The purpose of the study is to examine and evaluate the impact the "flipped classroom" model-based learning environment accompanied by multimedia-based textbook entitled "English through Soft Skills" provides for the learning styles of the university students majoring in Economics. The study sought to identify tangible (seemingly measurable) and intangible (difficult to measure) gains the "flipped classroom" learning model brought to both students and instructors. A multimedia textbook "English through Soft Skills" was developed for the study. A multi method approach was used to gather feedback and quantitative methods were used to analyze the data. Specifically, Covariance-based Structural Equation Modeling (SEM) software as SPSS AMOS and Textalyzer were used to process the students' responses to survey questions. The results reported a shift in student preferences in learning, including a greater desire to engage independently with computer-assisted work, quicker problem solving, increased motivation to study, and improved time management and lifelong learning skills. Additionally, there was a shift in teaching approaches of the instructors, namely from a teacher-centered to a student-centered approach. The study may better inform building the learning process for the students with limited learning opportunities or studying the distance learning model. Despite the experimental group involving only the students majoring in Economics, this methodology could be applicable to teaching English for Specific Purposes to other majors, such as: Business, International Relations, Psychology, Law. The research is advancing the knowledge of integration multimedia tools into teaching, and specifically the use of multimedia textbooks in the "flipped classroom" settings to deliver Business English course to the students majoring in Economics Keywords: tertiary school, teaching business English, "flipped classroom" model, multimedia-based textbook This research was inspired by the easy-to-adjust nature of the multimedia textbook-based "flipped classroom" model as it fits ESP (English for Specific Purposes) and CLIL (Content and Language Integrated Learning) approaches to teaching English Language at tertiary schools. A "flipped classroom" teaching method is often difined as the inverted classroom, or to put it simply, the flip. This teaching method or model is related to the concept of creating a hybrid, or blended learning and problem-based learning environment to engage students in active learning through the use of new technologies (Arnold-Garza, 2014). The latter moves the lecture outside of class and enables using class time more efficienly dedicating it to the practical application assignments (Educause, 2012). Therefore, flipped learning is
The article substantiates the peculiarities of the formation of English grammar competence during classroom and extracurricular work in teaching cadets of economic specialties’ English, especially English for Specific Purposes. The purpose of the article is to determine the requirements for the formation of English grammar competence in accordance with the preparation of cadets of economic specialties’ in the field of knowledge of 05 “Social and behavioral sciences” (051 «Economics») while teaching them English for Specific Purposes. Methodology. Theoretical statements of this work involves analysis of existing methods and approaches to the organization of teaching cadets of economic specialties’ English grammar. It is defined the requirements according to the stages of teaching English at the Academy of the State Penitentiary Service in the first and second years. The theoretical and methodological basis of this article includes the general background of higher school didactics and methods of teaching foreign languages, approaches to scientific and pedagogical research, theoretical and methodological principles on which the methods of teaching English grammar to the cadets, future economists, at different stages while their studying at the Academy of State Penitentiary Service. Results. In this article it is used a critical analysis of domestic and foreign pedagogical, linguistic and methodological literature on the research theme, educational documents, curricula. Based on the research, it is noted that the content of linguistic competences includes declarative and procedural knowledge, skills and language awareness. It is determined that the effectiveness of the development of professional oral and written communication skills in English must be done according to the level of formation of students’ grammatical competence. Practical implications. It is pointed out that these requirements of English grammar competence’s level should be taken into account in the organization of future economists’ educational activities, which is designed to help ensure the realization of the aim of teaching them in the Academy. Further improvement of grammatical competence occurs in the process of mastering English communicative competence at the cadets’ classroom activities and self-study work. It is necessary to use grammatical phenomena in educational materials while teaching cadets English for Specific Purposes. Value (originality). The value of the study is characterized by the presentation of a new vision of the formation of English grammar competence during classroom and extracurricular work while teaching cadets of economic specialities English and English for Specific Purposes. Key words: teaching English, grammar competence, future economists, grammar declarative knowledge, grammar procedural knowledge, grammar skills, language awareness.
The paper examines the difficulties teachers and students face while teaching and learning Business English in Ukrainian higher institutions; identifies and evaluates the problems of teaching English to future lawyers; determines the main methods and methodological approaches in teaching English for Specific Purposes and Business English to future lawyers. The authors describe a project recently piloted at the Academy of the State Penitentiary Service (Chernihiv, Ukraine) in which law students participated in the attitude survey toward learning the English language. In this study, feedback and quantitative methods were used to analyse the data of surveys. The teachers' and students' responses to survey questions were examined. The results showed a shift from a teacher-centred to a student-centred approach in university teaching and student preferences in learning English. The study calls for the enhancement of teaching the essential professional skills in English that students need to succeed in making their pathway choices and enable continuous growth throughout a legal career. Research findings are discussed with due regard to the surveyed students' needs and personality-oriented principles in legal education. The results indicate a need for methodological innovations that will support meaningful learning and boost the students' and cadets' productivity and efficiency of teaching and learning process. Despite the experimental group involving only the cadets and students majoring in "Law" and "Law enforcement", this methodology could be applied to teaching Business
Розвиток сучасного українського суспільства висуває нові вимоги перед вищою освітою, зокрема в оволодінні англійською мовою, що відіграє вирішальну роль у становленні майбутнього фахівця економічної галузі. У статті розкрито особливості формування у студентів економічних спеціальностей навчально-стратегічної компетентності під час самостійної позааудиторної роботи із врахуванням специфіки навчання ділової англійської мови. Зазначено, що названа компетентність містить дві складових: навчальну і стратегічну. Формування навчально-стратегічної компетентності включає набуті знання, практичні навички і вміння та здатність використовувати їх у майбутній професійній діяльності. У результаті сформовано типи стратегій, які необхідно використовувати в ході навчання майбутніх економістів ділової англійської мови, зокрема компенсаторні, соціальні та афективні стратегії. Сформована у студентів економічних спеціальностей навчально-стратегічна компетентність дозволяє їм аналізувати, систематизувати навчальний матеріал, планувати навчальну діяльність, виконувати завдання творчого характеру. Ключові слова: навчально-стратегічна компетентність, майбутні економісти, англійська мова, ділова англійська мова, англомовна комунікативна компетентність.
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