The purpose of this research is to study the teaching staff opinion on the use of digital technologies in the process of teaching foreign languages at a technical university. In the context of education transformation the question of finding and applying new interactive learning technologies becomes especially relevant. The teachers of Foreign Languages Department at Rostov State University pay great attention to this problem. The use of modern mobile applications in foreign language classes for teaching various types of speech activity shows positive results. In particular, the Mind Maps technology has been tested by us in class while teaching lexical topics corresponding to the steering documents of specialties. Its use in the educational process facilitates the perception and memorization of lexical material by students, promotes the development of speech skills, and makes the learning process exciting. It was found that in the course of working on the creation of Mind Maps, students with a high level of digital skills are more successful in overcoming the language barrier, striving to expand the scope and diversify the structure of Mind Maps. The results of a survey of teachers on the effectiveness of using this method in teaching foreign languages as well as the readiness to use digital techniques while working with students are presented. The positive and negative aspects of introducing digital methods into the educational process, the interest of senior teachers to use modern technologies and their active integration into the learning process are revealed. The results can be applied by university professors and school teachers in the process of teaching foreign languages and other courses. The research methods were the method of static description of the material, polling, analysis, comparison and generalization of scientific information.
The major cause of the given study is the urgent necessity to develop effective information and communication technologies to employ in teaching professionally-oriented foreign language to students of technical universities. The digital transformation in teaching practices makes both educators and theorists search for new teaching methods and technologies. Collaborative learning or leaning in cooperation is an advanced educational approach that aims to facilitate students learning. This study is focused on describing theoretical foundations, analyzing practical application, and examining advantages of collaborative learning technologies in comparison with traditional ones. The paper defines the concept, main principles, and implementation stages of this method, as well as advantages and potential of collaborative learning. We have revealed that collaborative learning greatly contributes to an increase of the language proficiency level and to the development of professional communicative competence in foreign languages. The study was carried out using a wide array of theoretical methods, including investigation, description, review and analysis of literature in the field of teaching foreign languages to students of technical universities. The findings of our study might be useful for both education theorists and practitioners who are interested in cooperative methods and their usage as classroom activities. To further our research, we intend to analyze the use of collaborative learning technology, expand its possibilities and enhance the efficiency of its application in teaching foreign languages at technical universities.
This paper discusses the possibilities and prospects for the introduction of mobile learning technologies in the practice of teaching a foreign language to students of non-linguistic universities. The relevance of the study is due to the fact that the use of mobile devices is a natural process in the field of teaching foreign languages, and modern students have organically moved from listening and viewing foreign-language artifacts of mass culture to the purposeful use of mobile devices for learning foreign languages. The introduction of mobile technologies into the practice of learning foreign languages has formed a natural learning environment adapted to the interests of students. This state of affairs suggests that the process of teaching a foreign language using mobile devices should solve a number of serious problems, starting with issues related to the development of a motivation system for students to learn a foreign language, cognitive activity, and ending with the problems of forming a multilingual personality. On the other hand, new generation education standards require the development of IT competencies that allow introducing new formats into the traditional teaching practice, providing interactive support for the learning process and developing students communication skills in accordance with the requirements of the time. In this context, the purpose of the study was to evaluate the possibilities of introducing mobile learning technologies into the practice of teaching a foreign language to students of a non-linguistic university. The paper presents the results of a field study of the level of readiness of foreign language teachers to introduce mobile technologies into the practice of language training for students of non-linguistic universities. The conducted studies have shown that the main feature of the process of introducing mobile technologies into the practice of language training is its spontaneity and disorganization, and the prospects for their active use are limited by the level of mobile competence development among teachers. The results obtained can serve as a basis for further research into the problems of achieving the level of compliance of the IT competencies of foreign language teachers with the social orders of modern society.
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