Using interactive resources in a self-learning platform
A qualitative analysis of the use of interactive activities for teaching languages to Pre-A1 Beginner students
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The book examines the factors that affect Generation Z learners in their learning process when using technology as a tool, and how technology aided self-learning activities helps Gen Z students. It addresses (1) How do interactive resources help Generation Z Pre-A1-Beginner students develop self-learning skills for learning a foreign language? (2) What is the teacher's perception on the dynamics change of a class for Generation Z Pre-A1-Beginner students using flipped method? The results analyzed how Centennials interact with different stimuli in the process of learning. Relevant information a...
The book examines the factors that affect Generation Z learners in their learning process when using technology as a tool, and how technology aided self-learning activities helps Gen Z students. It addresses (1) How do interactive resources help Generation Z Pre-A1-Beginner students develop self-learning skills for learning a foreign language? (2) What is the teacher's perception on the dynamics change of a class for Generation Z Pre-A1-Beginner students using flipped method? The results analyzed how Centennials interact with different stimuli in the process of learning. Relevant information about Gen Z as well as teachers' perceptions are presented. Result show five main topics from the teacher and students point of view: (1) the experience using self-learning models with technology, (2) preferences and readiness from the participants, (3) usefulness of self-learning methodology and technology, (4) training required for using self-learning methodology and technological tools, (5) and motivation to use self-learning methodology and technological tools for the course. Teacher training proven to be one of the key factors needed for a successful application of the model.
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