Self-paced learning: Lnvestigating an online Tatar language course

© 2016, Slovenska Vzdelavacia Obstaravacia. All rights reserved.The research1 presented in this paper is a part of a larger project aimed at investigating the useful and challenging components of a self-paced online Tatar language school Ana Tele (“Mother Tongue”), which was designed in Kazan Federal University, Russia. We emphasized the importance of developing open online courses for such less commonly used languages as Tatar in order to support their ethnic identity and cultural integrity. Ana Tele is a unique and relatively new online environment for learning the Tatar language. It was launched in 2012 and within four years of its functioning has engaged 10084 users. In this study, we made a focus on a self-paced format of the course and analyzed the advantages and challenges of the project taking into account both the students’ and the course-developers’ perceptions. The data comprise a survey which was carried out with randomly chosen students of the course (N=170), face-to-face interviews with course participants who completed the survey (N=10) and course developers including technical administrators (N=2), and the instructors (N=8). We have found out that self-paced format of the course meets the demands of its users. Implications for improving Ana Tele platform are discussed on the issues of the content as well as technological maintenance. In particular, insertion of more detailed instructions to all activities and assignments could help students self-regulate study time and develop effective learning strategies according to their individual targets. Collaborative activities are closely connected with technical support and technical possibilities; their use could be helpful as students appreciate activities of this format. The improvements discussed are aimed at increasing students’ motivation, self-regulation and overall course satisfaction

Multimedia Sanako study 1200 for TEFL in institution of higher education

© 2017, Slovenska Vzdelavacia Obstaravacia. All rights reserved. This paper presents a case study of using multimedia laboratory Sanako 1200 for teaching English as a foreign language (TEFL) at Kazan Federal University. The research outlines the basic functions and features of the software Sanako 1200, determining the benefits and drawbacks of this multimedia study in TEFL, and provides practical examples of its usage. The current interest in the problem lies in the growing popularity of the computer-assisted language learning (CALL) in higher education. On the one hand, with CALL technologies, instructors diversify TEFL methods and means, but on the other, introducing computer technologies can be challenging for teachers and learners. The purpose of the study was to reveal whether university students and teachers consider Sanako beneficial for their English language learning/teaching. The data used in this study come from quantitative (closed-and open-ended response questionnaire) and qualitative (face-to-face interview) methodology. To collect the data, second-, third-and fourth-year students (N=135) were asked to complete a questionnaire and teachers (N=10) were interviewed. The findings indicate to high motivation of university students to apply multimedia training tool Sanako in EFL learning. However, a number of technical hurdles revealed require special consideration of the problem. The findings have important implications for further use of Sanako labs at university

Self-paced learning: Lnvestigating an online Tatar language course

© 2016, Slovenska Vzdelavacia Obstaravacia. All rights reserved.The research1 presented in this paper is a part of a larger project aimed at investigating the useful and challenging components of a self-paced online Tatar language school Ana Tele (“Mother Tongue”), which was designed in Kazan Federal University, Russia. We emphasized the importance of developing open online courses for such less commonly used languages as Tatar in order to support their ethnic identity and cultural integrity. Ana Tele is a unique and relatively new online environment for learning the Tatar language. It was launched in 2012 and within four years of its functioning has engaged 10084 users. In this study, we made a focus on a self-paced format of the course and analyzed the advantages and challenges of the project taking into account both the students’ and the course-developers’ perceptions. The data comprise a survey which was carried out with randomly chosen students of the course (N=170), face-to-face interviews with course participants who completed the survey (N=10) and course developers including technical administrators (N=2), and the instructors (N=8). We have found out that self-paced format of the course meets the demands of its users. Implications for improving Ana Tele platform are discussed on the issues of the content as well as technological maintenance. In particular, insertion of more detailed instructions to all activities and assignments could help students self-regulate study time and develop effective learning strategies according to their individual targets. Collaborative activities are closely connected with technical support and technical possibilities; their use could be helpful as students appreciate activities of this format. The improvements discussed are aimed at increasing students’ motivation, self-regulation and overall course satisfaction

