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.

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

 Researches have proven that self-assessment is a key learning strategy for autonomous language learning, as it provides information that can change goals, strategies, and effort sharing. In language learning, language competence is linked to the presence and degree of autonomy. The autonomous learner must be able to assess the quality of the methods used, control the outcome of his /her actions in order to determine what real goals he/she has achieved. Therefore, self-assessment is a process that allows the learner to judge both the outcome of his or her effort and the quality of the acquired knowledge in relation to predetermined goals. Self-assessment in online activities is ensured by immediate and informative feedback. To provide constant challenge and motivation feedback must be: a) clear; b) frequent; c) constructive; and d) encouraging.

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© 2019 Παναγιώτης Αρβανίτης - Panagiotis Arvanitis

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