MINISTRY OF HIGHER EDUCATION, SCIENCE AND

INNOVATIONS OF THE REPUBLIC OF UZBEKISTAN

UZBEK STATE WORLD LANGUAGES UNIVERSITY
ENGLISH PHILOLOGY FACULTY
THE ENGLISH LANGUAGE TEACHING METHODOLOGY &
EDUCATIONAL TECHNOLOGIES

Speciality: 5120100 – Philology and Teaching Languages (English)

COURSE PAPER
Theme: Using digital tools to develop Intercultural Awareness in Primary
School Learners: Strategies for promoting Language Acquisition and Fun

Scientific adviser: [Link]

Done by: Ashurova Dilbarkhon

Tashkent-2024

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 CONTENTS
INTRODUCTION………………………………………………………………...3

PART I USING DIGITAL TOOLS TO DEVELOP INTERCULTURAL

AWARENESS IN PRIMARY SCHOOL LEARNERS

1.1 The theory of Intercultural Competence and Awareness……………….

……….5

1.2 The types of digital tools for Primary School Learners…..

…………………….12

1.3 Usage of digital learning tools to engage primary school students in

learning……………………………………………………………………………16

PART II PRATICAL STRATEGIES FOR PROMOTING LANGUAGE

ACQUISITION AND FUN

2.1 Analysis of effective strategies for children’s second language acquisition and
fun………………………………………………………………………………... 20

2.2 Designing effective digital education activities for teachers and 3 rd grade
pupils……………………………………………………………………………...24

CONCLUSION…………………………………………………………………..30

REFERENCES…………………………………………………………...……...32

APPENDIX………………………………………………………………………35

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 INTRODUCTION
In today’s world digital technology enhancement plays a significant role
in integrating Information and Communications Technology (ICT) in
classrooms. High-level ICT integration enables multi-modal, collaborative, and
poly-synchronous types of engagement between teachers and students. Teachers
and students rely on digital communication while physical walls are built due to
physical interaction challenges and 21st-century skills issues, including
communication, critical thinking, creativity, teamwork, problem-solving,
analytic reasoning, intercultural awareness, ethical conduct, and digital literacies.
Technologies affect student engagement, because digital technologies, content, and
methods are intertwined and cannot be considered in isolation.

The actuality of the work is that digital learning tools can help educators
foster global student awareness, which is the ability to understand and appreciate
diverse perspectives, cultures, and issues in the world. However, not all digital
learning tools are equally effective for this purpose. Some of the most effective
ways to use digital learning tools for global student awareness, based on the
principles of educational leadership can be beneficial.

The aim of the course paper is learning basic concepts and rules about
using digital tools to develop intercultural awareness in primary school learners
and strategies for promoting language acquisition and fun

In accordance with the presented aim the following tasks are put forward in the
course work:

- to learn the theory of intercultural competence and awareness;

- to gather information on the types of digital tools for primary school learners;

- to classify the usage of digital learning tools to engage primary school students in
learning;
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- to analyze the importance of language learning strategies in foreign language
acquisition;

- to collect and learn about effective strategies for children’s second language
acquisition and fun.

The subject matter of the course paper is to delve into the concept of using
digital tools to develop intercultural awareness in primary school learners and with
the intention of providing necessary information for students and teachers
strategies for promoting language acquisition and fun.

The object of the work is the process of taching English 4 th grade with the
help of digital an multimedia tools.

The structure of the course paper – the given course paper consists of
introduction, two chapters with related 5 paragraphs and a conclusion which are
followed by the lists of references used on the course of the research.

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 PART I USING DIGITAL TOOLS TO DEVELOP INTERCULTURAL
AWARENESS IN PRIMARY SCHOOL LEARNERS

1.1 The theory of Intercultural Competence and Awareness

The concept of 'intercultural competence', which has become indispensable
within language teaching, as well as being widespread in other subjects - and in
society in general. It is one of the modern concepts that have become widely used
nowadays, with everyone using it for their own particular purposes. In the past
twenty years, intercultural communication has been studied by the researchers
from different disciplines: cultural anthropologists cross-cultural and social
psychologists and sociolinguists. However, very few studies have researched
children’s intercultural experiences and their development of intercultural
communicative competence .As an introduction to the topic, we would like to
present some of the considerations as the concept can be understood in our specific
context.

Fantini states that The intercultural contact between two language speakers
provides an excellent opportunity to promote the development of an intercultural
competence (IC). As the process is initiated the development of an intercultural
competence usually implies a continuous and prolonged process, sometimes, even
with periods of regression or stagnation, but even more with positive results and
without an end. The individuals involved in the process, bring with them different
goals and motivations to the intercultural experience as a result of their varying
levels of competence in the target culture. For some of them, a goal might be o
achieve a native like behavior; for others, it may be to gain acceptance in the host
culture; while others, just look for surviving by them to be understood in the new
language.

When a female student with a Colombian background meets a female student

with a Japanese background, there is of course a need for intercultural competence
on both sides - no matter what language they are using. This does not mean that the
Colombian student tries to behave in a “Japanese” way and the Japanese student in
5
a “Colombian” way - for what could that no lead to in the way of astonishment and
doubt? They behave in such a way that both are in a position to accommodate the
other person's 'otherness' and to adopt a constructive and knowledgeable attitude
towards it.

“First, intercultural competence is a question of openness to differences and

knowledge of its historical context. It's not about pretending to be someone who
one really is”.1 In many situations, there will be quite a considerable difference
between the Colombian and the Japanese as regards perspectives and ways of
doing things, even if they have roughly the same social status and are of the same
sex. How much more complex will the situation not become if we bring different
social groups together, e.g. a Colombian female student and a Japanese male
financier? The point is that the social differences can be at least as important in a
cultural respect as the national-cultural. Communication between social groups
also calls for intercultural competence.

