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WHAT THE GOOD (DIGITAL) LANGUAGE LEARNER CAN TEACH US?

100%
Turula A.
Teaching English with Technology
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2016
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vol. 16
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issue 3
52-73
EN
The article revisits the question of the good language learner, with special regard to the contemporary digital learner of English as a foreign language. It focuses on the learner who can certainly be called successful based on the considerably high level of language proficiency s/he has reached (B2-C1). The question considered here – with reference to good learner studies of the 1970s – is to what extent such successful learners of English can actually be called “good language learners” as described in research to-date. In particular, it is interesting to investigate whether such learners effectively utilise the “plethora of creative routes for digital language learning” (Oxford and Lyn 2011: 157) available today. The answer to the questions above was sought in a two-partite study carried out in October-December 2014 among 106 first-year students of the English Studies programme at the Pedagogical University in Cracow, Poland. In the first part of the study all the participants filled in a survey (N=106) whose purpose was to discover typical online language learning routines of the respondents. Subsequently, 16 study participants, randomly sampled from the main pool, took part in semi-structured interviews. The interviews were aimed at examining the nature of the online routines reported in the survey and confronting them with selected characteristics of good language learners identified in the early studies (Rubin 1975; Stern 1975) as well as the more contemporary studies into good digital language learning reported by Oxford and Lin (2011). The results of both parts of the study give a number of insights into how the participants of the study augment their language education with the use of the new media as well as show areas in which they still need the assistance of the (digital) teacher. As a result, it is argued here that while the respondents are good digital language learners from whom we may learn, there are still important things to be taught to them, with particular regard to developing digital learner autonomy, closely connected to a whole range of digital language learning strategies (Oxford and Lin 2011) and multiliteracies (Pegrum 2009).
2
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Thinking in a foreign language, fast and slow

100%
Turula A.
Polish Psychological Bulletin
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2016
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vol. 47
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issue 2
228-232
EN
Several studies (Keysar et al., 2012; Lazar et al., 2014) suggest that decisions made in a foreign language are more rational. The authors imply that when thinking in a language which is not our native tongue, analytical, slow, deep-thinking is activated. The question that underlies the present article is whether this is a characteristic of every mental operation in the foreign medium. Studies carried out by Costa et al. (2014), Geipel et al. (2015) and Hadjichristidis et al. (2015) suggest the issue is much more complex than it may seem. The answer to the question above was sought through a study in which 84 Polish advanced users of English as a foreign language were asked to solve mathematical problems from the Cognitive Reflection Test (Frederick, 2005). Initially the subjects were randomly assigned to two groups, who subsequently solved the problems in Polish (native tongue) and in English (foreign language). The article presents the results, discusses them and arrives at a number of conclusions as well as implications for further research.
3
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Project work – learning from failures

100%
Turula A.
Kwartalnik Neofilologiczny
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2014
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issue 3
4
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BETWEEN DEFERENCE AND DEMEANOR: THE OUTSTANDING MIND IN ONLINE COLLABORATION CONTEXTS. SOME INSIGHTS BASED ON THE FIVE-FACTOR MODEL OF PERSONALITY TRAITS

100%
Turula A.
Teaching English with Technology
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2013
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vol. 13
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issue 2
3-22
EN
The article looks at the problem of online collaboration vis à vis individual differences, with special regard to the converger learning style, also referred to – throughout the article – as the solitary outstanding mind. Based on a study of a group of such learners (N=11), utilizing a bifocal analysis of personality types determined by the NEO Five Factor Inventory together with student self-reflection journals, it is being argued here that for everybody to benefit from online co-operation, the teacher needs to sequence groupwork, intertwining it with phases of quiet individual effort; as well as carefully choose tasks remembering their specificity is a catalyser of genuine collaboration.
5
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Between New Technologies and New Paradigms in Academic Education. A Non-Reductionist Approach

100%
Turula A.
Theory and Practice of Second Language Acquisition
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2016
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vol. 2
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issue 2
EN
The article presents an insight into an exploratory study carried out between February and May 2014. The study looked into the process of teacher training enhanced by new technology: an MA CALL seminar facilitated in the blended format as a series of online and offline tutorials. The participants of the class were 9 first-year students of the TEFL MA programme at the Pedagogical University in Cracow, Poland. The study and its results were described in detail in previous publications (Turula, 2015, Turula, in press). The present article investigates an aspect of the process researched: negotiatingbetween the digital realm, with its different tools and their affordances and a socialcontext of the digital-or blended, as is the case here-education.
6
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Klasa językowa o cienkich ścianach na przykładzie italki.com – portalu wymiany tandemowej „język za język”

100%
Turula A.
Teraźniejszość – Człowiek – Edukacja
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2016
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vol. 19
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issue 4(76)
77-95
EN
The article discusses the problem of modernisation of the Polish school in the context of social changes in post-modernist times. The thin-walled classroom – as an element of the philosophy of co-learning and an example of a sharing economy – is presented as a model of such modernisation. The author shows the possibilities of creating such a classroom based on her exploratory study of italki.com, a portal for tandem language learning. The study, carried out between April and June 2015, presents the portal and its users, based on participatory observation as well as a mini-survey and interviews (N = 10).
PL
W artykule zawarto rozważania dotyczące problemu modernizacji polskiej szkoły w kontekście zmian społecznych zachodzących po nowoczesności. Jako element wspomnianej modernizacji proponuje się model klasy językowej o cienkich ścianach: środowiska edukacyjnego opartego na filozofii współuczenia się oraz współdzielenia kapitału symbolicznego i społecznego. W opracowaniu przedstawiono możliwości stworzenia takiej klasy, odwołując się do wyników badania eksploracyjnego przeprowadzonego między kwietniem a czerwcem 2015 r. w portalu społecznościowym italki.com, służącym do wymian tandemowych „język za język”. Badanie opierało się przede wszystkim na wieloaspektowej obserwacji prowadzonej podczas udziału autorki tekstu w licznych wymianach językowych w opisywanym portalu oraz na wynikach miniankiety i wywiadów z dziesięciorgiem uczestników tandemowej edukacji językowej w tym portalu.
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The effect of computer-assisted gamified learning on students' attitudes and progress in advanced grammar class

100%
Turula A.
Teaching English with Technology
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2021
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vol. 21
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issue 3
3-17
EN
The paper looks at how an eclectic, gamified course design affects student attitudes to learning grammar as well as how effective such a design is in terms of final-exam results. Described and discussed here is a 2-year study investigating such digital enhancement in a Practical Grammar class. Carried out as experimental, the study involved 2 groups of first-year students of the English Studies programme at the Pedagogical University in Cracow, Poland. In the first research group (N1e=14), which underwent the treatment in the academic year 2016/2017, the traditional grammar class was replaced with a quasi- experimental instruction including elements of gamification, digital input flooding (including pull and push presentation techniques) and enhancement as well as collaborative (structure flashcards and grammar memes) and exploratory (structure samples from multimedia) learning of grammar. At the end of the course, the students’ result of the final grammar test were gathered and compared with the results of the population of first-year students (N1c=113) in whose case the traditional treatment (lecture on rules plus practice in class; practice at home). Additionally the students’ attitudes towards various aspects of the experiment were checked with a survey. The same treatment was repeated (N2e=13; N2c=78) in the academic year 2017/2018. Data analysis shows that while the experimental treatment proved equally effective examwise, various factors, such as learner individual differences and material specificity need to be taken into account.
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