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12 results on '"Kyppö, Anna"'

1. 'So Close, yet so Different' -- Reflections on the Multicultural Course of Slavic Languages

Author

Kyppö, Anna

Abstract

The complexity of language learning may be expanded to learning the languages belonging to the same language family, for example, Slavic languages. This paper reports on the reflection-on action research aimed at the increase of learners' multicultural competence and enhancement of critical thinking at the interdisciplinary, blended course of Slavic languages and cultures. The course organized in modules is implemented in Moodle. Course content is designed by the teacher; however, Slavic languages are presented by native speakers of these languages. Learners have an opportunity to get familiar with Slavic languages, history, and culture from the presenters' perspective, what generally results in the increase of learners' multicultural competence and enhancement of critical thinking. Learning experience is intensified through reflective learner logs, which serve as a knowledge-sharing medium and cognitive learning. [For the complete proceedings, see ED600837.]

Published
2019

2. Promoting Multilingual Communicative Competence through Multimodal Academic Learning Situations

Author

Kyppö, Anna and Natri, Teija

Abstract

This paper presents information on the factors affecting the development of multilingual and multicultural communicative competence in interactive multimodal learning environments in an academic context. The interdisciplinary course in multilingual interaction offered at the University of Jyväskylä aims to enhance students' competence in multilingual and multicultural academic communication by promoting the use of their entire linguistic repertoire in various learning situations. Throughout the course, we observed the students' engagement in multilingual and multicultural activities. These observations suggest that simultaneous use of multiple languages in synchronous and asynchronous learning environments has evident impact on the development of learners' multilingual and multicultural competences as well as increases their multicultural awareness. Learners' experiences, collected through learning journals and reflective feedback, suggest that the use of multimodal interactive learning environments may support multilingual and multicultural learning and enhance learner agency. [For the complete volume of short papers, see ED572005.]

Published
2016

3. Use Your Languages! From Monolingual to Multilingual Interaction in a Language Class

Author

Kyppö, Anna, Natri, Teija, Pietarinen, Margarita, and Saaristo, Pekka

Abstract

This reflective paper presents a new course concept for multilingual interaction, which was piloted at the University of Jyväskylä Language Centre in the spring of 2014. The course, implemented as part of the centre's action research, is the result of a development process aimed at enhancing students' multilingual and multicultural academic communication competences along with promoting use of their entire linguistic repertoire. The course concept was inspired by the EU project Modularising Multilingual and Multicultural Academic Communication Competence (MAGICC), whose main intent is "to integrate multilingual and multicultural academic communication competences as graduate learning outcomes at [the] BA and MA level" (http://www.unil.ch/magicc/home/menuinst/objectifs.html). The main focus of the pilot course was on teachers' approach to multilingual teaching, teachers' interaction with each other and with students as well as students' approach to communication in a simulated multilingual and multicultural environment. Students' employment of their entire linguistic repertoire resulted in an evident increase of their intercultural awareness, enhancement of their intercultural communication competences and of their skills in mediating information in multilingual and multicultural contexts. [For the complete volume, "Voices of Pedagogical Development--Expanding, Enhancing and Exploring Higher Education Language Learning," see ED565013.]

Published
2015

4. Teaching Process Writing in an Online Environment

Author

Carolan, Fergal and Kyppö, Anna

Abstract

This reflective practice paper offers some insights into teaching an interdisciplinary academic writing course aimed at promoting process writing. The study reflects on students' acquisition of writing skills and the teacher's support practices in a digital writing environment. It presents writers' experiences related to various stages of process writing, their growing awareness of becoming good writers but also the constant struggle with common writing problems. Preconceived attitudes towards the process of writing provide further obstacles for students to overcome in an interdisciplinary and intercultural learning environment. A writer often overcomes the barriers to effective writing by acquiring strategies for independent, self-directed learning. Course experiences may help teachers develop efficient writing courses for the new language learning environments and thus to promote students' academic writing competence. [For the complete volume, "Voices of Pedagogical Development--Expanding, Enhancing and Exploring Higher Education Language Learning," see ED565013.]

