Tóth József (szerk.): Nyelv, kultúra, megértés: új kutatási módszerek a humán tudományok területén
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2. Nyelvhasználat és interkulturalitás
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Second language learners’ reading habits in Veszprém, Hungary • Sheida Marzban, Gyöngyi Fábián
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6. Implications of the study

6. Implications of the study

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In order to incorporate social media and technology into language learning and teaching activities, curriculum designers could include mobile applications to foster the students’ language learning and educate teachers and students on the positive aspects of social media. Teachers can also use social media, such as Twitter, as a class message board, assign blog posts as essays, and create a class blog for discussions. which can help language learners express ideas in a low-stakes context, build conversations, share ideas, increase the engagement, and learn through the comments written by their friends. Blended teaching methods could be implemented by the teachers to provide personalized experience for L2 learners.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Workshops could also be held by educational institutions to introduce assessment guidelines and help teachers explore different methods of language assessment with a focus on learning processes which are compatible with students’ needs and interests. Teachers’ subsequent conscious reflection as a mindful practice contributes to curriculum and assessment framework revision in response (Haimes-Korn, Hansen, 2018). Discussion forums could also be a great learning place where teachers are able to discuss their self-reflection, observation and in-class-experience, the challenges they face in their teaching and assessment, their computer skills, and how they overcome them with their peers.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Different reading habits among L2 learners may urge the teachers to leave their comfort zone and modify their approaches according to the students’ particular needs and interests and tailor teaching materials and assignments in various formats to scaffold their students during the learning processes and completion of assignments. For instance, teaching genres as a particular type of writing, the teacher may assign young adults to look into trendy comics on social media while middle-aged adults are required to explore electronic newspaper genres. Remaining sensitive to the students’ needs and ideas, teachers are able to empower them by providing some assignments which L2 learners are passionate about outside of academics, and turn the classroom environments, where students are ‘powering down” (Prensky, 2001), into a vibrant learning environment.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In sum, the present piece of research emphasizes that the age of technology has changed the reading habits. While it is important to recognize the importance of the traditional reading habits on second language proficiency, it is essential for the teachers and curriculum designers to listen, learn and adjust their approach to pace up with the changing needs of the students, tailor the curricula, teaching and learning materials, and assignments accordingly and design lessons which lend themselves to different types of learning. The Digital Age provides a wide range of technologies and resources for L2 learners to produce content and express their ideas, culture, and identity. Therefore, teachers are invited to re-evaluate pedagogy and curriculum and develop their awareness and fluency in implementing different semiotic resources such as print, electronic, and social media through employing a repertoire of strategies to maintain students’ engagement. Learners’ needs and interests should also be taken into consideration for effective language learning and teaching to take place.
 
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