Designing a digital pedagogical pattern for improving foreign language learners’ oral proficiency
Literator
| Field | Value | |
| Title | Designing a digital pedagogical pattern for improving foreign language learners’ oral proficiency Die ontwerp van ’n digitale pedagogiese patroon vir die verbetering van leerders se mondelinge kommunikasievaardighede | |
| Creator | Grobler, Carina Smits, Tom F.H. | |
| Description | South African undergraduate foreign language students need more opportunity to practise their oral language skills. Not only do appeals to focus more on oral productive skills feature in scholarly literature (Delena-le Roux 2010), it is also one of the main conclusions from a survey among beginner students of French at the Potchefstroom Campus of North-West University (South Africa). It was therefore necessary to design a teaching and learning intervention, specifically aimed at improving beginner students’ oral communication skills in French. Laurillard’s (2012) Conversational Framework inspired the design of a digital pedagogical pattern (DPP), consisting of context and pedagogy descriptors for the development of foreign language learners’ oral communication skills. The Conversational Framework analyses formal learning and challenges the use of new technologies in learning. The implementation process of a DPP for the development of students’ (French) oral skills involved three cycles, each with specific outcomes and three groups of participants: the control group and two experimental groups. Field-testing the proposed DPP provided important insights which should be integrated in the design of subsequent digital pedagogical patterns in the specific context: limiting the participant groups to two; decreasing the number of interventions to be implemented in the limited teaching time of a semester; ensuring that each step adheres to the requirements of the Conversational Framework. Student results from the learning interventions in future studies should reveal which intervention better promotes oral communication skills. Suid-Afrikaanse voorgraadse vreemdetaalstudente het meer geleenthede nodig om hulle mondelinge kommunikasievaardighede te oefen. Nie net lewer die akademiese literatuur ‘n pleidooi vir meer klem op mondelinge vaardighede nie (Delena-le Roux 2010), dit is ook een van die sentrale gevolgtrekkings uit ’n opname onder beginnerstudente wat Frans neem by die Potchefstroomkampus van die Noordwes-Universiteit (Suid-Afrika). Dit was dus noodsaaklik om 'n onderrig- en leerervaring te ontwerp wat daarop gemik is om beginnerstudente se mondelinge kommunikasievaardighede in Frans te verbeter. Laurillard (2012) se Gespreksraamwerk was die inspirasie vir die ontwerp van 'n digitale pedagogiese patroon (DPP) wat bestaan uit konteks en pedagogiese beskrywers ten einde vreemdetaalleerders se mondelinge vaardighede te ontwikkel. Die Gespreksraamwerk analiseer formele leer en die struikelblokke met die gebruik van nuwe tegnologieë in leer. Die implementeringsproses van ‘n DPP vir die ontwikkeling van die mondelinge vaardighede van studente (in Frans) het drie siklusse, elk met sy eie uitkomste, en drie groepe deelnemers – die kontrolegroep en twee eksperimentele groepe – behels. Die toetsing van die voorgestelde DPP het belangrike insigte gebied wat geïntegreer behoort te word in die ontwerp van toekomstige digitale pedagogiese patrone vir die spesifieke konteks: deelnemersgroepe behoort tot twee beperk te word; leerervarings wat uitgevoer word tydens die beperkte onderrigtyd van ʼn semester behoort verminder te word; daar moet verseker word dat elke stap van die leerervaring voldoen aan die vereistes van die Gespreksraamwerk. Studente-uitslae van die leerervarings in toekomstige studies behoort te onthul watter siklus die beste bydra tot die verbetering van mondelinge kommunikasievaardighede. | |
| Publisher | AOSIS | |
| Date | 2016-09-29 | |
| Identifier | 10.4102/lit.v37i2.1273 | |
| Source | Literator; Vol 37, No 2 (2016); 9 pages Literator; Vol 37, No 2 (2016); 9 pages 2219-8237 0258-2279 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://literator.org.za/index.php/literator/article/view/1273/2077
https://literator.org.za/index.php/literator/article/view/1273/2078
https://literator.org.za/index.php/literator/article/view/1273/2079
https://literator.org.za/index.php/literator/article/view/1273/2065
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