scholarly journals Blended learning technologies for a foreign language teaching the students of non-philological majors

2020 ◽  
Vol 44 (2) ◽  
pp. 4-10
Author(s):  
M. Zelenskyi ◽  
I. Nesterenko ◽  
N. Volovik ◽  
D. Mytsenko
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Technologies ◽  
Educational Process ◽  
Learning Technology ◽  
Learning Tools ◽  
Readiness To Learn

Modern theories of foreign language teaching are getting developed. The constant society digitalization influences it. Generation Z students closely associate their lives with technology. Moreover, teachers must find ways to apply effectively information and communication technologies in the learning process. In our opinion, one of the ways is the concept of blended learning. It implies the optimal combination of traditional pedagogical technologies and distance, online learning. The purpose of our research is to examine the effectiveness of the concept of blended learning in the process of learning a foreign language for students of non-philological majors. For this purpose, we conducted a pedagogical experiment. It assumes the introduction of the concept of blended learning in the educational process of higher education. The research was carried out with Ukrainian students of non-philological majors during the study of English (offline and online). Also, international students who are studying Ukrainian as a foreign language were involved. Comparative analysis of students' readiness to learn using different blended learning tools was used. Methods of mathematical statistics (nonparametric Kruskal-Wallis and Mann-Whitney criteria) were utilized to analyse and process the experimental data. The results of the study indicate the effectiveness of blended learning technology usage in the process of foreign language teaching. Nevertheless, they show that the proposed tools help students better master a foreign language. Besides, students are both in active learning and passively reinforcing their knowledge using digital technologies during education. The authors consider it indisputable that blended learning tools should be used to some extent for students of all majors. The authors understand that the proposed tools are not exhaustive and definitive. Their list should be extended, and the use of specific tools depends on the teacher, students, the course, and other factors.

scholarly journals IMPLEMENTATION OF BLENDED LEARNING TECHNOLOGIES IN TEACHING FOREIGN LANGUAGES AT HIGH SCHOOL

2020 ◽  
Vol 1 (10(78)) ◽  
pp. 115-119
Author(s):  
Olena Kovalchuk ◽  
Oksana Smal ◽  
Tamara Maksymchuk
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Technologies ◽  
Educational Process ◽  
Learning System ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Higher Educational

Among public policy priorities on the development of higher education in the context of European integration of Ukraine the problem of constant educational quality improvement, modernization of educational process, introduction of educational innovations and information technologies are identified. An application of innovative methods of English teaching becomes relevant and is of great practical importance, especially in the context of Ukraine’s competitive presence in the international educational arena. With the reformation of foreign language teaching in higher educational institutions, lecturers create new opportunities for the implementation of didactic principles of individualization and differentiation of learning. The introduction of Blended learning technologies in Ukrainian universities is a new pedagogical approach that involves a combination of active use of streamlined on-line training and traditional classroom communication. The article covers examples of blended learning implementation in models of foreign language teaching at higher educational institutions. A use of blended learning model that combines elements of traditional and distance learning in different proportions is proposed. Different models of blended learning presented by foreign researchers are considered and generalized, models that can be integrated into the traditional educational process at higher educational institutions are proposed. The advantages and disadvantages of the blended learning system are analyzed and systematized.

scholarly journals INTRODUCTION OF BLENDED LEARNING IN FOREING LANGAGE TEACHING IN A MODERN UNIVERSITY

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 213-218
Author(s):  
Olena Palkevych
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Digital Media ◽  
Flipped Classroom ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Learning Material ◽  
Face To Face ◽  
Learning Platform

The article explores the concept of blended learning in foreign language teaching as a new pedagogical formula that combines distance learning through digital media with classroom learning, which provides for a "co-presence" of students and teachers, and transforms learning. The use of this type of learning solves several important tasks: 1) transition to a student-centered approach built on greater self-organization of students, formation of their ability to active, productive learning; 2) defining the important role of the teacher as a co-organizer of the educational process who is able to encourage dialogue, communication in the classroom and in self-study; 3) redistribution of the workload of teachers according to the new requirements: more time to prepare for the education process and research, contributing to their commitment to professional self-development. To elaborate a blended model of foreign language teaching for Ukrainian students, the experience of face-to-face teaching and online foreign language teaching at Oles Honchar University and the models of blended learning proposed by the Clayton Christensen Institute were analyzed, and one blended learning model known as the «lab rotation model» was proposed as the most suitable. It provides for classroom work offline as synchronous learning, and individual work online (on the learning platform) as asynchronous leaning, as well as the integration of individual learning and face-to-face learning in group formats, which will provide adaptive, more individualized training of students. It is proposed to supplement this model with elements of the «flipped classroom» model when students receive basic learning material and instructions online, and work in a more interactive form in the classroom.

