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


 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.

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.

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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.


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Interdisciplinarity in virtual worlds: teaching approaches for acquiring a language-culture.

Arvanitis Panagiotis, Panagiotidis Panagiotis, Kigitsioglou-Vlachou Aikaterini (2014). 7th International Conference of Education, Research and Innovation, Seville - Spain, 17/11/2014-19/11/2014, CD-ROM, ICERI2014 Proceedings. p.3892-3901.

Virtual Worlds are among the fastest growing areas of web 2.0, as they dispose characteristics that promote the development of all kinds of applications not only for communication and entertainment, but for education, as well. This work highlights the importance of Virtual Worlds, their potential and their contribution to foreign language education and explores the perspectives for further exploitation. Virtual Worlds can be an important tool for the cooperative 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. The present paper presents implementations of the use of Virtual Worlds for foreign language education through interdisciplinary approaches with particular emphasis on foreign language learning and culture.



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