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This paper examines initial teacher training policies in the context of youth digitalisation. Based on international ICT competency frameworks for teachers (UNESCO, 2008, 2019) and information literacy, MIL (UNESCO, 2011), we analyse how Spanish (public and private) universities represent digital innovation, and the identity practices of young people, linked to hyperconnectivity. Focusing on initial training received by future secondary teachers, the sample was selected according to the criteria of non-presential learning (online, distance, blended) applied in the teacher training process. Results confirm ongoing deficiencies in critical teacher digitalisation management, highlighting certain asymmetries between the categories constructed. Data reveals the prevalence of intervention more geared towards formal knowledge than towards decoding digital grammar (which is how digitalisation is used in education). The paper concludes by advocating convergence strategies as a circular mechanism that must underpin all teacher training policies in the age of hyperconnectivity.

In the ESP domain, grammar teaching has always been regarded as a challenging issue, requesting great pedagogical skills, no matter the learners' level and field of expertise. The paper looks at a range of techniques for introducing grammar that focus on meaning, techniques that use tasks meant to maximize interaction and create an opportunity for meaning-focused language use. A more learner-centered approach, inductive teaching offers learners of Business English opportunities to actively create rules, to be more engaged and remember more. We will further explore how blended learning can be used as a helpful tool for guided discovery. In this way, learners discover the form and/or use of the target language with less input on the teacher's part. Moreover, the switch from traditional to blended learning will certainly benefit students and will naturally appeal to their identity as digital natives. [ABSTRACT FROM AUTHOR]

Copyright of Methodical Perspectives / Metodički Vidici is the property of Faculty of Philosophy, University of Novi Sad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Sciences Journal / Revue des Sciences Humaines is the property of Universite des Freres Mentouri Constantine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The coronavirus disease (COVID-19) pandemic has accelerated the transformation of educational institutions across the globe by implementing online and blended learning, which becomes an important aspect of the instruction and learning processes. The present study aimed to investigate the impact of both online and blended learning methods on grammatical knowledge and skill acquisition via an experimental approach. The study recruited 76 first-year medical learners to participate in an experiment for 7 weeks. Specifically, the experimental group studied the learning material face-to-face for 7 hours with 8 hours online, while the control group studied the same material online for 15 hours. The data were collected through pre-test and post-test. Although both approaches significantly improved learners' grammar performance, the study results discovered significantly higher learners' performance in a blended learning environment compared to solely online learning. [ABSTRACT FROM AUTHOR]

Although grammar has been central to L2 research and methodology over the years, the approaches to teaching grammar have long been a controversial topic in teaching English as a foreign language (EFL) even today when we are introduced with innovative methods especially with technology. Considered as an innovative and effective instructional approach, Flipped Learning (FL) might have the potential to transform the instructional design of the traditional teacher-led classes through the integration of technology and active learning strategies. To explore the role of flipped learning in the EFL context, the researchers investigated the impact of flipped learning on students' development of grammar proficiency and their attitudes towards the new instructional model. A total of 37 students (19 subjects in the experimental group, 18 subjects in control group), who learn English as a foreign language at a state university in East Europe, participated in this study. The study employed a quasiexperimental mixed-methods research design using a variety of data collection instruments including pre-and post-tests on grammar proficiency, a questionnaire (Flipped Grammar Class Attitude Questionnaire) and semi-structured interviews. The results showed that learners trained through FL considerably surpassed the non-flipped group in terms of their success in English grammar. Furthermore, FL was found to have notably enhanced the students' involvement, engagement, and performance. The results provide insights into the implementation of FL in the EFL context. Further studies might investigate the efficiency of multimedia materials, including animations or video lectures in the use of flipped instruction. [ABSTRACT FROM AUTHOR]