Self-paced learning: Lnvestigating an online Tatar language course

© 2016, Slovenska Vzdelavacia Obstaravacia. All rights reserved.The research1 presented in this paper is a part of a larger project aimed at investigating the useful and challenging components of a self-paced online Tatar language school Ana Tele (“Mother Tongue”), which was designed in Kazan Federal University, Russia. We emphasized the importance of developing open online courses for such less commonly used languages as Tatar in order to support their ethnic identity and cultural integrity. Ana Tele is a unique and relatively new online environment for learning the Tatar language. It was launched in 2012 and within four years of its functioning has engaged 10084 users. In this study, we made a focus on a self-paced format of the course and analyzed the advantages and challenges of the project taking into account both the students’ and the course-developers’ perceptions. The data comprise a survey which was carried out with randomly chosen students of the course (N=170), face-to-face interviews with course participants who completed the survey (N=10) and course developers including technical administrators (N=2), and the instructors (N=8). We have found out that self-paced format of the course meets the demands of its users. Implications for improving Ana Tele platform are discussed on the issues of the content as well as technological maintenance. In particular, insertion of more detailed instructions to all activities and assignments could help students self-regulate study time and develop effective learning strategies according to their individual targets. Collaborative activities are closely connected with technical support and technical possibilities; their use could be helpful as students appreciate activities of this format. The improvements discussed are aimed at increasing students’ motivation, self-regulation and overall course satisfaction

Multimedia Sanako study 1200 for TEFL in institution of higher education

© 2017, Slovenska Vzdelavacia Obstaravacia. All rights reserved. This paper presents a case study of using multimedia laboratory Sanako 1200 for teaching English as a foreign language (TEFL) at Kazan Federal University. The research outlines the basic functions and features of the software Sanako 1200, determining the benefits and drawbacks of this multimedia study in TEFL, and provides practical examples of its usage. The current interest in the problem lies in the growing popularity of the computer-assisted language learning (CALL) in higher education. On the one hand, with CALL technologies, instructors diversify TEFL methods and means, but on the other, introducing computer technologies can be challenging for teachers and learners. The purpose of the study was to reveal whether university students and teachers consider Sanako beneficial for their English language learning/teaching. The data used in this study come from quantitative (closed-and open-ended response questionnaire) and qualitative (face-to-face interview) methodology. To collect the data, second-, third-and fourth-year students (N=135) were asked to complete a questionnaire and teachers (N=10) were interviewed. The findings indicate to high motivation of university students to apply multimedia training tool Sanako in EFL learning. However, a number of technical hurdles revealed require special consideration of the problem. The findings have important implications for further use of Sanako labs at university

Maintaining bilingualism through technologies: the case of young Russian heritage learners

The multicultural realities of modern society require an effective system to support the development and preservation of the heritage language of children growing and developing outside of their heritage culture. Digital technologies may come at hand to parents and educators who strive to create such a system for their bi-or multilingual children. This paper reports on the mixed methods research study that documented and analyzed attitude to and the usage of digital technologies by Russian-speaking parents raising bi-/multilingual children outside of Russia. Thirty-four participants from 12 countries completed an online questionnaire. Three native Russian mothers raising young Russian heritage language learners were also engaged into a case study. The study revealed that parenting efforts could include speech development learning activities with traditional and digital learning tools. Participants expressed their favorable view on the educational value of digital (computer, mobile, online) technologies. In practice, however, parents’ usage of these tools was very limited as most of them preferred a printed book and live communication for maintaining Russian. It was obvious that many parents are not well informed about the availability of high-quality digital resources for the development of Russian speech in preschoolers and/or do not see their advantages. The results of the research confirmed studies that indicated the importance of creating the “child-digital resource-teacher” interaction and the need for mediation by an adult in a situation where a child interacts with a computer or tablet. These results are of practical significance for formal and informal bilingual educators, teacher training institutions and parents of bi-/multilingual children

Multimedia Sanako study 1200 for TEFL in institution of higher education

© 2017, Slovenska Vzdelavacia Obstaravacia. All rights reserved. This paper presents a case study of using multimedia laboratory Sanako 1200 for teaching English as a foreign language (TEFL) at Kazan Federal University. The research outlines the basic functions and features of the software Sanako 1200, determining the benefits and drawbacks of this multimedia study in TEFL, and provides practical examples of its usage. The current interest in the problem lies in the growing popularity of the computer-assisted language learning (CALL) in higher education. On the one hand, with CALL technologies, instructors diversify TEFL methods and means, but on the other, introducing computer technologies can be challenging for teachers and learners. The purpose of the study was to reveal whether university students and teachers consider Sanako beneficial for their English language learning/teaching. The data used in this study come from quantitative (closed-and open-ended response questionnaire) and qualitative (face-to-face interview) methodology. To collect the data, second-, third-and fourth-year students (N=135) were asked to complete a questionnaire and teachers (N=10) were interviewed. The findings indicate to high motivation of university students to apply multimedia training tool Sanako in EFL learning. However, a number of technical hurdles revealed require special consideration of the problem. The findings have important implications for further use of Sanako labs at university

