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A QUESTIONNAIRE CONTAINING A CALL COMPONENT FOR STUDENTS OF ESP – PILOT STUDY RESULTS

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Olejarczuk E.

Neofilolog

2013

nr 41/2

127-147

As Arnó-Macià (2012: 89) points out: “Within the integration of technology into language education, special attention needs to be paid to languages for specific purposes (LSP) (…)”. Although a broad range of technologies may support the process of language learning, this paper investigates those technologies which are connected with the computer and Internet use in order to learn a foreign language. A term used to refer to the above-mentioned issue is Computer-Assisted Language Learning (CALL). The paper presents results of a pilot study conducted of students of English for Specific Purposes (ESP) using a questionnaire containing a CALL component. This data collection instrument was especially designed for the purpose of the research. The main aim of the present article is to consider how to measure participants’ competences, attitudes and skills in the area of ICT (Information and Communication Technology).

THE E-LEARNING COMPONENT OF A BLENDED LEARNING COURSE

100%

Olejarczuk E.

Teaching English with Technology

2014

tom 14

nr 3

58-68

Using new technologies in the academic field has become more and more visible in Poland in the recent years. In the past, digital learning resources were used as supplementary materials helping to support face-to-face instruction. Nowadays, we have the opportunity not only to apply ‘traditional’ methods but also to use more sophisticated approaches such as e-learning and blended learning (BL) to provide more effective and flexible ways of delivering knowledge to students. E-learning can become a very effective part of ‘blended learning’ where a part of the course content is delivered online. This article provides a brief overview of the basic issues that need to be taken into consideration while designing a blended learning course. More precisely, it focuses on the e-learning aspect of blended learning. It also aims at providing the reader with adopted solutions and encountered problems in the process of BL course design.