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The effects of various combinations of form-focused instruction techniques on the acquisition of English articles by second language learners of English
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From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education
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In: L2 Journal, vol 14, iss 1 (2022)
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Evaluating multimodal literacy: Academic and professional interactions around student-produced instructional video tutorials
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In: ISSN: 0346-251X ; System ; https://hal.archives-ouvertes.fr/hal-03521668 ; System, Elsevier, 2022, 105, pp.102727. ⟨10.1016/j.system.2022.102727⟩ (2022)
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Managing students’ non-canonical approaches to solving equations: Linguistic resources teachers use to respond to students’ mathematical work ...
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A Systematic Review on Oral Interactions in Robot-Assisted Language Learning
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In: Electronics; Volume 11; Issue 2; Pages: 290 (2022)
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Using HeidiSongs Music as an Instructional Tool in the Elementary School Classroom: A Case Study
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In: Doctoral Dissertations and Projects (2022)
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Managing students’ non-canonical approaches to solving equations: Linguistic resources teachers use to respond to students’ mathematical work
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Beginning Moroccan Arabic (Darija): An OER Multimedia Textbook
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Abstract:
In an effort to promote the creation and sharing of educational content available as Open Educational Resources (OER), the course development team at the University of Hawai’i and the University of Arizona converted the original two Moroccan Arabic courses designed for the Flagship Program into two OER textbooks: Beginning Moroccan Arabic and Culture and Advanced Moroccan Arabic and Culture. These two OER courses are offered as exported Moodle courses, primarily designed for installation in a Moodle course system. The Moroccan Arabic and Culture OER Multimedia Textbooks aim to provide both beginning and advanced learners of Moroccan Arabic with curated authentic and interactive multimedia resources in Moroccan Darija, and contextualized learning experiences for developing region-specific communicative skills and cultural awareness. The downloadable file can be imported into a Moodle course system, or other Learning Management Systems (LMS). ; Beginning Moroccan Arabic and Culture contains seven modules, and each module has three lessons; Advanced Moroccan Arabic and Culture contains seven modules and two Lessons under each module. Each Module starts with an overview that provides a brief summary of the learning objectives in that particular module. Each of the lessons focuses on a subtopic related to the module theme. Each lesson contains two types of activities: vocabulary learning through Quizlet digital flashcards and listening comprehension activities based on authentic videos using H5P. Once installed, course instructors can further customize the course content by adding assessments or other activities. See below for an overview of the Modules, Lessons and their corresponding themes in each course. Beginning Moroccan Arabic 1-Greetings and Introductions 1.1 Greetings 1.2 Introduction 1.3 Family 2- Hobbies and Daily Activities 2.1 Hobbies 2.2 Telling Time and Ordering Events in Time 2.3 Daily Schedule 3- Food 3.1 Eating at Home and Cooking 3.2 Ordering Food 3.3 Fast Food 4- Shopping 4.1 At the Store 4.2 At the Market 4.3 Traditional Clothing 5- Transportation and Traveling 5.1 Weather 5.2 Traveling 5.3 Transportation 6- Health 6.1 Body Parts and Describing People 6.2 At the Doctor’s Office 6.3 Pharmacy and Medicine 7- Professional Life 7.1 Forms of Address and expressing Requests 7.2 Organizations and Associations 7.3 Internships Installation Instructions for Moodle (For information on installing in other LMSs, please visit project page:https://thelanguageflagship.tech/mbl-arabic/) 1. Ask your institution’s Moodle administrator to create a course in Moodle; 2. Use Moodle’s Import function to import the downloaded content into your course (see gear icon on main course page); 3. Edit course content and course settings to suit your needs. As an example, if you wish to create additional activities or assessments in each lesson or module, you will need to use the “Add an activity of resource” function where you see fit. 4. Enroll users and run the course. ; This course was created with support from The Language Flagship Technology Innovation Center. The development of this course was funded under a grant from the Institute of International Education (IIE), acting as the administrative agent of the Defense Language and National Security Education Office (DLNSEO) for The Language Flagship. The Language Flagship is a national initiative to change the way Americans learn languages through a groundbreaking approach to language education through a network of programs at institutions of higher education across the United States. The Language Flagship graduates students who will take their place among the next generation of global professionals, commanding a superior level of proficiency in one of ten languages critical to U.S. national security and economic competitiveness.
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Keyword:
Arabic language--Dialects; Blended learning; Instructional systems--Design; Open educational resources
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URL: http://hdl.handle.net/10125/81589
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Advanced Moroccan Arabic (Darija): An OER Multimedia Textbook
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Alfabetización mediática crítica para mejorar la competencia del alumnado
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 70, 2022 (Ejemplar dedicado a: Nuevos retos del profesorado ante la enseñanza digital), pags. 47-57 (2022)
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Professionals’ feedback on emerging multimodal needs in LSP: An evaluation of student-produced instructional video tutorials
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In: 6th International Conference of Asia-Pacific LSP & Professional Communication Association. Multimodality and Beyond: Addressing complexity and emerging needs in LSP. ; https://hal.archives-ouvertes.fr/hal-03474245 ; 6th International Conference of Asia-Pacific LSP & Professional Communication Association. Multimodality and Beyond: Addressing complexity and emerging needs in LSP., Jun 2021, Hong Kong, China (2021)
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Learning to Argue Through Dialogue ; a Review of Instructional Approaches
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Conceptual metaphors for isomorphism and homomorphism: Instructors’ descriptions for themselves and when teaching
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Red Flags, Red Herrings, and Common Ground: An Expert Study in Response to State Reading Policy
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In: Educational Considerations (2021)
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