-84-09-24232-0. doi: 10.21125/iceri.2020.1837

 

The ease of portability of mobile devices, as well as the low cost of purchasing and using them, make these devices a dominant tool in our everyday life. Learning with the use of mobile devices, changed radically the conventional/traditional learning process. In the context of such learning, applications are developed for foreign language learning through mobile devices. Still, though, these applications do not provide a clear idea of the actual level of learners, and they do not develop all four basic skills (written and oral comprehension, written and oral production). Studying the literature review we conclude that still at the end of the decade 2020, although there are many Mobile Assisted Language Learning (MALL) applications, there is a lack of structured educational applications for language teaching/learning, compatible with the principles of the Council of Europe as they are described in the Common European Framework of Reference for Languages.

2019 - VR vs AR. Are suitable for the development of linguistic skills in second language teaching?

Arvanitis, P. (2019). VR vs AR. Are suitable for the development of linguistic skills in second language teaching? Proceedings of 13th International Technology, Education and Development Conference (INTED 2019), 11-13/3/2019, pp. ----. Valencia, Spain: International Academy of Technology, Education and Development (IATED).

 

In past decades the Common European Framework of Reference for Languages: Learning, Teaching, and Assessment (CEFR), is widely adopted and accepted as a European standard for teaching and learning foreign languages. CEFR’s implementation promotes the linguistic diversity within the European Union and additionally support the use of Information and Communication Technologies as networks and digital tools at the service of teaching or learning foreign languages. In this broader context, the use of New Technologies has become today a key factor. The expansion of Virtual Reality’s applications over the past years, meet the new advances of mobile devices (smartphones, tablets) and in mobile technologies that merge the real world with digital information leading to Augmented Reality applications. On the one hand, some of the Virtual reality (VR) applications such as Virtual Worlds can be an interesting tool for the cooperative teaching and learning of a foreign language and culture and can facilitate the acquisition of the target language, while also promoting interdisciplinarity through their multi-potential dimension. On the other hand, much of the current Augmented Reality (AR) applications, can also promote foreign language teaching and learning, although are mainly developed for marketing and commerce purposes. Especially in the educational area, this new technology is still searching for its important role.

2018 - Serious Games in higher education: Students’ perceptions – The case of School of French of Aristotle University of Thessaloniki.

Serious Games in higher education: Students’ perceptions – The case of School of French of Aristotle University of Thessaloniki.

Krystalli, P., & Arvanitis, P. (2018). Serious Games in higher education: Students’ perceptions – The case of School of French of Aristotle University of Thessaloniki. Proceedings of 10th International Conference on Education and New Learning Technologies (EDULEARN 2018), Palma 02-04/7/2018, (pp. 7849-7855). Palma de Mallorca, Spain: International Academy of Technology, Education and Development (IATED). ISBN: 978-84-09-02709-5, ISSN: 2340-1117, doi: 10.21125/edulearn.2018

 

Τον τελευταίο καιρό υπήρξε μια μεγάλη εξέλιξη στη δημιουργία εκπαιδευτικών παιχνιδιών, γνωστών ως "Serious games" (SGs). Τα SGs είναι περιβάλλοντα που σχεδιάστηκαν με βάση μια παιχνιώδη προσέγγιση της μάθησης για εκπαιδευτικούς σκοπούς. Εμπειρικές μελέτες και έρευνες έδειξαν ότι τα SGs μπορούν να παρέχουν καινοτόμες μαθησιακές παιδαγωγικές προσεγγίσεις στους παίκτες και να τους βοηθήσουν να γίνουν αυτόνομοι μαθητές. Επιπλέον, μπορούν να ενισχύσουν τα κίνητρα των μαθητών και να τους εμπλέξουν σε επαγωγική βιωματική μάθηση.

Σκοπός αυτής της εργασίας είναι να παρουσιάσει τα ευρήματα μιας μελέτης που διεξήχθη στο Τμήμα Γαλλικής Γλώσσας και Φιλολογίας  του Αριστοτελείου Πανεπιστημίου Θεσσαλονίκης και η οποία διερευνά τις αντιλήψεις των φοιτητών για τα Serious games. Συγκεκριμένα, προτείναμε σε 30 προπτυχιακούς φοιτητές του Τμήματος να χρησιμοποιούν SCs ως μέρος μαθησιακών δραστηριοτήτων που σχεδιάστηκαν για την εκμάθηση της γαλλικής γλώσσας και ειδικότερα παιχνίδια, τα οποία μπορούν να χρησιμοποιηθούν για τη βελτίωση της λεξικογραφικής, γραμματικής και ορθογραφικής ικανότητας των μαθητών. Αυτή η μελέτη περίπτωσης έλαβε χώρα κατά τη διάρκεια της τάξης, αλλά και εκτός των ωρών διδασκαλίας. Με την ολοκλήρωση του παιχνιδιού, οι φοιτητές συμπλήρωσαν μια έρευνα, η οποία επικεντρώθηκε στις προηγούμενες εμπειρίες των φοιτητών στις ΤΠΕ και στη μάθηση βάσει παιχνιδιών και στις αντιλήψεις τους για τη χρήση των SGs στην ανάπτυξη γλωσσικών ικανοτήτων.

