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A blended learning scenario to enhance learners’ oral production skills

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A blended learning scenario to enhance learners’ oral production skills

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dc.contributor.author Kim, Hee-Kyung es_ES
dc.date.accessioned 2017-05-25T11:54:23Z
dc.date.available 2017-05-25T11:54:23Z
dc.date.issued 2015-03-30
dc.identifier.uri http://hdl.handle.net/10251/81745
dc.description.abstract [EN] This paper examines the effectiveness of a mobile assisted blended learning scenario for pronunciation in Korean language. In particular, we analyze how asynchronous oral communication between learners of Korean and native speakers via "kakaotalk" (an open source mobile phone application) may be beneficial to the learner in terms of pronunciation. Our methodological approach is based on task resolution (Ellis, 2003) in peer-to-peer collaborative settings and the spaced repetition concept (Ebbinghaus, 1885, cited by Dempster, 1988). The outcomes of our study show that the learners appreciated the possibility to interact with native speakers but most of them preferred synchronous communication for training their pronunciation skills. Guardar / Salir Siguiente > es_ES
dc.language Inglés es_ES
dc.publisher Universitat Politècnica de València
dc.relation.ispartof The EuroCALL Review
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Mobile learning es_ES
dc.subject Oral skills es_ES
dc.subject Pronunciation es_ES
dc.subject Task es_ES
dc.subject Intercultural awareness es_ES
dc.title A blended learning scenario to enhance learners’ oral production skills es_ES
dc.type Artículo es_ES
dc.date.updated 2017-05-25T10:46:45Z
dc.identifier.doi 10.4995/eurocall.2015.4655
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Kim, H. (2015). A blended learning scenario to enhance learners’ oral production skills. The EuroCALL Review. 23(1):17-23. https://doi.org/10.4995/eurocall.2015.4655 es_ES
dc.description.accrualMethod SWORD es_ES
dc.relation.publisherversion https://doi.org/10.4995/eurocall.2015.4655 es_ES
dc.description.upvformatpinicio 17 es_ES
dc.description.upvformatpfin 23 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 23
dc.description.issue 1
dc.identifier.eissn 1695-2618
dc.description.references Dempster, F. N. (1988). The spacing effect: A case study in the failure to apply the results of psychological research. American Psychologist, 43(8), 627-634. doi:10.1037/0003-066x.43.8.627 es_ES
dc.description.references Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press. es_ES
dc.description.references Helmling, B. (Ed.) (2002). L'apprentissage des langues en tandem, Didier: Paris. es_ES
dc.description.references Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289. doi:10.1017/s0958344008000335 es_ES
dc.description.references Mangenot, F. & Nissen, E. (2012). La télécollaboration au service de l'apprentissage des langues. Séminaire "le numérique au service des langues", Besançon, 2-3 July 2012. es_ES
dc.description.references Van der Maren, J.M. (1999). La recherche appliquée en pédagogie: des modèles pour l'enseignement. Bruxelles: De Boeck. es_ES
dc.description.references Zedda, P. (2006). La langue chantée: un outil efficace pour l'apprentissage et la correction phonétique. Les Cahiers de l'Acedle, 2, pp.1-26. es_ES


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