scholarly journals Exploiting Information and Communication Technologies in Teaching a Foreign Language

2017 ◽  
Vol 22 (1) ◽  
pp. 38-45
Author(s):  
Brândușa-Oana Niculescu ◽  
Georgeta Obilișteanu
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Cultural Awareness ◽  
New Technologies ◽  
Language Teaching ◽  
Armed Forces ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Higher Education System ◽  
Information And Communication

Abstract Education has to constantly adapt and renew itself in order to be compatible with the technology-dominated world we live in. There has been heated debate over the introduction of information and communication technology (ICT) in the educational process. The ICT, especially in foreign language teaching, has become the researchers’ focus of attention in the last two decades. Today’s armed forces require highly-skilled military personnel to be digitally literate and to have well-developed cultural awareness, intercultural communication ability and critical thinking competence. In this context, foreign language classes in the military higher education system should become an environment in which language, culture and civilisation encounters may be facilitated and enhanced by ICT, promoting the acquisition of knowledge and skills demanded by the exercise of roles that the armed forces have in the international theatres of operations. This paper aims at examining the necessity of introducing ICT in foreign language teaching, pointing to the numerous advantages of using these new technologies. The paper also discusses the new role and skills of the teacher in the context of exploiting the various resources provided by the ICT. In addition, we mention some of the modalities in which ICT can be put to good use in developing the cadets’ foreign language skills.

scholarly journals On the integration of digital educational resources and services in the process of professionally-oriented language training in a technical university in a blended learning environment

2021 ◽  
pp. 87-93
Author(s):  
L.V. Chistobaeva
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Technologies ◽  
Educational Resources ◽  
Language Training ◽  
E Learning ◽  
Technical University ◽  
Distance Learning Technologies

The digitalization of higher education, the emerging trends for further improvement and implementation of e-learning and distance learning technologies have revealed the need to rethink the practices of implementing vocationally-oriented language training at a university and have led to the transition to a blended learning model. The purpose of the research: to reveal the potential of blended learning in foreign language teaching. The research methods: the method of selection, generalization and dissemination of advanced pedagogical experience. The research results: the potential of blended learning in foreign language teaching has been substantiated; the studies related to the problem of blended learning in foreign language teaching has been analyzed. Integration of digital educational resources and e-learning technologies (VLE and MIND) in the implementation of a mixed format of professionally oriented language training at a technical university expands the possibilities for creating a digital educational space as an integral component of educational activities in modern conditions. Key conclusions: Blended learning allows you to solve the problem of improving the quality of vocationally-oriented language training and the organization of academic interaction in a rotational mode; a meta-subject approach in teaching a foreign language for professional purposes creates opportunities for using existing and developing your own digital educational resources (CER); integration of ICT, allows you to achieve a qualitatively new level of delivery of educational content.

scholarly journals ТЕХНОЛОГИЯ СМЕШАННОГО ОБУЧЕНИЯ В СИСТЕМЕ ВЫСШЕГО ОБРАЗОВАНИЯ

2020 ◽  
Author(s):  
Elena Krylova
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Flipped Classroom ◽  
Learning Model ◽  
Educational Process ◽  
Cloud Services ◽  
Educational Activity ◽  
Learning Technology ◽  
Key Characteristics