2018 - Self-Assessment and immediate feedback in language learning.

Self-Assessment and immediate feedback in language learning. 

Krystalli, P., & Arvanitis, P. (2018). Self-Assessment and immediate feedback in language learning. Proceedings of 11th International Conference of Education, Research and Innovation, (ICERI 2018). Seville 12-14/11/2018, (pp. 2066-2072). Seville, Spain: International Academy of Technology, Education and Development (IATED). ISBN: 978-84-09-05948-5

 Έρευνες έχουν δείξει ότι η "αυτοαξιολόγηση" αποτελεί βασική στρατηγική μάθησης για την αυτόνομη εκμάθηση γλωσσών, καθώς παρέχει πληροφορίες που μπορούν να αλλάξουν στόχους, στρατηγικές και καταμερισμό της προσπάθειας. Στην εκμάθηση γλωσσών, η γλωσσική ικανότητα συνδέεται με την παρουσία και τον βαθμό "αυτονομίας". Ο αυτόνομος μαθητής πρέπει να είναι σε θέση να αξιολογήσει την ποιότητα των μεθόδων που χρησιμοποιούνται, να ελέγξει το αποτέλεσμα των ενεργειών του, προκειμένου να καθορίσει ποιους πραγματικούς στόχους έχει επιτύχει. Ως εκ τούτου, η αυτοαξιολόγηση είναι μια διαδικασία που επιτρέπει στον εκπαιδευόμενο να κρίνει τόσο το αποτέλεσμα της προσπάθειάς του όσο και την ποιότητα των αποκτώμενων γνώσεων σε σχέση με προκαθορισμένους στόχους. Η αυτοαξιολόγηση στις ηλεκτρονικές γλωσσικές δραστηριότητες εξασφαλίζεται με άμεση και ενημερωτική ανατροφοδότηση. Για την παροχή συνεχούς ανταπόκρισης και κινήτρων, πρέπει να είναι: α) σαφής,  β) συχνή,  γ) εποικοδομητική, και δ) ενθαρρυντική.

Σε αυτή την εργασία θα προσπαθήσουμε να καθορίσουμε τη σχέση μεταξύ αυτοαξιολόγησης και εκμάθησης γλωσσομάθειας και να παρουσιάσουμε τα παιδαγωγικά οφέλη της άμεσης, σαφούς και εποικοδομητικής ανάδρασης. Για το σκοπό αυτό, θα μελετήσουμε ορισμένα από τα ψηφιακά λογισμικά στιγμιαίων ερωτήσεων-απαντήσεων που επιτρέπουν την αυτοαξιολόγηση και προσφέρουν την ευκαιρία στους διδάσκοντες της γλώσσας για άμεση ανατροφοδότηση.

2018 - Scenario-based digital conversational simulation software in the training of future language teachers in higher education. An empirical approach

Scenario-based digital conversational simulation software in the training of future language teachers in higher education. An empirical approach

Arvanitis, P. (2018). Scenario-based digital conversational simulation software in the training of future language teachers in higher education. An empirical approach. Proceedings of 11th International Conference of Education, Research and Innovation, (ICERI 2018). Seville 12-14/11/2018, (pp. 9122-9126). Seville, Spain: International Academy of Technology, Education and Development (IATED). ISBN: 978-84-09-05948-5

 Η θεωρητική και εμπειρική έρευνα που έχει διεξαχθεί κατά την τελευταία δεκαετία διαπιστώνει ότι η εκμάθηση γλωσσών με χρήση κινητών συσκευών (MALL) μπορεί να υποστηρίξει την εκμάθηση ξένων γλωσσών με νέους τρόπους, τόσο μέσα όσο και έξω από τον χώρο της τάξης. Οι νέες εκπαιδευτικές τεχνολογίες και το υπάρχον λογισμικό διευκόλυναν τη δημιουργία εφαρμογών MALL ειδικά για συσκευές τύπου tablet. Επιπλέον, διεξάγεται ένας αυξανόμενος αριθμός μελετών σχετικά με τη χρήση tablet που εξετάζουν την χρήση του και την αξιοποίησή του, από ποικίλες οπτικές γωνίες, στη γλωσσική εκπαίδευση και κατάρτιση. Αυτή η μελέτη επιδιώκει να εξετάσει τις αντιλήψεις των εκπαιδευτικών πριν και κατά τη χρήση των tablets στην τάξη της ξένης γλώσσας. Με βάση την ανασκόπηση της βιβλιογραφίας αναπτύχθηκε ένα ερωτηματολόγιο, με τύπους κλειστών ερωτήσεων, ερωτήσεων πολλαπλών επιλογών και ερωτήσεων κλιμάκωσης Likert, προκειμένου να εξεταστούν οι απόψεις των εκπαιδευτικών στην Ελλάδα.