At first we could say that intercultural competence is the ability of successful

communication with people from different cultures. This ability can be acquired in
someone at a young age. Earlier experiences are considered, free from prejudices;
there is an interest and motivation to continue learning. Intercultural competence
can also be learned, developed and improved. The bases for a successful
intercultural communication are emotional competence together with intercultural
sensitivity. A person who is interculturally competent interacts and understands
people from foreign cultures, their specific concepts in perception, thinking,
feeling and acting.

Another term recently introduced by researchers is Cross-cultural

competence; this term has been used for inter-cultural competence. Interculturality
itself has generated its own share of contradictory and confusing definitions, due to
the wide variety of academic approaches and professional fields attempting to

1
D’Mello, S. (2021). Improving student engagement in and with digital learning technologies. In A. Schleicher
(Ed.), Pushing the Frontiers with Artificial Intelligence, Blockchain and Robots (pp. 79–104). Paris: OECD
Publishing.
6
explain it for their own ends. One author identified no fewer than eleven different
terms with some equivalence to intercultural competence: cultural savvy,
astuteness, appreciation, literacy or fluency, adaptability, terrain, expertise,
competency, awareness, intelligence, and understanding.

As part of a larger research project that examines the short-term and long-
term impact of children’s experience in a multi-cultural summer camp on their
intercultural communicative competence. This study was carried out by University
of London, United Kingdom under the title: Children’s Intercultural Interactions
at an International Summer Camp. The research seeks to address the research
question that what communicative strategies children from different cultural and
linguistic backgrounds use to communicate with each other when there is disparity
in the proficiency of their shared language (in this case, English).

Naturally occurring child-child and child-adult interaction data was

videotaped in an international children’s summer camp held in UK. The camp
participants, 40 children in total and aged11, came from 10 different countries
including Japan, UK, Jordan, Philippines, U.S.A., Netherlands, Portugal, Norway,
Spain and Germany. In this paper the researchers focus on the children’s multi-
party interactions in the games and activities organized by the camp. The analysis
of the data shows that children employ a range of communicative strategies (e.g.
code-switching, gestures, translation) to understand the rules of the activities and
negotiate and achieve agreement on action despite the diversity in their language
and intercultural competence.2 Meanwhile, the authors conclude that multi-
modality is an important feature in children’s intercultural interactions.
Furthermore, this study sheds some light on how children negotiate and construct
their roles and identities during their interactions in the multi-cultural setting.

On the other hand, the U.S. Army Research Institute, which is currently
engaged in a study of the phenomenon, defines intercultural competence as: “A set
of cognitive, behavioral, and affective/motivational components that enable
2
Dehler, J., Bodemer, D., Buder, J., & Hesse, F. W. (2011). Guiding knowledge communication in CSCL via group
knowledge awareness. Computers in Human Behavior, 27(3), 1068–1078.
7
individuals to adapt effectively in intercultural environments”. 3 Cross-cultural
competence does not operate in a vacuum, however. One theoretical construct
posits that intercultural competence, language proficiency, and regional knowledge
are distinct skills that are inextricably linked, but to varying degrees depending on
the context in which they are employed. In educational settings, Bloom’s affective
and cognitive taxonomies (Bloom,1956) (Bloom B.S.,1973) serve as an effective
framework to describe the overlap area between the three disciplines: at the
receiving and knowledge levels intercultural competence can operate with near
independence from language proficiency or regional knowledge, but as one
approaches the internalizing and evaluation levels the required overlap area
approaches totality (Figure 1).

Language teaching has always had a cultural dimension in terms of content.

Reading pieces have been studied that have been written for the occasion, or
unadapted literature, and conversational exercises have been constructed on the
basis of conversational examples and translated texts. The whole philological
tradition represents a relatively integrated approach to language, texts and history,
if the teaching of grammar at elementary level is excluded.

But not until the last decades of the 19 th century did an interest develop for
parts of the content of language teaching that go beyond literary education as such,
and from the 1960s onwards the cultural dimension in this broader sense began to
crystallise out as a more or less independent discipline, called culture teaching or
culture pedagogy. Language pedagogy and culture pedagogy did not, however,
have much to do with each other until the 1990s, when it was possible to see signs
of a burgeoning awareness of each other’s work and perspectives – in some
respects also a rapprochement, especially under the banner ‘intercultural learning”.
4

3
DuPaul, G. J., & Stoner, G. (2003). ADHD in the schools: Assessment and intervention strategies. New York:
Guilford Press.
4
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the
evidence. Review of Educational Research, 74, 59–109
8
 Most of culture pedagogy has been drawing on the humanities and/or the
social sciences, but some also draw on developments in linguistics. As to the first
category, which is also the oldest one, it can be said that this type of culture
pedagogy has from the outset conceived itself as a corrective to language
pedagogy, with its traditionally one-sided linguistic focus. It has partially different
theoretical and philosophical approaches, including the hermeneutical interest in
understanding – thus differing in those respects from language pedagogy. 5 It has
always had a more holistic view of language learning, as it has been interested in
man not only as a language learner but as someone who also develops other facets
of the personality in connection with language learning – especially a greater
knowledge and understanding of the world. This type of culture pedagogy has been
particularly interested in teaching about cultural and societal conditions in the
countries where the target language is spoken as the first language, and thus with
what themes, texts (literary and non-literary) and methods can be used in the
teaching in order todevelop the students’ cultural awareness and intercultural
competence. The horizon in terms of content and theme has been and is very
broad, with an almost endless range of subjects: everyday life in various countries
and in various social groups, subcultures, music and art, educational conditions,
regional conditions, the environment, market conditions, economics, politics,
technology, etc. The subject English as a foreign language has almost experienced
an explosion in that direction. On the basis of this potential abundance of material,
culture pedagogy has not least concerned itself with discussing relevant aims,
selection criteria, perspectives and methods, also in relation to teaching materials.