Введение. Рассматривается технология смешанного обучения, объединяющая в себе преимущества традиционного аудиторного и электронного обучения, обеспечивающая развитие студента как субъекта самообразовательной деятельности и формирующая его готовность к саморазвитию в будущем. Целью исследования является рассмотрение и анализ особенностей, ключевых характеристик технологии смешанного обучения, исследование моделей ее внедрения в учебный процесс, а также описание опыта применения данной технологии в ходе преподавания дисциплины «Иностранный язык» в вузе. Материал и методы. Использовались методы теоретического анализа: изучение и анализ психолого-педагогической и научно-методической литературы и интернет-ресурсов по проблеме исследования, изучение зарубежного опыта использования смешанного обучения в образовательном процессе, а также рефлексия педагогической деятельности автора данной статьи. Результаты и обсуждение. Описаны модели и подходы внедрения смешанного обучения в учебный процесс. Выделены ключевые характеристики смешанного обучения: индивидуализация образовательного процесса, продуктивная самостоятельная работа, рациональное использование аудиторного времени, активное использование современных информационно-коммуникационных технологий и т. д. Дана характеристика взаимодействия субъектов (преподаватель, студенты, электронные образовательные ресурсы) и реализуемых ими ролей в модели смешанного обучения. Рассмотрены электронные ресурсы для внедрения смешанного обучения в образовательную практику (системы управления обучением, массовые открытые онлайн-курсы, облачные сервисы Google for Education). Описан опыт применения технологии смешанного обучения в процессе преподавания дисциплины «Иностранный язык». Учебный процесс строился в соответствии с технологией Flipped Classroom, которая реализуется в виде трехступенчатой образовательной модели – самостоятельная доаудиторная работа (просмотр видеолекций с целью ознакомления с теоретическим материалом до занятия, выполнение заданий для проверки понимания просмотренного материала), аудиторная работа (активные/творческие виды учебной деятельности) и постаудиторная работа (самостоятельное обобщение изученного учебного материала). Заключение. Сделан вывод о том, что результатом использования модели смешанного обучения является повышение качества знаний студентов и развитие их способности учиться самостоятельно.Introduction. The article discusses the technology of blended learning, combining the advantages of traditional classroom and e-learning, ensuring the development of the student as a subject of self-educational activity and shaping his readiness for self-development in the future. Aim and objectives. The aim of the article is to review and analyze the features and key characteristics of “blended learning” technology, to study the models for its implementation in the educational process, as well as to describe the experience of using blended learning in the process of teaching Foreign Language. Material and methods. The methods of theoretical analysis were used: the study and analysis of psychological, pedagogical and scientific-methodical literature and the Internet resources on the problem of research, the study of foreign experience in the use of blended learning in the educational process, as well as the reflection of the educational activities of the author of this article. Results and discussion. The models and approaches of introducing blended learning into the educational process are described. Key characteristics of blended learning are highlighted: individualization of the educational process, productive independent work, the rational use of class time, the active use of modern information and communication technologies, etc. The characteristics of the interaction of subjects (teacher, students, and electronic educational resources) and the roles they implement in the blended learning model are given. Electronic resources for the introduction of blended learning in educational practice (learning management systems, massive open online courses, Google for Education cloud services) are considered. The experience of using blended learning technology in the teaching of the discipline “Foreign Language” is described. The educational process was built in accordance with the Flipped Classroom technology, which is implemented in the form of a three-stage educational model - independent pre-class work (watching video lectures in order to familiarize yourself with the educational information before the lesson, completing tasks to verify understanding of the material watched), class work (active / creative types of educational activity) and post-graduate work (independent generalization of the studied educational material). Conclusion. It is concluded that the use of the blended learning model results in an increase in the quality of students’ knowledge and the development of their ability to learn independently.

scholarly journals Information and communication technologies in teaching foreign languages

2021 ◽  
Vol 106 ◽  
pp. 04007
Author(s):  
Natalia Gorokhova ◽  
Irina Kubyshko
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Language Teaching ◽  
Cognitive Activity ◽  
Communication Technologies ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Information And Communication ◽  
Control Evaluation ◽  
Teaching Criteria

The introduction of information and communication technologies in the modern educational process at all levels is widespread in the world. The algorithm of successful e-learning, peculiarities of using online formats as one of the ways of educational resource of foreign language teaching, criteria of platforms, and applications selection constitute the study’s relevance and its main goal. The author proposes a methodology of teaching a foreign language based on the use of technical means of information and communication technologies, its methodologically secured system of electronic ways of monitoring, control, evaluation, and the classification of online tools aimed at building the educational process. The described analysis of the foreign language teaching process based on the application of information and communication technologies is of scientific and pedagogical interest from educational information transmission in a non-linear format. The results obtained in the study can be useful for teachers in the implementation of the general management of cognitive activity of students, in communicative and advisory activities, holding mono-courses or collective projects developed by educational organizations.

Kommunikationsmittel und Medien im Fremdsprachenunterricht

2020 ◽  
pp. 265-286
Author(s):  
Tomáš Godiš ◽  
Ildikó Pšenáková
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
New Technologies ◽  
Language Teaching ◽  
Technological Development ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
German Language ◽  
Science Lesson ◽  
Pedagogical Practice

