Developing a Model of Increasing the Learners’ Bilingual Professional Capacity in the Virtual Laboratory Environment

Abstract

The article considers industrial applications of digital twins and their contribution to decision-making and prevention of failures in manufacturing. Virtual laboratories are described as an example of using digital twins not only in industry but also for educational purposes. The article is also focused on the value of physical and virtual investigations through the prism of content and language integrated learning approach (CLIL) and it offers recommendations for combining the two to strengthen science inquiry learning and job-relevant learning. Students conduct online investigations resulting in interdisciplinary team interaction and knowledge integration. Adopting the CLIL approach changes engineering students’ attitudes to learning a foreign language, drums up their academic interest, and strengthens their motivation. In addition, the article describes how neural networks are applied for the simulation of physical processes in a virtual laboratory. The advantages of using virtual laboratories for professional-oriented training include linking observable and unobservable phenomena, pointing out essential information, and providing online, adaptive guidance. To evaluate the efficiency of the virtual laboratory environment, we conducted an experiment to assess the effectiveness of an integrated learning course with the elements of a virtual laboratory. The sample was 48 students (23 of them were enrolled on the course based on integrated learning with elements of virtual environment; 25 students studied professional discipline and professional English separately). To collect the data two online testing on English were conducted. The professional discipline was evaluated once at the end of the semester. In addition, we conducted an online survey on motivation for students of both groups to reveal the influence of educational process organization on this indicator. The results of the experiment allowed us to ascertain that the CLIL approach in the virtual laboratory environment resulted in better outcomes and helped the students adopt a more positive attitude to learning English.

Effectiveness Study on Online or Blended Language Learning Based on Student Achievement: A Systematic Review of Empirical Studies

“…Content and language integrated learning approach (CLIL) in the virtual laboratory environment More positive attitude, better outcomes [121] Undergraduates in China Technology-assisted learning Significantly greater effectiveness [122] Undergraduates in China Optimized blended learning model based on SPOC Improvement [123] Postgraduates in China Learning style-based collaborative learning Outperformance [124] Graduate students in the US Asynchronous computer-mediated communication (ACMC): online discussion forums Effective [125] College students from Korea, Japan, and China Synchronous computer-mediated communication (SCMC): online chatting or discussion Improvement, ceiling effect [126] Persian English learners Synchronous computer-mediated communication SCMC: online chatting Effective, helpful [127] Korean and English language learners…”

An Experiential Learning-Based Virtual Reality Approach to Foster Students’ Vocabulary Acquisition and Learning Engagement in English for Geography

“…VR can create multimodal scenarios to better activate memory and enhance learning experiences, realistic scenarios to visualize abstract geographical phenomena, and humancomputer interaction environments to generate language and meaning in geographical vocabulary acquisition. While various studies have mentioned the use of VR in teaching college English [17]; urban planning in university geography [18]; and ESP in civil engineering technology, physics, and engineering [1,19,20], few have designed and investigated the effectiveness of the VR-based English vocabulary approach for geography students. Furthermore, it remains to be determined whether these enhancements in VR are more advantageous than video in incidental vocabulary learning considering the significance of authentic contextual experiences for language learners [3].…”

Online examination session: teachers’ and students’ satisfaction level

“…The higher education system in Russia was not ready for drastic changes, so the adaptation to the new conditions of safe education took a long time [1,2]. During this period, the model of teaching and conducting classes changed depending on the electronic resources used by the educational organization [3,4]. Following the lessons, the examination session also changed its procedure.…”