As to the second category: culture pedagogy drawing on developments within

linguistics, it started with the communicative approach in the 1970s, especially in
connection with the work done by the Council of Europe to develop
communicative skills and mobility within the European Common Market (Council
of Europe 2001). This approach to culture pedagogy tends to focus more

5
Sarafianou, A., and Gavriilidou, Z., (2015). The Effect of Strategy-Based Instruction on Strategy Use by Upper-
Secondary Greek Students of EFL. Electronic Journal of Foreign Language Teaching, 12(1), 21-34.
9
instrumentally on the practical knowledge that language users have to possess in
order to communicate effectively with the aid of the target language.

Thus the terms ‘intercultural learning’ or ‘culture pedagogy’ today encompass

a number of different approaches to the cultural dimension of language teaching
and learning (Risager 2007). The following sections will give a short overview of
the history of the field until 2000, and then focus on culture pedagogy today. The
empirical focus is on English language teaching, but the issues presented are in
principle common for all foreign language teaching, and some of the works cited
happen to take their point of departure in other languages than English.

In the 1970s, a number of other countries entered the scene alongside the
USA. Culture pedagogy was still a marginal movement within language teaching
that was struggling to make cultural content visible, whether it was by upgrading
knowledge about and insights into culture and society in connection with the
reading of literary texts in higher education, or by implementing a less stereotyped
teaching of culture that the existing textbooks at beginner and medium levels could
live up to. Among the culture educationalists of the time one can mention
Erdmenger/Istel , who call for a needs analysis of pupils before starting culture
teaching, Kramer , who proposes to abandon the traditional term Landeskunde and
draw on the (originally British) interdisciplinary and critical movement Cultural
Studies in the teaching of English, who presents a number of culture teaching
techniques such as the minidrama, illustrating a typical cultural misunderstanding
to be reflected on.

The development of culture pedagogy in the 1970s coincided with that which
is connected to ‘the expanded text concept’. This meant that other texts were
included in language teaching than literary ones in the traditional sense: so- called
authentic texts: non-fiction texts of various kinds, often texts from newspapers and
magazines, or texts used in everyday life: menus, signs, tickets, etc. It was typical
for an understanding of these texts that a greater knowledge of the outside world
was called for than the literary, and so new work on non- fiction texts went hand in
10
hand with an increased orientation to culture and society. At the same time, theme-
based language teaching began to develop, the content of which was centred round
a theme that could then be illustrated with the aid of a number of texts of various
genres: extracts from short stories, newspaper reports, statistics, images, etc.

In the 1980s, with the growth of postmodernism, there was a general cultural
turn in the studies of the humanities. This also influenced language teaching in the
sense that the concept of culture began to be widely used as an umbrella term for
what transcended pure language teaching. ‘The anthropological concept of culture’
came into focus, especially the one developed by the American anthropologist Cl.
Geertz (1973), who advocated an interpretive or hermeneutical approach to the
analysis of culture, especially as it is produced in cultural events like the football
match, the marriage ritual, the election campaign, etc. Among the
anthropologically oriented culture educationalists of the 1980s one can mention
Byram (1989) and Zarate (1986), who both offered comprehensive introductions to
the field. A more psychological orientation is represented in Baumgratz-Gangl
(1990).

The visual aspect of cultural teaching was strengthened in the course of the
1980s. This was due to the development of video technology, which made it
possible to record films etc. from television and use them directly in teaching, and
which meant a much more realistic and detailed mediation of the situational
context for language communication. It also led to a greater opportunity to work
with concrete, visible aspects of language, culture, society and nature: non- verbal
communication (gestures, proxemics, etc.), clothing, interiors, street environments,
landscapes, flora and fauna, etc.

The history of culture pedagogy can be interpreted as a struggle between

modernism and postmodernism. The modernist identity was predominant until
some time in the 1980s and has to do with an emphasis on the content dimension.
Typical of it is that it stresses the knowledge-related result of culture teaching: as
cohesive a knowledge as possible of cultural and social conditions in the target
11
language country or countries. The objective overview is given high priority, the
realistic and all-round picture of culture and society. This understanding of culture
pedagogy has gradually found expression in the cultural representations to be
found in textbooks for beginners and continuers: They were modelled more or less
systematically as a ‘panorama’ of society, as a reproduction of ‘society in a nut-
shell’.6

1.2 The types of digital tools for Primary School Learners

With the rise of digital technology, education is no longer a confined, one-

dimensional experience. Online learning and education tools are transforming the
way teachers and students learn and interact, providing access to content and
resources that can be used to create engaging, interactive experiences. This blog
provides an overview of the most popular Digital Education Tools For Teachers
And Students that can help them to make the most of technology's opportunities.
With the advent of technology, teachers and students have been leveraging these
tools to enhance the learning experience. These tools help teachers to create
interactive content, which can be used in the classroom or shared with students
online. They also help students learn at their own pace and style. This blog
provides a comprehensive overview of the digital education tools available for
teachers and students in the digital market.

Digital Education Tools are technology-based tools that can facilitate learning
and teaching. Examples include:

 Online course platforms

 Virtual classrooms

 Digital textbooks

 Learning management systems

 Digital assessment tools for special education students

6
Good, T. L., & Brophy, J. E. (2003). Looking in classrooms. Boston: Allyn & Bacon.

12
These tools can be used to deliver content, measure student progress, and provide
feedback.

For instance, in virtual classrooms, teachers can use various educational tools
that can assist them in teaching effectively while also allowing them to create a
virtual learning environment that can engage students with activities, discussions,
and multimedia materials. Teachers can use mixed tools to encourage students to
be more actively involved in learning, promoting higher engagement and
understanding of the material.

Let's Explore Some Digital Educational Tools in the Digital Market

Numerous virtual education tools are available in the market today, each with
unique features and benefits. These tools can range from virtual classrooms,
learning management systems, and educational games, which can assist teachers in
delivering quality education while also providing students with an enhanced
learning experience while improving their knowledge retention.

