The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Article

Iphras as an E‑Learning Platform for Idiomatic Competence  pp137-143

Teodora Kiryakova-Dineva, Milena Levunlieva, Vyara Kyurova

© May 2017 Volume 15 Issue 2, Editor: Rikke Ørngreen and Karin Levinsen, pp105 - 198

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Abstract

The integration of E‑learning has expanded in a variety of directions to a degree that its successful application is of great importance to all sectors of education and training. E‑learning can offer unquestionable advantages to everyone involved in both the assessment and the knowledge transfer process (Owens and Floyd 2007; Luchoomun, McLuckie and van Wesel 2010; Damyanov and Tsankov 2016). Some of the challenges of e‑learning methods rest in choosing the right platform, and in determining the scope of the selected material as well as the adequacy of its user friendly methodology. Among the features of e‑learning platforms that are applicable to a wider audience is the criterion of multi‑language application. As regards E‑learning in foreign language education, there are three pragmatic and cultural aspects which are often omitted from the e‑learning system: 1) the transfer of idiomatic competence; 2) the acquisition of cultural concepts; and 3) the inclusion of small and endangered languages. This is not the case with the elaboration of the e‑learning platform IPHRAS ‑ Interphraseologie für Studien‑und Berufsmobile. The proposed paper presents its main achievements and focuses on the methodology for foreign language learning in a multilingual electronic environment. The process is facilitated by the incorporation of thematically structured multiword units (idioms and collocations). Its priority is easy access to a variety of languages, including Greek, Turkish, Romanian, Bulgarian, through more popular languages such as English and German. The degree of translation equivalence of its elements facilitates not only multilingualism, but also the initial phase of mastering the vocabulary of additional languages. The IPHRAS platform was elaborated by an international team of Balkan researchers and language instructors and funded by the European Commission within the Lifelong learning program.

 

Keywords: e-learning platform, foreign languages, multilingualism, idiomatic competence

 

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Journal Article

Language Proficiency and Smartphone‑aided Second Language Learning: A look at English, German, Swahili, Hausa and Zulu  pp25-37

Eva Maria Luef, Bethel Ghebru, Lynn Ilon

© Jan 2019 Volume 17 Issue 1, Editor: Rikke Ørngreen and Karin Levinsen, pp1 - 63

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Abstract

Use and development of applications for smartphones (so‑called ‘apps’) continue to rise, and it comes as no surprise that language learning apps (such as Google Translate) are immensely popular among the younger generation. But, do these apps actual help students learn a language and, if so, how is apps usage influenced by the proficiency of the language learner? Our research focused on the use of apps related to language learning in two major Korean universities. Koreans are known to be high‑tech users and avid language learners, and Korea can therefore provide a good model for how education and technology intersect. We asked students studying German, Swahili, Hausa, and Zulu to inform us about the role that smartphone apps play in their language learning, both at home and in a formal education setting (e.g., classroom). Results showed that one important determiner for how apps were used was language proficiency. We further found an interaction effect between proficiency in English and the other languages, which directly impacted app use. Our findings suggest that these rather sophisticated digital and language learning students make sophisticated choices of apps based on knowledge of apps and the language learning task at hand.

 

Keywords: language apps, language learning, second foreign languages, less commonly taught languages, English

 

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Journal Issue

Volume 15 Issue 2 / May 2017  pp105‑198

Editor: Rikke Ørngreen, Karin Levinsen

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Keywords: active learning, higher education, student learning, student engagement, online course design and development, interdisciplinary collaboration, frustrations, TESL students’ perceptions, hypermedia reading materials, reading comprehension, virtual containers, STEAM, Open Educational Resources, content distribution platforms, e-learning platform, foreign languages, multilingualism, idiomatic competence, e-learning; global health education; connectivity; bandwidth management; capacity building; educational technologies, Clicker technology, Facebook, and Wiley Plus, Web-based homework, behavioral intention, cognitive load, germane load, e-learning, instructional design, MOOC, online community, Computer Mediated Communication (CMC), Communities of Practice (CoPs), nonverbal communication

 

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