Krzysztof Kotuła

This article deals with the question of technology-enhanced delayed corrective feedback in language learning. 45 students learning French in high school were video recorded while performing an oral production task. The videos were next uploaded to a private YouTube channel and the annotation tool was used to highlight student’s mistakes. Two distinct methods of correcting learners’ errors were used in the process. Next, a questionnaire was administered in order to determine which of the proposed ways of correcting erroneous utterances was considered more efficient by the subjects and what variables could have influenced learners’ perception of the delayed corrective feedback. Our goal was to determine whether such techniques can be successfully implemented in the case of learners unaccustomed to the use of video recordings in the language classroom.

Classroom environment is frequently perceived as an inhibitor to genuine language interaction. Many authors agree that its characteristics does not allow to create opportunities for authentic communication. Some IT tools, such as virtual worlds or video games, are claimed to have the potential to enrich the communication between learners. The dynamic nature of virtual reality predisposes it to become a perfect tool enabling a creation of a multidimensional environments enriching FL lessons. In the present paper, we will analyse fragments of three different language lessons. The first two were conducted in a virtual world, Second Life. We will try to define characteristic features of this particular environment. During the last analysed lesson, a platform video game was implemented. By comparing these two distinct ways of incorporating virtual reality into classroom practice, we will attempt to reflect on its potential to transform the foreign language learning experience.
 

New technologies and pronunciation skills development

This paper focuses on technologies that allow a learner of French to improve pronunciation skills. This aspect of language instruction is very often neglected by the teachers who usually pin the blame on lack of time. However, in recent years we have witnessed the proliferation of Internet resources that can be used to help learners work autonomously on various aspects of their pronunciation. In our paper, we will also focus on different tools as well as methods used by the teachers to create new materials for language teaching and make them available on the Web as well as monitor the process of students’ language learning outside the classroom.

Polish students learning French phonetics: comparing teacher and self-assessment perspectives

The goal of the research was to determine whether learners of French are able to accurately assess the quality of their pronunciation. Study participants were Polish students of Applied Linguistics (n = 25). Participants were asked to complete a questionnaire containing items related to their beliefs about pronunciation, as well as to self-evaluate their pronunciation. Four basic components were taken into consideration: sounds, intonation, accentuation and liaisons. Next, the subjects were recorded while reading a text. Immediately after the completion of the recording, they were asked to assess one more time the quality of their pronunciation. The recordings were then submitted to three judges (experienced French teachers). Statistical analysis of the data showed that students tended to perceive their abilities in a less favourable light immediately after the recording. This decrease was found to be in concordance with the scores attributed by the judges, proving that students are able to correctly evaluate the quality of their pronunciation, but also that the context of self-assessment is a crucial factor.