Professionally-Oriented Communicative Language Teaching is an effective approach widely recognized among scientists and teachers which involves learners in authentic environment and communication and helps develop communicative competence of non-native speakers studying English for specific purposes (ESP). With the increase of Computer Assisted Language Learning teachers are constantly facing challenges to combine information technology with the Professionally-Oriented Communicative Language Teaching approach, and to develop and design relevant communicative activities which result in non-native speakers' of English improvement in communicative competence. The attempt to integrate computer assisted language environments and professionally oriented communicative language teaching results in the development of E-learning ESP courses in the Modular Object Oriented Developmental Learning Environment, based on the module "Electric systems and networks". The subjects of the study were sixty students, including students from Vietnam and the Czech Republic studying ESP at the Institute of Power Engineering of Tomsk Polytechnic University. The data was collected over a period of two years from the results of students' performance and a questionnaire survey concerning feedback on students' communicative language activities conducted during the course. The results indicate variations in the attitude of students from different countries to the developed communication activities. As the students state, however, the e-learning ESP course provides communicative situations similar to real ones and gives an opportunity to use the acquired knowledge in practical, professional, and research activity
The article analyses the advantages of English for Specific Purposes teaching of the fourth year students majoring in "Electrical and Power Engineering" at National Research Tomsk Polytechnic University by means of the network-based electronic teaching package. This paper analyzes the structural content of the network-based electronic teaching package, shows the key approaches used to develop this tool and focuses on the description of its main components. The conclusions made are based on the results obtained over a three year period (2012-2015) of the network-based electronic teaching package use
The recent study of the integration of Web 2.0 technologies effect on students' self-directed English learning and critical thinking skills updates the results and findings reported by the researches in this field. The purposes of this article is to analyze what constitutes the integration of Web 2.0 technologies into the process of students' self-directed English learning, to show what Web 2.0 tools can be used reasonably to intensify the students' motivation which results in the deliberate self-directed learning, and to elaborate upon various theories and researches concerning Web 2.0 technologies. The paper shows the real evidence of the development of foreign language communicative competences and skills including: reading, listening, speaking and critical thinking through such tools as podcasts, wiki and video online and offline, collaboration with one another in the form of peer review, self-reflection and making a blog. It was that concluded that it is necessary to develop and practice pedagogy and instructional strategy, along with the use of Web 2.0 technologies in order to achieve increased students' performance and efficiency of students' self-directed learning. It is to be emphasized that the specified problem needs further research to analyze the ways in fostering and benefiting student learning through Web 2.0 tools.
The authors' target is to reveal the problem of the information technology effective usage (in particular multimedia) at adult learners teaching in Higher school. The authors review the development of the competences and their differences from expertise even retrospectively while teaching adult learners modern informational technologies and share their personal view on the creating E-educational materials. The article also presents the experience of practical use of E-learning course developed in the Modular Object Oriented Developmental Learning Environment (MOODLE) and focuses on the analysis of the structural components of the content intended for adult learners professional communication training and specifies the factors affecting the methodological organization of the lexical and grammar material.
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