Digital education tools can be used by both teachers and students

collaboratively, making them ideal for group projects and assignments. They
provide a range of benefits, including increased collaboration, real-time feedback,
and flexibility. Teachers and students can use these tools to collaborate on projects,
share ideas, and learn from one another.

Among all the communication systems known to man, human language, either
oral or signed, has been defined as the most refined one, mainly due to its unique
characteristics, such as productivity, compositionality, flexibility, displacement,
arbitrariness, discreteness, duality, and cultural transmission. Today we are aware
of an existence of roughly 7000 languages, which help us manifest our identities in
a specific society. As shown in the following sections, languages coexist in an
interdependent network of culture and thought. Their symbiotic relationship has
resulted not only in great linguistic diversity, but also in a broad range of cultures
and different perceptions of the world. The differences are a consequence of

13
different environmental, historical, socio-political, and socio-economic factors.
However, despite the (occasional) large gaps between one society and another,
humans are without any doubt able to shift between languages, cultures and
conceptualisations which are imposed on us by our native tongues and cultures.
Were this not possible, we would be incapable of communication even within our
own society – as Agar (1994, 14) righty stated: ‘‘Differences happen within
languages as well as across them.’’ 7 In modern globalised society, bi- or
multilingualism are common and widely requested attributes. In fact, many decide
to take on a new language not only for educational or work purposes, but purely
out of their own personal interest. The process of foreign language acquisition is,
however, more complicated than it may appear, as it requires not only acquiring
new grammar and vocabulary, but also new cognitive patterns and enculturation.

Language has been approached by many brilliant minds, who researched it

with countless methods producing a truly kaleidoscopic image of what language
truly is. This subchapter endeavours to explain two contrasting approaches to the
study of language, which originate from behaviourism and nativism, as well as two
major philosophical traditions – Western and Eastern – and how they developed
different outlooks on the language.

As described in the previous section, Relativists pose a challenge to the

doctrine of universalism, and despite the Sapir-Whorf hypothesis being recognised
as too rigid and dividing, contemporary scholars do acknowledge the idea that
numerous factors influence cognition and language. Meaning is problematic from
various aspects, one of them being that it can be considered in terms of either
individual or collective knowledge. Especially individual understanding of a
meaning is often ambiguous since one can never truly tell what image schema is
formed in one’s mind, particularly when referred to intercultural dialogue.
Consequently, societies established general guidelines, i.e. habitus. These
guidelines may be one of the most powerful indicators of the ways in which people
7
Yilmaz, C. (2010). The Relationship between Language Learning Strategies, Gender, Proficiency and Self-efficacy
Beliefs: a Study of ELT Learners in Turkey. Procedia – Social and Behavioral Sciences, 2(2), 682-687
14
from different cultures and of different languages engage in intercultural
communication. Our worldview is influenced by our cognitive processes, and if
culture and language are part of cognition, which with time becomes more and
more inaccessible to complete comprehension, then that leads to the belief that
those exposed to foreign language and culture have a massive advantage to achieve
complete immersion.

Common characteristics of Cognitive Linguistics and Universal Grammar is

that they both understand language as part of the human psyche, with a key
difference being that Cognitive Linguistics perceives language and psyche as
intertwined entities rather than two distinct components of human cognition. In this
context, Langacker also draws attention to daily interactions and recognises them
as the key to the dynamics of conceptualising. Many scholars hold the view that
conceptualisation and cognition are not based solely on vocabulary and emphasise
the crucial importance of syntax in reconceptualisation. 8 According to Foley,
cognition is a ‘biological phenomenon’, which creates a link between the
environment and the organisms. It can therefore be assumed that the difference in
thought coincide with geographical distances, nonetheless, due to humans’
common anatomy, embodied cognition produces similar interpretations, such as
‘up is happiness’.

Culture, like meaning, is another ambiguous and difficult term to define, and
this difficulty is undoubtedly related to language. A simple and clear proof of this
are the many linguistic expressions, lexemes, etc., which are strictly related to a
single language and culture and may cause problems of non-transibility. Kramsch
also highlights that cultural frames are not altered only in bi- or multilingual
societies, but also in monolingual ones. The reason for such deviation lies in the
expression of social and cultural identity, which varies depending on the situation
and with whom we are at that moment. As pointed out above, definition of culture
may be problematic from several points of view. Still, it is impossible to say that
8
Stanlaw, J. (2013) Language, Culture, and Society: An Introduction to Linguistic Anthropology. Westview
Press.
15
the world’s cultures do not possess certain common characteristics. So far, experts
managed to define two primary characteristics of culture, first one being that
culture is learnt and, despite some commonalities, cultures all differ from one
another.

1.3 Usage of digital learning tools to engage primary school students in

learning

Over the past two decades, researchers and professionals of technologies

have advanced considerably in developing educational technologies that enhance
student engagement in learning. Elements for engagement have come to the
attention of developers for several reasons: engagement is a prerequisite for
meaningful learning, and it includes emotional, cognitive, and social abilities
which are learning goals in themselves. Meanwhile, low engagement results not
only in lower academic achievement, but also in decreased interest in learning,
behavioural problems, increased exhaustion, absenteeism, or even dropout.
Technologies affect student engagement, because digital technologies, content, and
methods are intertwined and cannot be considered in isolation. Koehler present a
tripartite knowledge system of technological pedagogical content that outlines the
kind of knowledge needed for effective integration of technologies into educational
practice. First, the knowledge of technological content covers a system of
technologies and the knowledge of an academic subject. Second, the knowledge of
pedagogical content is related to the knowledge of how certain topics or problems
are organised, represented, and adapted to the interests and abilities of learners.
Third, technological pedagogical knowledge implies an understanding of how
technologies can limit or, conversely, deepen learning. The knowledge of the
technological pedagogical content means the knowledge of the links between
technologies, pedagogy, and content that enables teachers to develop appropriate
teaching strategies. For the educational process to be effective, teachers need to
have a systematic understanding of the content, education, and technology
interactions.

