COMPARISON OF IN-PERSON AND REMOTE FOREIGN LANGUAGE TEACHING EFFECTIVENESS: CASE STUDY OF TEACHING LATVIAN AS A FOREIGN LANGUAGE
Maija Burima
Strony: 11-21
Opublikowano: 22 Oct 2024
DOI: 10.62991/LIS1996385655
Wyświetlenia: 895
Pobrania: 94
Citations: 2 (CrossRef)
Citations: 2 (OpenAlex)
Streszczenie: The presentation is based on a study of the effectiveness of teaching A2 level Latvian as a foreign language (L2) comparing in-person and remote teaching models. The author has conducted analysis of the both and compared the effectiveness of each in teaching Latvian as a foreign language in the context of Latvian language policy. The article provides the research results on the learning outcomes obtained by adult learners through in-person and remote teaching models. The study evaluates the performance of learners who have completed the same 160-hour programme consisting of 3 modules: a language acquisition course (120- hour), a language club (32-hour), and individual or small-group consultations (8-hour). Upon completion of the programme, language learners took the unified state language proficiency test (Certification) organised by the National Centre for Education (NCE). Since 2023, the state language proficiency test in Latvia has been conducted in 4 parts in person using digital tools, with a separate assessment for each language skill. The test is passed only if all parts (listening, reading, writing, speaking) are successfully completed. The article will evaluate the learning performance of language learners assessing the benefits of each type in terms of learners’ learning style, strategies, and individual learning characteristics.
Słowa kluczowe: language skills, in-person teaching model, remote teaching model, l2 learning effectiveness
Cytowanie artykułu: Maija Burima. COMPARISON OF IN-PERSON AND REMOTE FOREIGN LANGUAGE TEACHING EFFECTIVENESS: CASE STUDY OF TEACHING LATVIAN AS A FOREIGN LANGUAGE. Journal of International Scientific Publications: Language, Individual & Society 18, 11-21 (2024). https://doi.org/10.62991/LIS1996385655
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