The objective of this action research is to work out the possible ways of Massive Open Online Course (MOOC) integration in a blended Content and Language Integrated Learning (CLIL) course to create an authentic online collaborative community. The theoretical framework of the intervention is based on current MOOC theories, connectivism, and the Substitution, Augmentation, Modification, and Redefinition (SAMR) model by Puentedura for implementing new technologies and open educational resources into teaching. Thirty bachelor students from Moscow State University, enrolled in a Methodology of English Language Teaching blended course, participated in the first cycle of the research. The analysis based on the quantitative data (questionnaire) demonstrated the learners' positive attitude to this intervention due to the following possibilities: getting familiar with the theories and terminology on English as a Foreign Language (EFL) teaching, sharing experiences on the MOOC forums with the learners from all over the world and developing writing skills, etc.
Mobile devices can enhance learning and teaching by providing instant feedback and better diagnosis of learning problems, helping design new assessment models, enhancing learner autonomy and creating new formats of enquiry-based activities. The objective of this paper is to investigate the pedagogical impact of mobile voting tools. The authors' research demonstrated that Student Response System (SRS) supported approaches influenced not only lecture design - time management, the mode of material presentation, activity switch patterns - but also learner-teacher interaction, student collaboration and output, formats of activities and tasks. SRS-supported lectures help instructors gradually move towards flipped classrooms and MOOC lecturing. The authors' analysis, based on qualitative and quantitative data collected from two student groups (56 undergraduate students) in the 2012-2013 academic year, showed that SRS supported lectures encouraged foreign language learners to produce more output in the target language, improved their intercultural competence and language skills and enhanced their motivation.
One of the objectives of this paper is to investigate the pedagogical impact of both the mobile testing system PeLe (Norway, HiST) and the enquiry-based learning approach on language skills development in the context of mobile-assisted learning. The research aims to work out a methodological framework of PeLe implementation into the language classroom through formative assessment, immediate feedback and interactive post-test activities. The framework was developed and pilot tested in a joint research project (MobiLL) by English as a foreign language (EFL) teachers at Lomonosov Moscow State University (LMSU, Russia) and University College HiST (Norway) during two semesters of the 2013-2014 academic year. Students enrolled in a preparatory English course at LMSU were randomly assigned to 2 experimental groups and 2 control groups. Students in the experimental groups took a series of PeLe supported grammar and vocabulary tests as volunteers using handheld devices. The control groups were tested by the traditional testing method-pen and paper. The analysis based on quantitative research data demonstrated that PeLe supported language classes resulted in language skill gains. Qualitative data analysis highlighted the positive effect of mobile formative assessment and of posttest activities on learner motivation and collaboration skills. This study suggests that the use of technology was effective in engaging students in enquiry-based tasks, to produce more output in the target language.
Over the past twenty years, a large number of legislative documents, educational standards have been adopted, effective pedagogical models, methods and approaches to teaching foreign languages have been developed at various levels of education in our country and abroad. The article analyzes these documents to describe the current competencies of teachers of foreign languages of higher education. The developed map of competencies of foreign language teachers, which includes digital, professional communicative, methodological and universal competencies, is the result of theoretical research and analysis of the pedagogical experience of distance professional development programs for teachers of foreign languages, designed at the Faculty of Foreign Languages and Regional Studies of Moscow State University named after M.V. Lomonosov. This map can be used as a tool for professional development, since it will allow teachers of foreign languages: to reflect and identify some gaps in their professional development; set short-term and long-term goals; determine the best ways to boost their professional growth; to create innovative models of professional development of teachers, based on a combination of fundamental professional knowledge, professional competencies and skills and assuming the formation of innovative thinking of university employees.
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