e-CAL - e-Coaching et Apprentissage des Langues

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e-Coaching et Apprentissage des Langues /N° de projet : 2015-1-FR01-KA204-015334 as one might in a videogame. Briefly courses are divided into several Units, which include from 4 to 6 Lessons. The lessons are: Learn, Reading, Listening, Magnet, Writing, and Speaking. The lessons each focus on different aspects of learning the material in that lesson. The first four kinds are mainly drills for practicing. Then the Writing and Speaking lessons are more interactive: learners either write some sentences based on the instructions, or record themselves speaking a paragraph, then native speakers in the language can give criticisms and rate the performance achieved. All skills to develop language activities are involved Resources http://livemocha.com/pages/methodology/ http://livemocha.com/pages/exercise-submissions/ Assessment *of the solution founding the thematic area Process Clarity:To what extent the outcomes are systematically worked through, coherent and clearly 4 developed? Credibility:To what extent the methodological approaches are plausible and justified? 5 Contribution: To what extent the outcome adds to knowledge and/or practice of an issue or 5 aspect regarding eCAL? 122 3.3. Thematic Area Communication Describe the solution from the perspective of eCAL Livemocha is designed to emphasize social interaction in a tandem learning environment and the site runs on a ―return the favour dynamic in order to receive continued help with their own foreign language acquisition. Users must provide feedback for others, users can actively search for language partners on the site, the site itself also suggests friends for users as they submit language exercises. After submitting their work users have the option of selecting which friends‖ from around the globe they would like to grade or evaluate their recently completed exercise. Plus, if he/she don’t like a pesky one has just to press delete. These suggested friends are typically users who speak and write the other user‘s target language at a higher proficiency level. For instance, a native French speaker learning beginner‘s German would likely be paired with a fluent or native German speaker who wishes to learn French. Furthermore, as users complete multiple exercises in a row, the site requests that they take a break to evaluate the work of other users. This give-and take method creates a form of social pressure that encourages learners to improve their target language skills so they can not only interact more effectively with their online friends but also so they can complete more language exercises and receive positive feedback on those exercises. L2 learner can look at people‘s profiles, see how engaged they are in the process, where they are in the lesson plan, and how active they are in the community. From there, he/she can truly build a list of study partners that are as motivated as him/her is to learn. In this sense, users in Livemocha have control over their own language learning because they choose who will help them in that process and to what extent. The Blog Stories, tips, updates, news and ideas about the wide world of language learning. It is divided into 3 sections: all, learners and teachers Resources http://livemocha.com/pages/the-livemocha-community/ Assessment *of the solution found in the thematic area Communication Clarity:To what extent the outcomes are systematically worked through, coherent and clearly 5 developed? Credibility:To what extent the methodological approaches are plausible and justified? 5 Contribution: To what extent the outcome adds to knowledge and/or practice of an issue or 5 aspect regarding eCAL?
e-Coaching et Apprentissage des Langues /N° de projet : 2015-1-FR01-KA204-015334 3.4. Thematic Area Resources Describe the solution from the perspective of eCAL Livemocha, a large online language learning community, blends traditional learning methods with online practice and interaction with native speakers from around the world. The website provides lessons in more than 35 languages. Reading, writing, speaking, and listening are studied separately, with new material first presented in structured lessons before asking users to apply what they have learned. It is free to join, although there is a cost for premium membership. Users can earn lesson credits by tutoring other members (for example, editing something that they have written in the language, or giving feedback on their pronunciation via audio recordings). Livemocha also allows users to access virtual classes or book private tutors for online sessions. Peer-to-peer education works well online as it can be seen in language-learning services such as Livemocha, where teachers in one language become students in another and where anyone in its gift economy can critique and help any student. 123 In addition Livemocha can be seen in a gaming perspective while the platform is not designed in the traditional sense, it does contain several ―game‖ like elements that enhance its capacity for teaching students a foreign language and for engaging certain types of learners. Resources http://livemocha.com/pages/about-us/ Assessment *of the solution found in the area Resources Clarity:To what extent the outcomes are systematically worked through, coherent and clearly 5 developed? Credibility:To what extent the methodological approaches are plausible and justified? 4 Contribution: To what extent the outcome adds to knowledge and/or practice of an issue or 5 aspect regarding eCAL? 4. Other comments? Cons: in a tandem learning scenario language partners‘ skills or contributions in the target language could not be balanced.
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