Multimedia Sanako study 1200 for TEFL in institution of higher education

© 2017, Slovenska Vzdelavacia Obstaravacia. All rights reserved. This paper presents a case study of using multimedia laboratory Sanako 1200 for teaching English as a foreign language (TEFL) at Kazan Federal University. The research outlines the basic functions and features of the software Sanako 1200, determining the benefits and drawbacks of this multimedia study in TEFL, and provides practical examples of its usage. The current interest in the problem lies in the growing popularity of the computer-assisted language learning (CALL) in higher education. On the one hand, with CALL technologies, instructors diversify TEFL methods and means, but on the other, introducing computer technologies can be challenging for teachers and learners. The purpose of the study was to reveal whether university students and teachers consider Sanako beneficial for their English language learning/teaching. The data used in this study come from quantitative (closed-and open-ended response questionnaire) and qualitative (face-to-face interview) methodology. To collect the data, second-, third-and fourth-year students (N=135) were asked to complete a questionnaire and teachers (N=10) were interviewed. The findings indicate to high motivation of university students to apply multimedia training tool Sanako in EFL learning. However, a number of technical hurdles revealed require special consideration of the problem. The findings have important implications for further use of Sanako labs at university

Lexicographic study of synonymy: Clarifying semantic similarity between words

The problem of determining semantic similarity between words affects the understanding of synonymy and creates obstacles to the work of lexicographers. The study was carried out as a part of a larger research project on expert assessment of synonymic rows in RuWordNet thesaurus (a WordNet-like thesaurus for the Russian language). The aim of this study is to analyze RuWordNet thesaurus and compare it with classical dictionaries of Russian synonyms. For this purpose, the authors singled out entry words (adjectives N = 68 and verbs N = 117) and their analogues (adjectives N = 558 and verbs N = 1410) from the New Explanatory Dictionary of Russian Synonyms by Yu. Apresyan (NEDS). An analogue is viewed as a word whose meaning essentially intersects with the general meaning of a given synonymic row, although it lacks the needed semantic similarity that could indicate the presence of synonymy or near-synonymy (Apresyan). The quantitative analysis based on the breadth-first search (BFS) algorithm estimated the distance between each pair entry word→analogue. The quantitative method revealed that the analogues described in NEDS correlate with the hyponyms and hyperonyms in RuWordNet which contributes to the study of near-synonymy. The qualitative method (observation and linguistic interpretation) was used to analyze pairs entry word→analogue which showed the longest distance; such words were 52 adjectives and 15 verbs. First, the meanings of entry words and analogues were checked against two Russian language thesauri, then, their representation in the tree graph of RuWordNet was traced. The analysis revealed inaccuracies concerning the similarity between certain words. The recommendations for further improvement of RuWordNet were given

Expert assessment of synonymic rows in ruwordnet

© Springer Nature Switzerland AG 2020. This article explores the principles of synsets in the RuWordNet thesaurus and synonyms in the classical dictionaries of Russian synonyms (N = 10) to identify discrepancies and improve the principles of organising synsets in RuWordNet. The relevance of the study is determined by the demand for WordNet resources in natural language processing tasks. The authors selected 102 RuWordNet thesaurus synsets, including nouns (N = 34), adjectives (N = 34) and verbs (N = 34). The meanings of the lexemes were correlated according to the data given in Russian language thesauri (N = 2). The comparative method and an independent expert assessment of RuWordNet revealed a number of discrepancies and inaccuracies in the representation of synsets concerning polysemy, hypo-hyperonymic relationships, lexical meanings of words and parts-of-speech synonymy. On the basis of this study, the authors recommend the elimination of individual shortcomings in the construction of the RuWord-Net synsets, in particular the polysemy and parts-of-speech synonymy