16
 Although game-based and attractive experience of working with digital
technologies is engaging, it does not guarantee that students will learn anything
meaningful.9 The usage of technologies should be evaluated from a pedagogical
perspective, focusing not on how much and what, but on when and why (Kurvinen
et al., 2020). Most digital learning technologies designed to evaluate and enhance
sustainable engagement have been tested in research laboratories, however, there is
lack of research in real educational situations on the subject of how and under what
conditions these technologies are applied. The aim of the current research is to
identify ways in which primary school teachers use digital learning tools to
enhance student engagement in learning.

The development and implementation of digital tools is an evolving and

promising area of educational technologies. An intelligent use of technologies for
teaching and learning purposes can help students address the problems of
communication, belonging to a group, and self-confidence. Digital learning
increases students’ motivation to learn, encourages their development of personal
learning strategies, enables them to take responsibility and control their own
learning, and helps identify what students need to do to achieve learning goals
(Dehler et al., 2011; Papamitsiou & Economides, 2015; Davis et al., 2018;
Kurvinen et al., 2020). Van Leeuwen et al. argue that digital learning tools allow
for the application of collaborative learning ideas in virtual learning environments
and help students and their peers solve relevant problems.

The opportunities offered by digital learning tools provide an effective way

to enhance student engagement and to measure it. D’Mello distinguishes two
groups of digital technologies in this regard: proactive and reactive. Proactive
digital learning technologies with their game-based tasks have been designed to
encourage engagement and learning. Such systems aim to increase interest,
curiosity, and exploration. Well-designed educational games turn learning into a
game through presenting challenges, encouraging the search for creative solutions,
9
Vandergrift, L. (1997). Facilitating Second Language Listening Comprehension: Acquiring Successful Strategies.
ELT Journal, Volume 53(3), 168-176.
17
and proposing surprises. Reactive digital learning technologies have been
developed to automatically evaluate student engagement and respond when
engagement declines, or to give motivational feedback when engagement is high
(D’Mello & Graesser, 2015). Reactive methods are more complex than proactive
ones, as the level of engagement is constantly monitored, its decline is observed,
and ways are chosen to enhance it. More effective digital tools are those that
provide feedback and the opportunities of choice as well as create the
preconditions for learning in accordance with one’s skills and interests.

Enhancing student engagement in learning is one of the most important

goals of teaching and learning. Engagement is defined as the time and energy that
learners invest in educational target practice and a high level of interest expressed
in behavioural, cognitive, and emotional categories. Engagement can also be
described as a set of elements of concentration, inner interest, interactivity,
perceived control and choice, motivation, and functionality (O’Brien & Toms,
2008). According to Harris (2008), engagement is characterised by a) participation
in class activities and adherence to school rules, b) interest in school processes and
satisfaction with participation in them; c) motivated and confident participation in
school activities, d) meaningful learning to achieve one’s goals; and (e) acceptance
and evaluation of learning.

Researchers present different engagement schemes. Fredricks et al. identify

behavioural, emotional, and cognitive aspects. Behavioural engagement occurs
when a learner engages in academic, social, and extracurricular activities.
Emotional engagement is observed when a student feels positive emotions about
school, teachers, peers, and learning. Cognitive engagement is demonstrated by
student’s focus on learning on a strategic and self-regulatory basis. Gresalfi &
Barab describe four types of engagement: procedural, conceptual, consequential,
and critical. Procedural engagement takes place through participation in activities
that require supervision and attention. Conceptual engagement involves the study
of the structure of concepts or objects. Consistent engagement is described as a

18
thorough search for a solution and its implementation. Critical engagement is
manifested in the analysis and evaluation of objects, phenomena, procedures, and
the results of activities. The nature of the engagement may vary depending on the
specifics of the activity or task, its place in the curriculum, and the variables of
individual students or their groups. In order to enhance student engagement in
learning, it is important to recognise the nature of engagement and to understand
which aspects of engagement dominate or should be encouraged. The task of the
teacher is to ensure the expression of all levels of engagement and to reduce the
impact of factors that minimise it.

Scientific literature features a number of studies on how classroom

management, symbolic awards, effective instructions, interactive teaching, and
effective planning can influence engagement. The key issue of the current research
is the kind of teaching practices used to enhance the engagement of primary school
students through the usage of digital learning platforms and the ways of their
usage.

19
 PART II THE ANALYSIS OF STRATEGIES FOR PROMOTING
LANGUAGE ACQUISITION AND FUN

2.1 Analysis of effective strategies for children’s second language

acquisition and fun

Second language acquisition in children is a complex process that

significantly benefits from interactive and engaging learning tools. Cartoon films
are particularly effective due to their visual appeal and their capacity to present
language in an entertaining and educational context. This article explores effective
strategies for using cartoon films to improve children's SLA, offering a thorough
analysis of methods and supporting evidence from educational research. In the
modern world, it is common to see children watching cartoons in various media
platforms. The aim of this writing is to explore how cartoons provide
conditions of language acquisition. Through entertainment cartoons,
children are consciously or unconsciously exposed to language data. The
consistent hearing of correct usage on the part of the cartoon characters is part of
the source input of the child language learning and acquisition. Because children
are born with Chomsky’s Universal Grammar they have ability to learn languages
according to the input parameters received. When children are exposed to carton
that have simplified version of language topped up with subtitles they can be able
to learn a language quicker and accurately with prowess of native speaker.
According to Kiparsky, as cited in Tarigan, language acquisition is a process where
children adapt their speech based on their parents’ language, selecting simple and
appropriate grammar before progressing to more complex structures. Restianti
adds that language acquisition activities are marked by casual, spontaneous
interactions that occur outside of formal educational settings. In today's
interconnected world, proficiency in multiple languages is increasingly valuable

20
for children. Beers notes that modern children can easily access media and the
internet, including English-language TV programs and cartoons, which enhance
their opportunities for academic success, social interaction, and cultural
appreciation. Consequently, technology enables young children to watch English
cartoons, which offer numerous benefits for learning English. Research, such as
that by Alghonaim, shows that early childhood is a peak period for language
development, making this an ideal time for introducing second languages. Parents
and educators are constantly seeking innovative methods to support second
language acquisition, and one effective approach is using cartoons for language
learning. Chaer highlights that television, especially through movies, significantly
influences children's language acquisition during their formative years. Cartoons,
with their engaging visuals, stories, and characters, provide immersive and
effective language learning experiences. They offer rich linguistic input, helping
children learn vocabulary, grammar, and cultural nuances in context.