Published
2015

5. Virtual Slovak: Insight into Learning Slovak in an E-Learning Environment

Author

Kyppö, Anna

Abstract

This paper offers insight into learning Slovak in an e-learning environment. The need to reach distance-learners of Slovak led to the implementation of a web-based course on Slovak language and culture in 2008-2010. The pedagogical basis of the course, called Virtual Slovak, is the socioconstructivist approach to teaching and learning, in which the focus is on the development of learners' communicative competence. This teaching experiment led to a study in which the focus was on learners' beliefs and experiences regarding learning Slovak in an e-learning environment. The results showed that this particular learning environment had a positive impact on the development of learners' agency. This impact was demonstrated by an evident increase in motivation and language learning awareness as well as in a conscious approach to learning. At the centre of this investigation is the evaluation of the e-learning environment, especially its appropriateness at the beginners' level for the acquisition of a less commonly taught language, as well as of the teacher's role in the learning process. Furthermore, the results revealed that learners' attitudes towards learning in technology-enhanced learning environments pose challenges to the instruction of less commonly taught languages. Even though current digital technology offers multiple opportunities for the integration of new media modes into learning activities, the choice of relevant media for the learning context and learners' competences seems to remain one of the teacher's main responsibilities. [For the complete volume, "Voices of Pedagogical Development--Expanding, Enhancing and Exploring Higher Education Language Learning," see ED565013.]

Published
2015

11. Learning Slovak in new language learning environments

Author

Kyppö, Anna

Subjects
verkkokurssit, oppimisympäristö, oppiminen, opetuskokeilut, oppimisalustat, opetus, e-learning environment, slovakin kieli, learning Slovak, kokemukset, ComputingMilieux_COMPUTERSANDEDUCATION, tietokoneavusteinen oppiminen, learners' experiences, verkko-opetus, technology-enhanced learning, oppimisprosessi
Abstract

The aim of this dissertation is to throw light on the development of teaching and learning Slovak in the new language learning environment. New developments in teaching led to the design of an experimental e-learning course in Slovak based on the philosophy of dynamic learning and using the metaphor of climbing a mountain for learning Slovak. The course was grounded in constructivist views of learning and teaching, which emphasize the importance of learning by doing and the process-like nature of learning. The teaching experiment included reflection-on-action research, with the goal of exploring learners' beliefs about themselves as e-learners before the course, and their perceptions and experiences of learning during and after the course. Thematic analysis was used to analyse students’ beliefs about themselves as e-learners and their perceptions and experiences of learning during and after the course, accessed primarily from learning diaries, pre-course, on-course and post-course questionnaires, course evaluations, interviews and teacher’s observations. The findings show that almost all the learners believed that they learned a lot and perceived themselves as efficient e-learners. The learners’ reflections show that they made clear progress in their receptive skills (reading and listening) but had difficulty in developing their productive skills (speaking and writing). New e- learning skills, for example, in doing research, in creating content and in collaboration, were adopted and further developed. The teacher’s role in the e- learning environment is viewed from both the learners’ and the teacher’s perspective and the functionality, clarity, authenticity and learner-centredness of e-learning environments are evaluated. This study seeks to explore how the affordances currently offered by technology-enhanced learning, mobile learning and combinations of various learning environments (PLE – Personal Learning Environments) can be better used in the teaching and learning of less commonly taught languages. The findings of this study may contribute to the development of network pedagogy for other less commonly taught languages.

Published
2017

12. Learning Slovak in an E-Learning Environment: A case study

Author

Kyppö, Anna

Subjects
Slovak, Less commonly taught languages, E-learning environment, language skills, Learner experiences of e-learning, ComputingMilieux_COMPUTERSANDEDUCATION, Article
Abstract

Providing a motivating learning environment for learning a less commonly taught language is a challenge. Developing technology, societal changes, virtual mobility and networking create new demands for teachers and students of these languages. Growing needs for international mobility call for the adoption of new pedagogical approaches. It is the urgency of using more up-to-date, pedagogically acceptable computer-assisted teaching programs that led to the development of the e-learning course of Slovak reported upon in this article. The course is based on a socio-constructivist approach and its main aim is to promote the development of learners’ communicative and cultural competence. This empirical study explores the learning of Slovak in an e-learning environment. The main focuses are on students’ approaches to learning in an e-learning environment, on raising their learning awareness and on their experiences of e-learning. The initial research questions are whether and how Slovak is learnt in an e-learning environment and whether all four language skills (speaking, listening, reading and writing) can be learnt in such a context. Learners’ agency – learners’ degree of motivation and engagement as well as their conscious approach to learning – is reflected in the development of their communication competence and the growth of their learning awareness, which is manifested in their learning journals and reflections. One interesting outcome about learning awareness was the challenge of Slovak diacritics. Students’ awareness of this challenge increased through pen-and-paper writing, not through the e-learning environment. Thus a contradiction emerged: between the new technologies that allow for distance language learning and the need for more traditional learning styles. This contradiction poses new challenges for the more personalized language learning environments. This article reports on the design and implementation of the e-learning course in Slovak, it outlines how students’ impressions of the course were collected and analyzed

Published
2014

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