285 συμμετέχοντες (132 εν υπηρεσία και 153 αδιόριστοι εκπαιδευτικοί) ολοκλήρωσαν την έρευνα. Τα αποτελέσματα, που παρουσιάζονται λεπτομερώς σε αυτό το άρθρο, αναφέρονται στη γνώμη των συμμετεχόντων σχετικά με τη χρήση του tablet ως εκπαιδευτικό εργαλείο, τα πλεονεκτήματα ή / και τα μειονεκτήματα της χρήσης του καθώς και τον τρόπο με τον οποίο μπορεί να αξιοποιηθεί στην ξενόγλωσση εκπαίδευση.

This paper presents a recently conducted empirical course in the school of French of Aristotle University of Thessaloniki, Greece, that aimed to introduce the use of Scenario-Based Digital Conversation Simulation Software in the education of future language teachers in a higher education class. The early digital adulthood of today’s language learners, requires, in the field of teaching a foreign language, language learning digital tools that are, not only suitable to their needs but capable to assist them to construct personal technology-enhanced language learning experiences. From a language teacher’s perspective, the right selection and use of these ICT software tools become an important issue, therefore any future professor must be familiar with these, in order to increase motivation and guide their students through an interesting process of language acquisition.

2016 - Tablets as instructional tools in the foreign language classroom: the teacher perspective

Tablets as instructional tools in the foreign language classroom: the teacher perspective

Arvanitis Panagiotis, Krystalli Penelopi, Panagiotidis Panagiotis (2016). 9th International Conference of Education, Research And Innovation, Seville - Spain, ICERI 2016, 14/11/2016-16/11/2016, ICERI2016 Proceedings [IATED Academy Spain], ISSN:2340-1095, ISBN-13:978-84-617-5895-1, 2016.

Theoretical and empirical research, carried out over the last decade, argues that mobile assisted language learning (MALL) can support foreign language learning in new ways, both inside and outside the classroom. New educational technologies and software have facilitated the creation of MALL applications especially for tablets. Furthermore, an increasing number of studies are carried out looking at the use of tablets from a variety of angles in the foreign language classroom as it is expected to have a great influence on the performance of learners. Teachers can also play an important role in the successful introduction and use of tablets in the classroom. This study sought to examine both pre- and in-service teachers’ perceptions of using tablets in the foreign language classroom. Based on the literature review an online questionnaire was developed, with two types of Closed-Ended Questions, Multiple choice questions and Likert scaled questions, in order to examine the teachers’ views in Greece. 285 participants (132 in-service and 153 pre-service teachers) completed the survey. The results, presented thoroughly in this article, refer to the participants’ opinion regarding the use of the tablet as an educational tool, the assets or/and drawbacks of its use as well as its pedagogical application and the way it can be used in a foreign language classroom. The present paper highlights also the concept of MALL, the characteristics and the different types of the pedagogical use of tablets.

Keywords: foreign language teaching and learning, MALL, teachers’ perception, tablets.

 

020Get the full paper here

or at Aristotle University of Thessaloniki-Digital repository

2016 - Applications for Mobile Assisted Language Learning: A current field research

Applications for Mobile Assisted Language Learning: A current field research

Arvanitis Panagiotis, Krystalli Penelopi, Panagiotidis Panagiotis (2016). 10th International Technology, Education and Development Conference, Valencia- Spain, 07/03/2016-09/03/2016, CD-ROM, INTED2016 Proceedings. p.7645-7651, ISBN: 978-84-608-5617-7, ISSN: 2340-1079

 

 During the last few years, Mobile Learning (m-Learning) has increasingly attracted the attention of scholars. m-Learning is defined as the use of mobile devices in learning such as mobile phones (smartphones), tablet PCs, pocket PCs and personal digital assistants PDAs. Several studies have pointed out that m-Learning is an interactive type of technology-based learning that can enhance students’ motivation. The emergence of new technological equipment and software has facilitated the creation and development of effective methods and materials for mobile assisted language learning (MALL) which is a specialization of mobile learning (m-Learning).

This paper focuses on the use and effectiveness of MALL in second and foreign language (L2) education and on the potential of mobile devices as effective tools for delivering language learning materials to the students in terms of gained linguistic knowledge and skills. To this end, we have carried out a field research on a sample of 50 applications for L2 learning, created for mobile devices, focusing on the most popular ones: smartphones and tablets. In particular, using the descriptors proposed by the Common European Framework (CEFR), we made an effort towards determining whether these applications contain activities that might successfully support collaborative reading, writing, listening and speaking skills and language acquisition in more general terms. Based on the findings we will suggest areas for further research.

Keywords: Mobile assisted language learning, language learning, language activities, foreign language.

020Get the full paper here

or at Aristotle University of Thessaloniki-Digital repository