Atta and Jamil emphasize the importance of parental involvement in

children's academic success, including language learning. Language acquisition
between the ages of 1 to 5 involves both physical and psychological aspects.
Physically, it includes developing oral abilities such as lip and tongue movement
and the emergence of teeth. Psychologically, it involves the child's emotional state
and internal capabilities like visual perception, auditory processing, and sound
symbol understanding, all of which develop with brain growth. Parental motivation
and guidance are crucial for diverse language acquisition experiences.
Technological advancements have made television a powerful medium for
children's language learning, particularly through diverse programming like
cartoons. During the critical linguistic phase, children undergo significant language
development, achieving proficient and accurate speaking skills. This paper
explores effective strategies for using cartoons to facilitate second language
acquisition in children aged 3 to 12, drawing on developmental psychology,
educational linguistics, media studies, and language education. It provides practical

21
advice for selecting suitable cartoon content, designing interactive language
learning activities, and creating a supportive learning environment.

Cartoon films offer a unique learning experience by combining visual and

auditory stimuli, essential for language acquisition among young learners.
According to Mayer's Cognitive Theory of Multimedia Learning, the integration of
words and pictures can enhance understanding and retention. Cartoons capture
children's attention, facilitate comprehension of language structures and
vocabulary, and create memorable contexts for language use. This multimodal
approach not only enhances engagement but also supports the retention and
application of new language skills. Additionally, the narrative structure of cartoons
helps in contextualizing language, making it easier for children to grasp complex
linguistic concepts.

Cartoon films play a pivotal role in second language acquisition by offering

a unique blend of visual and auditory stimuli that are highly effective for young
learners. Several key aspects highlight their significance: Multimodal Learning
Experience: Cartoon films integrate visual and auditory elements, which according
to Mayer's Cognitive Theory of Multimedia Learning , enhances comprehension
and retention. The combination of words and images helps children grasp language
structures and vocabulary in context, making learning more engaging and
effective. Capturing Attention and Engagement: Cartoons are designed to capture
children's attention through vibrant colors, lively animations, and engaging
narratives. This captivation not only sustains interest but also fosters a conducive
environment for learning. Children are more likely to stay focused and absorb
language content when it is presented in a visually appealing and entertaining
manner. Contextualized Language Use: The narrative structure of cartoons
provides meaningful contexts for language learning. Characters interact in various
scenarios, using language in practical and relatable ways. This contextualization
helps children understand how language is used in different situations, facilitating
both comprehension and application. Repetition and Reinforcement: Many

22
cartoons employ repetitive language patterns and themes, which are beneficial for
language acquisition. Repetition helps reinforce vocabulary and grammar
structures, enhancing familiarity and fluency over time. Children often mimic
phrases and dialogues from cartoons, thereby internalizing language patterns
naturally. Cultural Awareness: Cartoons often reflect cultural elements and norms,
introducing children to diverse perspectives and societal customs associated with
the language being learned. This cultural authenticity enriches language learning
by connecting linguistic skills with broader cultural understanding. Emotional and
Cognitive Benefits: Beyond language acquisition, cartoons contribute to emotional
and cognitive development. They can reduce anxiety associated with language
learning by providing a low-pressure, enjoyable learning environment. Moreover,
cartoons stimulate cognitive processes such as memory, attention, and problem-
solving skills, all of which are crucial for effective language acquisition.

Criteria for Content Selection: Age Appropriateness: Choose films that align
with the cognitive and emotional development of the child. Cartoons for younger
children should feature simple plots, familiar settings, and relatable characters. For
older children, more complex narratives and diverse settings may be appropriate to
challenge and engage them. Cultural Relevance: Select cartoons that reflect the
cultural context of the language being learned to enhance authenticity and
understanding. Culturally relevant content helps children connect language
learning with real-world contexts, making the learning experience more
meaningful.

Language Complexity: Ensure the language complexity matches the child's

proficiency level to support comprehension and learning. Beginners benefit from
simple dialogues and repeated phrases, while advanced learners can handle more
complex sentences and varied vocabulary. Clarity and Simplicity: Opt for cartoons
with clear speech and straightforward narratives to facilitate understanding.
Cartoons with high-quality animation and clear sound help prevent confusion and
ensure children can focus on the language being used.

23
 2.2 Designing effective digital education activities for teachers and 3rd grade
pupils

Digital learning and education tools have revolutionized how teachers teach,
and students learn. With the rise of technology, teachers and students can access
various digital tools that make learning more engaging, interactive, and effective.
We will explore some must-have digital education tools for teachers and students.

Top Digital Education Tools for Teachers

1. Socrative

Socrative is a platform that enables teachers to create quizzes and assessments that
students can take using their devices. With Socrative, teachers can monitor student
progress and receive instant feedback. It also provides real-time data, so teachers
can adapt their lessons and assessments to meet students' needs. Teachers can also
collaborate with their peers to share and access quizzes created by other teachers.
Socrative is easy to use and allows teachers and educators to engage their students
and assess their knowledge.