Continuous technological development affects other possible areas of human activity, including the educational process. Current mass media such as press, radio, television, social networks, as well as new information and communication technologies and devices such as computers, tablets, mobile phones and interactive whiteboards are very often used in the educational process. Computer technology provides new and effective learning opportunities in the form of a variety of didactic electronic learning materials, interactive educational programs and applications that not only modernize lessons but also make them more illustrative and interesting. New technologies have also significantly changed teaching methods. All these facilities provide educators with a suitable environment to make their teaching more interesting, modern and efficient. These facilities allow students to learn any time outside school hours and at home. Using new media for language learning brings many advantages, but also several disadvantages. On the one hand, it is possible to present the curriculum more clearly, which results in students acquiring the content of the curriculum more quickly and efficiently. On the other hand, the design and creation of teaching material, the planning and organization of lessons require a lot of time from the teacher, as well as high-quality media and information-communication competences. The use of media in foreign language teaching has also changed the roles of teacher and student. Today’s teaching focuses on the student as an active part of the teaching process and not just as an object of teaching. Now, the teacher becomes the driving element of the lesson management. Different didactics summarize the concept of media differently. Some didactics perceive the medium as a purely electronic tool for technical education, while others include printed material such as pictures, graphics, but also visualizations and animations. In this article we would like to clarify the function of media in education, to explain some important concepts such as “media competence”, “blended learning” or “e-learning”. We will also summarize the advantages of using different media in the educational process as well as some of their functions. Various teaching programs and interactive didactic applications are currently used in pedagogical practice, which can also be used in foreign language teaching. Therefore, we will also focus on brief characteristics of some of them; describe their possibilities and ways of usage in education. We also provide a specific example of the appearance of an interactive German language lesson developed in Hot Potatoes. The example was created by a German language student at a computer science lesson in collaboration with a teacher. Tasks, such as this one, are used by the authors in the class and they are proved in practice.

scholarly journals Blended learning tecnology for philology students' foreign language teaching

2021 ◽  
Vol 27 (1) ◽  
pp. 39-45
Author(s):  
M. P. Kozyreva
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Independent Learning ◽  
Learning Technology ◽  
Distance Teaching ◽  
Teaching Process ◽  
Face To Face

The article is devoted to the problem of foreign language distance teaching, the choice of methods, technologies and techniques for the development of philology students informative and communicative competence. The author uses analysis, synthesis and systematization methods to consider the results of research achieved by the specialists in the area under consideration; pedagogical observation. Current distance teaching technologies are analyzed, the effectiveness of foreign language teaching process organized in the form of Blended Learning technology is proved and its numerous advantages are described: the possibility of individual teaching process in groups with different level of foreign language knowledge and abilities, students individual and psychological characteristics consideration in the studying and teaching process, beneficial conditions for students interpersonal communication and communicative competence development in class, development of independence, responsibility and ability to use information technologies while working with online platforms. Experience of Blended Learning technology usage in the process of philology students foreign language teaching is presented. The author describes face-to-face driver and rotation models chosen for the purposes of teaching; the possibilities of online platform Zoom for videoconferences held in real time and replacing eye-to-eye teacher-students contact under the circumstances of COVID-19 pandemic; and proves the importance of digital educational platform Skyes University introduction into the process of foreign language teaching as a source of additional material in face-to-face studies and for students independent learning process. The author comes to the conclusion that foreign language teaching process organized with the help of Blended Learning technology contributes to information skill successful formation and effective communication in native and foreign languages.

scholarly journals The problems of job-oriented foreign language teaching in training of students in physical education and sports

2020 ◽  
pp. 55-58
Author(s):  
О. Malenko
Keyword(s):  
Physical Education ◽  
Foreign Language ◽  
Information And Communication Technologies ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Professional Literature ◽  
Communication Techniques ◽  
Information And Communication ◽  
Teaching Grammar

The article deals with the problems of optimizing the teaching of English to students of physical education and sports, using communication techniques, information and communication technologies. The article deals with the main factors of vocational training including the necessity of formation of communicative competences, the priority of sports topics, enhancing students’ motivation for studying, mastering professional vocabulary etc. The ways and methods of foreign language teaching to athletes are also the matters which are mentioned in the article. They encompass using professional literature, topical Internet sites and blogs, radio podcasts and TV programs, teaching grammar on the basis of sports vocabulary. A great deal of attention is paid to electronic services in the educational process. The platforms such as Quizlet, LearningApps, Moodle, Socrative enable students to master new topics individually, do interactive tests, improve their knowledge by playing vocabulary games. The services also provide teachers with possibilities to do assessment and control. The article highlights a number of problems in the area of teaching English to students of physical education and sports, which are the following: loss of interest in studying, lack of teaching hours, lack of sports oriented authentic teaching courses, the excessive length of training etc.

ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

2021 ◽  
pp. 118-123
Author(s):  
Denysenko I.I. ◽  
Tarasiuk A.M.
Keyword(s):  
High School ◽  
Distance Learning ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Technological Basis ◽  
Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

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