Research problem: Today’s education system must adapt to the digital revolution and use it to best advantage. One of the most critical paths to pursue is to develop digital skills among student teachers. Many Russian researchers have focused on practices of digital technology integration in foreign language teaching, but, few among them have formulated systematic teaching strategies. The aim of the study: To elaborate the pedagogical strategies for developing digital competence among students on the basis of the complex approach and scientific achievements in this field. Research methods: The research is based on the statistics obtained during an online survey among university and school teachers, students. While conducting the interviews additional information appeared and teachers’ opinions were specified. The participants included 100 university foreign language teachers as well as 120 students from Central Russia. Results: The analysis revealed how the professors organized their digital learning spaces. Among others, the findings highlighted on which aspects they spent more Internet time, and the factors that limited digital use in class. The analysis of the students’ responses revealed some problems in using digital tools while learning a foreign language. The results can be used in developing students’ competences and in elaborating syllabus and teaching materials. Conclusions and recommendations. On the basis of recent achievements and collected data, the complex of pedagogical strategies to form digital competence among students during the foreign language learning have been elaborated. With the appropriate pedagogical accompaniment, digital technologies allow the development of student teachers’ digital competence to meet the demands of the modern society. Thus, it can increase the efficiency of foreign language teaching and will contribute to students’ personal development.
As teachers of French as a foreign language, we deeply regret to state the reduction of the quantity of learners who choose French as a second language. On the other hand, in the digital era, are we doing everything possible to make the learning of French more appealing? To which extent have we succeeded in helping our learners discover French-speaking world by using new technologies? The present research focuses on the study of local practices of French teachers at universities and schools of Russian central region as well as autonomous work of students. The results of the survey conducted to allow us to better understand the strengths and weaknesses of using new technologies in learning French. The face-to-face interviews have clarified teachers' individual approaches. The analysis of the experience has helped to elaborate an array of recommendations in the use of new technologies for French teachers, especially for those who teach beginners.
The rapid development of innovative technologies for global classrooms implies continuous, active implementation into daily teaching practices. However, innovation, and especially the digital kind, is viewed differently by language teaching researchers and their foreign language teaching colleagues. Among others, the objectives of this paper are to clarify current issues and trends and to respond to a number of research questions. How open to innovation are foreign language teachers? To what extent do innovative digital methods for foreign language teaching influence teachers' career paths? Are these methods always used effectively? What are the challenges in providing pedagogical support for innovative initiatives in foreign language classes? Are these challenges the same for university and high school teachers? We conclude with 25 practical recommendations for applying digital approaches to language classes. The aim is to help foreign language teachers work with digital methods and tools more efficiently and effectively.
Enseignement à distance lors de la pandémie de COVID-19 : enjeux d'enseignants de français langue étrangère (FLE) de Russie Formation et profession 28(4 hors-série), 2020 • 1 ésumé L'article a pour but de présenter l'analyse de l' expérience d' enseignement en ligne ou de formation à distance (FAD) d' enseignants de français langue étrangère (FLE) aux étudiants de 20 universités de la région centrale de Russie (Figure 1) au cours de la pandémie de COVID-19. Ce sont en tout quelque 74 enseignants qui ont participé à cette étude. Tous ont accepté de répondre à un questionnaire en ligne portant, entre autres, sur leur expérience de travail à distance pendant la pandémie. L' étude réalisée a ainsi permis de mieux comprendre l'impact de ce contexte exceptionnel sur la charge de travail des enseignants, les avantages pédagogiques et personnels perçus de ce contexte unique, de même que les défis inhérents à la mise en place, obligatoire, de la FAD. Enfin, nous présentons aussi comment ce contexte a, d'une certaine façon, fait évoluer leur propre perception de leur profession
The new technologies are more and more invading the educational area including the area of modern languages teaching-learning. It spreads is so fast that sometimes we are not able to adapt to them. What are the challenges of students and the problems of the teachers, who sometimes claim of a strong dependence on digital tools of their students? The research in question represents the results of the work carried out with teachers of the FFL as well as their Russian learners with linguistic and non-linguistic preparation. The use of qualitative and quantitative methods has allowed us to understand better the weak points of the teachers of French to teach the FL (foreign language) profile. Surveys of our students have completed the image of the new educational landscape. A thorough data analysis helped us to find tracks of reflections and avoid errors in the practical use of new technologies in the course of FL. Key words: language training, new technologies, digital tools, advantage and disadvantages of digital RésuméLes nouvelles technologies envahissent de plus en plus l'espace éducatif y compris le domaine de l'enseignement-apprentissage des langues vivantes. Elles se propagent à une telle vitesse que parfois nous n'arrivons pas à nous y adapter. Quelles sont les difficultés des étudiants et les préoccupations des enseignants qui constatent parfois une forte dépendance aux outils numériques de leurs apprenants ? La recherche en question présente les résultats du travail réalisé auprès des enseignants du FLE ainsi que de leurs apprenants universitaires russophones de formation linguistique et non-linguistique. L'usage des méthodes qualitatives et quantitatives nous a permis de mieux comprendre les points faibles des enseignants de français pour enseigner les LV médiatisées. Les sondages des étudiants ont complété l'image du nouveau paysage éducatif. L'analyse approfondie des données nous a aidé à élaborer des traces de réflexions et à trouver les erreurs à éviter dans l'usage des nouvelles technologies aux cours de langues étrangères. La charge horaire des enseignants est perpétuellement en hausse ce qui diminue l'attractivité de ce métier pour les jeunes spécialistes et accélère la fatigue professionnelle. ⁻ L'universalité de la langue anglaise réduit l'attrait de l'apprentissage des secondes langues étrangères, pas tant chez les étudiants que surtout chez les fonctionnaires dans le domaine de l'éducation. I. 3. TICE dans enseignement-apprentissage des LV dans la recherche des auteurs russophones et étrangers Le sujet d'usage des TICE en éducation devient de plus en plus populaires parmi les chercheurs russophones. L'étude des recueils d'articles des colloques qui ont eu lieux à trois universités de Moscou consacrés à l'enseignement/apprentissage des LV (Kozarenko, 2016) a relevé les priorités langagières des chercheurs russophones (analyse de près de soixante-dix d'articles). Dans les articles consacrés à l'usage des TICE dans le domaine des LV, 86% traitaient de l'expérience des professeurs d'anglais....
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