2. Padlet

Padlet is a virtual bulletin board tool allowing teachers to share information,

resources, and activities with their students. With Padlet, teachers can create a
collaborative learning environment where students can share ideas and resources.
Teachers can add multimedia elements, such as images, videos, and documents, to
their Padlets to make them more engaging and informative. It also provides a real-
time collaboration feature so students can collaborate on their assignments and
projects.

24
3. Seesaw

Seesaw is a platform that enables teachers to create and share multimedia activities
and assignments with their students. With Seesaw, teachers can provide feedback,
monitor student progress, and engage in real-time discussions with their students.
Seesaw also provides a real-time collaboration feature so students can collaborate
on their assignments and projects. Seesaw is a powerful teaching platform and an
easy way for teachers to communicate and interact with their students, helping
them build meaningful relationships and foster student engagement.

Digital Education Tools for Students

1. Google Drive

Google Drive is a cloud-based storage platform that enables students to store and
share documents, presentations, and other materials. With Google Drive, students
can collaborate with their classmates, access course materials from anywhere, and
receive teacher feedback. Google Drive also provides tools such as Google Sheets,
Docs and Slides, and Meet, which enable students to create and collaborate on
spreadsheets, documents, and presentations in real time. This platform is
particularly useful for group projects or assignments that require multiple students
to work together.

2. Duolingo

Duolingo is an app that enables students to learn languages in a fun and interactive
way. With Duolingo, students can practice reading, writing, speaking, and listening
in the language of their choice. Duolingo provides personalized feedback and a
real-time leaderboard to motivate students to continue learning. It also makes
tracking progress and setting goals easy for students to stay motivated and
organized. The app also uses adaptive learning, which means it can adjust the
difficulty level of the lessons based on each student's progress.

3. Coursera

25
Coursera provides students with tangible and intangible educational benefits,
including highly sought-after technology skills. It offers many free and paid
courses to provide students with the necessary skills and knowledge. In addition, it
offers certifications from highly respected universities worldwide. For example,
Coursera offers a specialization in Python that covers the fundamentals of
programming, data analysis and visualization, and machine learning and
culminates in a capstone project. It also offers a range of courses in different fields,
such as business, health, IT, education, and more. Leading industry experts teach
these courses; students can access the content online anytime.

4. Google Classroom - is a learning management system (LMS) that enables

teachers to create and share assignments, quizzes, and other materials with their
students. With Google Classroom, students can submit their assignments,
collaborate with classmates, and receive teacher feedback. Google Classroom is
integrated with other Google tools, such as Google Drive and Google Docs,
making it easy for students and teachers to access and share materials

5. Zoom - a video conferencing tool, enables teachers to hold virtual classes and
meetings with their students. With Zoom, teachers can share their screens, record
their sessions, and engage in real-time discussions with their students. Zoom also
provides a range of interactive features, such as breakout rooms and virtual
backgrounds, making it a great tool for collaborative learning.

6. Quizlet - is a study tool that enables students to create and share flashcards,
quizzes, and other study materials. Quizlet allows students to study and learn
independently or collaborate with their classmates, making learning more
interactive and engaging.

7. Kahoot - is a game-based learning platform allowing teachers to create quizzes

and surveys. It is an engaging and amusing tool for students to learn and review
concepts and allows educators to develop and deliver interactive learning
experiences in the classroom.

26
8. Neropad - is an interactive presentation platform that enables teachers to create
and share engaging lessons with their students. With Nearpod, teachers can add
interactive elements, such as quizzes, polls, and virtual field trips, to their
presentations, making learning more interactive and engaging.

With the right tools, teachers can create engaging and interactive classes, and
students can learn more enjoyably and effectively. It is important to choose the
right digital education tools that meet the needs of both teachers and students.

As you have understood the competence of Digital education in today's

world, it is important to know why everyone is running towards it. So, understand
this with a simple example; technology is advancing rapidly, and, as a result, more
and more businesses, schools, and universities are turning to digital platforms for
educational purposes. Online learning and education allow for greater access
to learning materials, more efficient learning and teaching methods, and a more
interactive and immersive experience. It provides students access to various
resources and tools, such as online lectures, Animative PPT learning, e-books, and
webinars. It also allows for faster access to information and the ability to take
courses at a student's pace. Additionally, online education can provide a more
immersive learning experience with interactive virtual and augmented reality tools.

Education through virtual mode enables teachers to track student progress

and provide feedback more efficiently. With digital tools, teachers can easily
monitor a student's performance and provide personalized feedback and
instruction. This approach allows for greater levels of engagement, which can lead
to better learning [Link], digital education is important because it
provides access to learning materials, more efficient methods of learning and
teaching, and an interactive and immersive experience. It is changing how we learn
and is the key to success in the future.

Lesson plan:

Grade: 3

27
Lesson aims: Students learn and talk about animals, plants and insects they can see
outside by the help of digital tools.

New language: tree, leaf, caterpillar, rabbit, butterfly, flower, grass, snail.

Recycled language: the alphabet, it’s very big/small, it’s green, I have a big panda.

Materials: Flashards, Word cards, computer, projector

Warmer: Review the alphabet. Then spell out individual students’ names. Students
stand up when they hear their name.

Presentation: Hold up each flashcard and say the new word. Students repeat in
chorus and individually. Say What’s this? It begins with S. Show the flashcard of
the snail very quickly and then hold it with the picture facing away. Students say
It’s a snail. Confirm Yes! A snail begins with S.

Student’s Book page 16 1

Listen and point. • Say Open your books to page 16, please. Who can you see?
Where are they? What are they doing? • Play the recording. Students listen and
point to the different nature items the characters name.

[Link], point, and repeat. • Students listen, repeat the words and point to the
picture. CD1:15 : see Student’s Book page 16

3 Listen and say the words. • Students listen and say the correct words.

Key: 1 rabbit 2 leaf 3 guinea pig 4 grass 5 butterfly 6 caterpillar 7 turtle 8 flower
snail 10 tree

4 Describe and guess what. • Students make more sentences about the items in the
picture for the class or a partner to guess.

