Формирование иноязычной коммуникативной компетенции студентов в рамках смешанного обучения (модель «перевернутый класс») Введение. Английский язык становится универсальным для профессиональной и научной сферы и входит в академическую среду как язык-посредник даже в неанглоязычных странах. Цель исследования состоит в том, чтобы построить эффективную модель «перевернутый класс» для смешанного обучения студентов университетов английскому языку как иностранному (EFL). Объектом исследования является процесс формирования иноязычной коммуникативной компетенции студентов в условиях смешанного обучения. Предмет исследования -методика формирования иноязычной коммуникативной компетенции студентов в рамках модели «перевернутый класс».Материалы и методы. В эксперименте участвовало 400 студентов (211 человек в экспериментальных и 189 в контрольных группах), а также 20 преподавателей Южно-Уральского государственного университета (НИУ, г. Челябинск). Результаты эксперимента оценивались с помощью 1) теста типа IELTS, 2) статистики Moodle, 3) участия студентов в аудиторной деятельности, 4) общей обратной связи преподавателей и 5) опроса, показывающего обратную связь от студентов.Результаты исследования. Выявлены более высокие показатели в экспериментальных группах по сравнению с контрольными: 1) средний балл IELTS в разделах аудирования и чтения выше на 0,5; 2) значительный уровень заинтересованности студентов в прохождении онлайн курса (измеренный через количество студентов на онлайн курсе, количество попыток и общее время выполнения заданий, баллы и сроки сдачи); 3) успеваемость на 10% выше по сдаче тематической лексики. Оптимизирована аудиторная учебная практика, сократилось время подготовки преподавателей.Обсуждение и заключение. Разработанный онлайн курс становится частью комфортной обучающей цифровой среды для студента, одновременно освобождая пространство и время для творческой, коммуникативно-ориентированной аудиторной работы, способствующей более эффективному формированию иноязычной компетенции. Успешное внедрение авторского онлайн курса позволило создать прототип для разработки подобных курсов в смежных направлениях.Ключевые слова: технология смешанного обучения; модель «перевернутый класс»; внедрение онлайн курса; английский язык как иностранный; иноязычная коммуникативная компетенция Перспективы Науки и Образования Международный электронный научный журнал
The present paper describes the problem of developing students' professional communication competence within the framework of scientific professional project. The motivation for the study is an urgent need to enhance students' scientific activity in a foreign language in order to join the global scientific community. The concept of pedagogical support of developing this kind of competence is specified and the model of pedagogical support of developing students' professional communication competence within the framework of scientific professional project is worked out. The model focuses on encouraging students' scientific activity in a foreign language in the form of papers and reports. Two stages of pedagogical support (preparation and realization) are described in detail for the three levels of education participants' interaction: interaction of professors with professors, interaction of professors with students and interaction of students with students. Professors and lecturers of both majors and foreign languages can use the model.
The world is developing dynamically, and the changes, that occur every day, require instant decision-making. The examples of this are the latest events in the world: lockdown and distance learning. The 21st century has tested humanity for sustainability introducing COVID-19 and many business sectors as well as the education system at all levels had to switch to a remote format. However, the South Ural State University has managed to build a full-fledged online learning system, which provides opportunities for both teaching staff and students. The article reveals the key theoretical and practical aspects of the system of blended learning at the South Ural State University, as a new design for the teaching and learning cooperation: individual education routes depending on the initial level of language proficiency; placement tests to form groups by levels with online support for them; appropriate score-rating system for monitoring students' progress at each level. Moreover, the presented level-based model of education contributes to more effective mastery of communication skills (speaking, listening, writing and reading). The pedagogical model contains three blocks: methodological block, group processes' block and assessment block. The model was piloted in an online digital course with the students of Higher School of Electronic Engineering and Computer Science. After piloting the model, the survey was conducted among the students that participated in a blended level education program. The aim of our research was to study the satisfaction level of students with the quality of education and to analyze the implementation process of the blended learning technology. During the research the following tasks were solved: the experience of using blended learning in educational process was analyzed, the level of students' satisfaction with the quality of education system was evaluated. This research shows that the implementation of blended learning technology in educational process had a positive impact on students' learning and the level of students` satisfaction with the education process increased.
The development of the education system in Russia is considered as one of the most important strategic goals of the society. The professionalization of teaching a foreign language at the universities is a global trend. ESP (English for Specific Purposes) has become increasingly important as there has been an increase in vocational training and learning throughout the world. The article reveals the key theoretical and practical aspects of the system of modular learning in the South Ural State University, the Higher School of Electronic Engineering and Computer Science, as a new design for the teaching and learning cooperation. The principle of modular organization of educational material involves the organization of training in the form of professionally-oriented modules. The paper defines the term “module”, describes the criteria for selecting educational material, outlines the structure of a module and a set of exercises. The aim of our research was to study the satisfaction level of students with the quality of education and to analyze the implementation process of the modular learning. The following tasks were solved: the experience of using modular learning in educational process was analyzed, the level of students’ satisfaction with the quality of education system was evaluated. Theoretical (analysis of modern scientific and methodological literature) and empirical (questionnaire, mathematical processing of the obtained data) methods are applied in the study. The research shows that the implementation of modular learning had a positive impact on students' outcomes and the level of students` satisfaction with the education process increased.
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