Browsing by Subject "Literatures"

Now showing 1 - 3 of 3
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    L'emploi de Screencastify pour fournir un feedback audio-visuel et collaboratif aux débutants en FLE sur la production écrite et orale.
    (2021) Nieuwoudt, Kerry Lee; Schmid, Karin
    With the aim of improving the provision of online feedback on written and oral formative tasks within the field of Foreign Language French, the effectivity of screencasts to create audiovisual feedback is investigated throughout this study. Learning practitioners are looking to enhance ICT tools for the development of online learning programmes in response to changes in our learning environment caused by the COVID-19 pandemic. Although much research has been focussed on remote teaching techniques, this study aims to focus on the provision of useful audio-visual feedback in the form of screencasts. The first-year students learning French at the University of Cape Town were selected as participants for this study. Two activities, one written and one oral activity, were created using the university's learning platform namely Vula. The students completed and submitted these tasks using the upload and recording tools available to them on Vula. Audio-visual feedback was then created and provided to each student for their tasks. The audio-visual feedback was sent in the form of screencasts which were created using Screencastify, available for free download as a Google Chrome extension. These screencasts were embedded in the assignments and digitally returned to the students via Vula. Students then completed a subsequent questionnaire, using Google Documents, encouraging them to share their perceptions of the audio-visual feedback in terms of its effectivity, ability to make them notice their mistakes and the pause and rewind functions. The aim was to draw a comparison between the written and oral feedback traditionally provided in the classroom and the audio-visual feedback in the form of screencasts, as well as to determine if audio-visual feedback is able to put learners at ease. The results of this research indicated that communicating and making mistakes caused students to experience anxiety. Secondly, traditional written feedback can be effective, but oral feedback in the classroom is often provided too quickly for many students to pay attention or to take notes. Furthermore, students showed a preference towards receiving correction from their teacher rather than from their peers. The audio-visual feedback in the form of screencasts proved to be useful to most of the students some of whom indicated that it was a more memorable and interactive. Some students felt more at ease when receiving the audio-visual feedback because it was sent to them on their personal devices and other students found the pause and rewind functions useful for practicing their pronunciation or for revision. Screencastify or similar tools can therefore be considered useful for the provision of audiovisual feedback as part of an online learning programme.
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    Open Access
    Le TBI et l’interactivité en classe de FLE
    (2019) Druce, Helen; Schmid, Karin
    Dans un monde globalisé, les outils d’enseignement liés aux nouvelles technologies jouent un rôle de plus en plus important dans tous les domaines, et surtout dans un contexte scolaire. Dans la classe de XXIe siècle, il est évident que les apprenants sont immergés dans les technologies. D’ailleurs, il est incontestable que les technologies influencent l’évolution de l’éducation. Du point de vue des enseignants, il est important que les outils d’enseignement puissent augmenter la réussite scolaire de leurs apprenants, « en améliorant la pratique pédagogique des enseignants, en diversifiant la nature des ressources pédagogiques (graphiques, vidéo, audio, etc.) et en augmentant l’interactivité des activités d’enseignementapprentissage ». (Karsenti, 2016). Parmi la variété des technologies différentes, nous estimons que le Tableau Blanc Interactif (TBI) se révèle comme un outil d’enseignement et d’apprentissage très utile. L’objectif de notre étude est d’évaluer son potentiel pédagogique dans la classe de français langue étrangère (FLE). Avant de commencer notre enquête sur le TBI, nous visons d’abord à considérer le contexte d’enseignement et d’apprentissage de la langue parlée.
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    My language, my culture: an exploration of the cultural significance of isiXhosa language to people who identify as amaXhosa: a case study with six urban and six rural speakers
    (2023) Mtsi, Ncedo; Dowling, Teresa
    There are several factors that cause people to convert from their cultures to cultures that they view as being more economically and socially desirable. In South Africa, cultural conversion became evident with the arrival of missionaries: Africans started to adopt the culture and world view of missionaries (Ndlovu, 2002; Oduyoye, 2009). The adoption of western culture came at a high price for African languages, particularly in terms of developing the skills associated with learning and speaking one's first language (people started learning languages that were in line with their newly found culture). Bamgbose (2011:5) contends that one of the things that contributes to African languages being seen as languages without value is the fact that some African people display negative attitudes towards their mother-tongues by sending their children to schools where they would be taught in a foreign language. Growing up in a middle-class family in Delft in Cape Town, where most people aspired to get a good education, land a well-paid job, and move to the suburbs, I was always aware that these aspirations were firmly linked to acquiring the highest level of English. In my daily life I, and my friends who were also young isiXhosa-speakers, could tell that the need to acquire English was paramount to achieving these aims. We saw no evidence of our own language, isiXhosa, being used in powerful institutions such as banks, hospitals, and universities. However, we did witness, at many cultural events, our language being used robustly and with pride. There appeared to be a separation between language that was valued as a way to gain economic wealth (English) and language that was important for spiritual development (isiXhosa). We thus were led to believe that our language is not sophisticated, that it holds no value in the economic world. Kramsch (2000:7) argues that the predominance of certain languages in institutions of power, and the neglect of others, can cause harm to the less powerful language and culture and slowly instil in its speakers a feeling of rejection and alienation from mainstream society: “The prohibition of its use is often perceived by its speakers as a rejection of their social group and their culture.” In other words, equating success with one language and realizing that one cannot use one's language in certain contexts that are deemed economically important, can lead a speaker of a less economically powerful language to shift from his/her home language to another.