Workbook page 12

28
1 Look and guess. Then find and write the words. • Students guess the words and
label the pictures. Key: 1 caterpillar 2 butterfly 3 grass 4 turtle 5 snail 6 guinea pig
7 flower 8 tree rabbit 10 leaf

2 Write the words from activity 1 on the lists. • Students write the words from
activity 1 into the correct categories – animals and plants. Key: Animals:
caterpillar, butterfly, turtle, snail, guinea pig, rabbit Plants: grass, flower, tree, leaf

7 Look at the photographs. Ask and answer with a friend.

Say Look at number 1 again. Is his pet a cat? (No, it isn’t.) Is it a dog? (Yes, it is.)
Students can then continue the same activity in pairs, using the speech bubbles on
the page as a model. They can also do this as a memory game, with one student
closing the book while the other asks the questions.

Ending the lesson: Play an animal mime game. Pairs of students ask What are our
pets? and both mime the same animal for the rest of the class to guess. Check by
asking What are their pets? (They’re horses.)

29
 CONCLUSION

In today’s global world, foreign language proficiency and computer literacy

have a significant advantage over other skills and knowledge, and represent an
invaluable asset and a gate to a wide range of employment opportunities
worldwide. Therefore, being an expert in a specific field will hardly increase one’s
employability unless it is accompanied by their fluency in English. The
development of digital and video technology, which made it possible to record
films etc. from television and use them directly in teaching, and which meant a
much more realistic and detailed mediation of the situational context for language
communication. It also led to a greater opportunity to work with concrete, visible
aspects of language, culture, society and nature.

The role of teacher in enhancing student engagement in learning through

digital learning tools is not fundamentally different from that in traditional
teaching. Technologies do not free teachers up; they only change the nature of their
work. The focus group discussions revealed that the teacher’s communication
style, academic or emotional support, expectations regarding students’ learning
success, enthusiasm for educational innovations, and openness to innovation were
important factors for engagement in learning. No less important is the role of the
teacher in planning and organising teaching and learning. In supporting
engagement, teachers rethink their mainstream educational practices, the
hindrances to engagement caused by digital technologies and the ways to

30
overcome them, they exploit the potential of digital learning tools and apply
effective ways to manage the classroom and interact with students.

In the given work, there was an attempt to study “Using digital tools to
develop Intercultural awareness in primary school learners”.

The first paragraph of first chapter represents characteristic, components and

types of the theory of intercultural competence and awareness. Second paragraph
of first part is about the types of digital tools for primary school learners while the
third paragraph is about the usage of digital learning tools to engage primary
school students in learning.

The second part is devoted to practical view of using digital tools to develop
intercultural awareness in young learners. First paragraph of second part is about
analysis on the Importance of Language Learning Strategies in Foreign Language
Acquisition. And the second paragraph is about effective strategies for children’s
second language acquisition and fun.

31
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34
 APPENDIX

Intercultural
Competence

Language Regional
Proficiency Expertise

Cognitive_ knowledge –comprehension- application-analysis-synthesis- Evaluation

Affective_ receive- Respond- value- Organize Internalize

Expressive context Speech acts/ Discourse analysis- Interaction Communication and meaning

Figure1. A conceptual framework for the interaction of intercultural competence language proficiency and regional
expertise

Appendix 1

Digital Tools
Usefulness for Teachers and Students
and Activities

35
 It provides real-time data, so teachers can adapt their lessons
and assessments to meet students’ needs. Teachers can also
collaborate with their peers to share and access quizzes created
Socrative
by other teachers. Socrative is easy to use and allows teachers
and educators to engage their students and assess their
knowledge.

With Padlet, teachers can create a collaborative learning

environment where students can share ideas and resources.
Padlet
Teachers can add multimedia elements, such as images,
videos, and documents, to their Padlets to make them more
engaging and informative.

teachers can provide feedback, monitor student progress, and

engage in real-time discussions with their students. Seesaw
Seesaw
also provides a real-time collaboration feature so students can
collaborate on their assignments and projects.

students can collaborate with their classmates, access course

materials from anywhere, and receive teacher feedback.
Google Drive also provides tools such as Google Sheets, Docs
Google Drive
and Slides, and Meet, which enable students to create and
collaborate on spreadsheets, documents, and presentations in
real time.

Duolingo provides personalized feedback and a real-time

Duolingo leaderboard to motivate students to continue learning. It also
makes tracking progress and setting goals easy for students to
stay motivated and organized.

Coursera Coursera provides students with tangible and intangible

36
 educational benefits, including highly sought-after technology
skills. It offers many free and paid courses to provide students
with the necessary skills and knowledge

With Google Classroom, students can submit their

assignments, collaborate with classmates, and receive teacher
Google
feedback. Google Classroom is integrated with other Google
Classroom
tools, such as Google Drive and Google Docs, making it easy
for students and teachers to access and share materials.

With Zoom, teachers can share their screens, record their

sessions, and engage in real-time discussions with their
Zoom students. Zoom also provides a range of interactive features,
such as breakout rooms and virtual backgrounds, making it a
great tool for collaborative learning.

Quizlet allows students to study and learn independently or

collaborate with their classmates, making learning more
Quizlet interactive and engaging. Quizlet also provides real-time data
and analytics, enabling students to track their progress and
focus on improvement areas.

Kahoot! Is a game-based learning platform allowing teachers

to create quizzes and surveys. It is an engaging and amusing
Kahoot! tool for students to learn and review concepts and allows
educators to develop and deliver interactive learning
experiences in the classroom.

Nearpod With Nearpod, teachers can add interactive elements, such as

quizzes, polls, and virtual field trips, to their presentations,
making learning more interactive and engaging. Nearpod also

37
 provides real-time data and analytics, enabling teachers to
track student progress and adjust their lessons accordingly.

Appendix 2

38
Appendix 3

39
40
41