Case Technology in Teaching Professional Foreign Communication to Law Students: Comparative Analysis of Distance and Face-to-Face Learning

Abstract

Foreign language speaking skills need much practice in order to be improved, which is why it is essential to use different teaching techniques to instruct students effectively. The multiplicity and multitasking of the foreign language teaching process requires the introduction of technology that ensures consistently effective results of professional foreign language learning, i.e., case technology in the algorithmized educational process. The conducted research contributes to the issue of case technology implementation—the algorithm of professional task solutions, aimed at improving students’ English-speaking skills—in teaching professional legal English. The aim of the study is to investigate the effectiveness of case technology in the improvement of ESP speaking skills in the course of distance and face-to-face learning. Comparative analysis of the distance and face-to-face format of case technology implementation in teaching professional foreign communication to law students was carried out in the course of the two-semester study conducted at SPbPU (N 120) in the period from January 2020 to July 2021. Mixed qualitative and quantitative methods were applied to collect and analyse data for the study. The results of the study showed that, for such assessment criteria as task completion, discourse competence and meaningfulness, the use of case technology in a face-to-face format was more effective than the one carried out on-line. As it can have some pedagogical implications on the improvement of English-speaking skills while teaching professional legal English at university, additional effort should be taken to ensure the effectiveness of case technology in the course of distance learning.

Assessing Foreign-Language Students’ Speaking Performance through a Digital Platform: Challenges and Findings

“…Speaking tests taken by undergraduate students via the Blackboard Collaborate virtual classroom had slightly better results than those corresponding to face-to-face speaking tests taken by students in previous years, with the only exception of Nursing and Psychology students. According to some studies, it should be considered that even though there is a general tendency towards acceptance of virtual learning and assessment in relation to oral skills, there is a general preference of university students and instructors for face-to-face assessment environments whenever conditions make it possible [33,34]. Face-to-face oral communication is facilitated by proximity, personal interaction, naturalness and non-verbal communication.…”

Assessing the Benefits of Online Learning in Higher Education and its Impact on Law Students

“…However, classrooms within these universities have been long dominated by the traditional forms of teaching, which in exchange can present a problem to internationalize the classrooms [14] (this in reference to the possibilities that online learning can bring while expanding the reach of different universities); in this regard, legal education can benefit from online learning in the way that virtual classrooms and other digital platforms and interactive tools let teachers reach a more transnational level to improve their learning process. In this regard, legal education could also benefit from online learning by the multitasking factor that comes with the implementation of these technologies, improving distance learning in comparison to faceto-face learning, and improving the effectiveness of teaching through modern methods [15].…”