33.919, Confs: Language Acquisition/Algeria

[The LINGUIST List]

LINGUIST List: Vol-33-919. Thu Mar 10 2022. ISSN: 1069 - 4875.

Subject: 33.919, Confs: Language Acquisition/Algeria

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Date: Thu, 10 Mar 2022 05:13:28
From: AISSI RADHIA [radhia.aissi at gmail.com]
Subject: Blended Learning of Foreign Languages: A New Reality in Higher Education

 
Blended Learning of Foreign Languages: A New Reality in Higher Education 

Date: 12-May-2022 - 12-May-2022 
Location: BATNA, Algeria 
Contact: HELLALET SOUHILA 
Contact Email: s.hellalet at univ-batna2.dz 
Meeting URL: http://new.univ-batna2.dz/call-for-papers 

Linguistic Field(s): Language Acquisition 

Meeting Description: 

Conference Theme:

Higher education has witnessed a number of innovative teaching and learning  
methods and strategies in response to globalization and the development of
information and communication technologies (ICTs). Due to nowadays outstanding
position of technology, focus is on the integration of ICTs in education, in
general, and in second/foreign languages teaching and learning, in particular,
as it facilitates easy and immediate access to target language resources
whether in remote or in- class ways.
Blended learning (BL), which combines both ways, is relatively a new technique
that arises from technology's influence on teaching and learning processes by
the use of multiple  ICT  tools  to  develop  students’  academic  achievement
 (McGee  &  Reis,  2012). Practical research has brought evidence that such
combinations increase learners’ motivation and interest to develop learning
skills such as investigation, autonomy, and critical   thinking   (Saliba,  
2013).  We  thought it, therefore, possible to design and implement   new
generation learning mediums that are authentic, practical and enthralling.
Students’ access to the digital world would let them move between the virtual
and the traditional mediums or even mix them together in what  is usually
introduced as blended learning (Graham, Henrie, & Gibbons, 2014).
In theory, BL allows FL teachers and learners to work with an interconnected
mix of books, classroom presentations, activities and digital resources as a
thoughtful fusion of face-to-face and online learning  experiences  (Garrison
& Vaughan, 2008; Graham et al., 2014). In practice, BL would provide effective
strategies to ensure a positive performance in learning foreign languages. BL
is still not allotted the deserved attention in higher educational
institutions where face-to-face models of  learning  are still  in  use.
Pursuing the traditional instructions in teaching foreign languages for
decades in Algeria did not really come with satisfied outcomes since learners
of foreign languages still demonstrate remarkable deficiencies in the language
performances.

Conference Objectives:
 
The aim of this conference is to share scholars’, researchers’ and students’
experiences in different countries by discussing their theoretical knowledge
and practical use of BL. The conference also seeks to achieve the following
objectives:
- To explore FL teachers and students’ perceptions of, and attitudes towards
using different BL models.
- To enquire on what online testing and assessment strategies are in practice.
- To exploit the correlation of BL to learners’ performances in a foreign
language classroom.
- To denote the importance of integrating BL tools in a FL classroom for a
better performance.
- To familiarize FL teachers with BL strategies for more professional
development.

Conference Tracks:

The conference scientific committee welcomes contributions that address, but
are not limited to:
- Blended Learning Models
- Practicing Testing and Assessment at distance (Synchronous/asynchronous)
- Designing lectures at distance: Teachers’ experiences
- Advantages and/or Challenges of Blended Learning
- Teacher Professional Development in Blended Learning in Higher Education

Axes:

- Modèles d’hybridation et dispositifs hybrides 
- Evaluation à distance (Synchrone/Asynchrone)
- Concevoir des cours à distance: retour d'expériences
- Avantages et Défis de l'apprentissage hybride
- Formation des formateurs à l'enseignement distanciel au Superieur 

References 
1. Garrison, D. R., & Vaughan, N. (2008). Blended learning in higher
education. San Francisco, CA: Jossey-Bass.
2. Graham, C.R., Henrie, C.R., & Gibbons, A.S. (2014). Developing models and
theories for blended learning research, In A. Picciano, C. Dziuban, and C.
Graham (Eds.). Blend
 






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