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В настоящее время обратная связь рассматривается в качестве одного из ключевых факторов, влияющих на эффективность обучения иностранным языкам. Однако степень влияния различных форм и способов организации обратной связи на изучение языка остается недостаточно изученной. Цель данного исследования заключалась в изучении влияния цифровых технологий обратной связи на результативность обучения иностранным языкам в вузах России. В исследовании приняли участие 60 студентов 1-3 курсов двух ведущих Чеченской Республики, обучающихся английскому и немецкому языкам. Изучалось влияние различных форм онлайн обратной связи - таких как видеоконсультации преподавателя, интерактивные задания с автоматической оценкой, студенческие дискуссии - на динамику овладения языком и мотивацию к обучению. Результаты проведенного исследования позволяют сделать вывод о значительном позитивном влиянии цифровых технологий обратной связи на эффективность обучения иностранным языкам в вузах. Для достижения поставленной цели нами был проведен комплексный анализ научной литературы по данной проблематике, а также эмпирическое исследование с привлечением студентов трех ведущих университетов страны. В ходе эксперимента нами отслеживалась динамика овладения иностранным языком и изменения мотивации к обучению под воздействием различных моделей организации цифровой обратной связи. Полученные результаты позволили сделать ряд теоретических и практических выводов, рассмотренных в дальнейших разделах данной статьи. Currently, feedback is considered as one of the key factors influencing the effectiveness of teaching foreign languages. However, the degree of influence of various forms and ways of organizing feedback on language learning remains insufficiently studied. The purpose of this study was to study the impact of digital feedback technologies on the effectiveness of teaching foreign languages in Chechen universities. The study involved 60 1st-3rd year students from two leading universities in the country studying English and German. The influence of various forms of online feedback - such as teacher video consultations, interactive assignments with automatic assessment, student discussions - on the dynamics of language acquisition and motivation for learning was studied. The results of the study allow us to conclude that digital feedback technologies have a significant positive impact on the effectiveness of teaching foreign languages in universities. To achieve this goal, we conducted a comprehensive analysis of the scientific literature on this issue, as well as an empirical study involving students from three leading universities in the country. During the experiment, we tracked the dynamics of foreign language acquisition and changes in motivation to learn under the influence of various models of digital feedback organization. The obtained results allowed us to draw a number of theoretical and practical conclusions, which are discussed in the following sections of this article.
В настоящее время обратная связь рассматривается в качестве одного из ключевых факторов, влияющих на эффективность обучения иностранным языкам. Однако степень влияния различных форм и способов организации обратной связи на изучение языка остается недостаточно изученной. Цель данного исследования заключалась в изучении влияния цифровых технологий обратной связи на результативность обучения иностранным языкам в вузах России. В исследовании приняли участие 60 студентов 1-3 курсов двух ведущих Чеченской Республики, обучающихся английскому и немецкому языкам. Изучалось влияние различных форм онлайн обратной связи - таких как видеоконсультации преподавателя, интерактивные задания с автоматической оценкой, студенческие дискуссии - на динамику овладения языком и мотивацию к обучению. Результаты проведенного исследования позволяют сделать вывод о значительном позитивном влиянии цифровых технологий обратной связи на эффективность обучения иностранным языкам в вузах. Для достижения поставленной цели нами был проведен комплексный анализ научной литературы по данной проблематике, а также эмпирическое исследование с привлечением студентов трех ведущих университетов страны. В ходе эксперимента нами отслеживалась динамика овладения иностранным языком и изменения мотивации к обучению под воздействием различных моделей организации цифровой обратной связи. Полученные результаты позволили сделать ряд теоретических и практических выводов, рассмотренных в дальнейших разделах данной статьи. Currently, feedback is considered as one of the key factors influencing the effectiveness of teaching foreign languages. However, the degree of influence of various forms and ways of organizing feedback on language learning remains insufficiently studied. The purpose of this study was to study the impact of digital feedback technologies on the effectiveness of teaching foreign languages in Chechen universities. The study involved 60 1st-3rd year students from two leading universities in the country studying English and German. The influence of various forms of online feedback - such as teacher video consultations, interactive assignments with automatic assessment, student discussions - on the dynamics of language acquisition and motivation for learning was studied. The results of the study allow us to conclude that digital feedback technologies have a significant positive impact on the effectiveness of teaching foreign languages in universities. To achieve this goal, we conducted a comprehensive analysis of the scientific literature on this issue, as well as an empirical study involving students from three leading universities in the country. During the experiment, we tracked the dynamics of foreign language acquisition and changes in motivation to learn under the influence of various models of digital feedback organization. The obtained results allowed us to draw a number of theoretical and practical conclusions, which are discussed in the following sections of this article.
Today, distance learning is no longer surprising, most educational institutions of various levels in Russia and abroad use distance technologies in the pedagogical process to one degree or another. Many students today consider this form of education as an alternative to the usual one, not only when receiving a second education, advanced training, but also choose this method for obtaining a first higher education. There is no escape from modern trends, and many universities understand this and are trying to develop in this direction. It is correct to say "distance learning" and not "distance education", because it is just a different way of forming a student's knowledge and skills, while the content of education remains unchanged. Medical education is a complex thing that requires a lot of energy, time and money, as well as certain practical skills, so the possibilities of distance learning in this regard are very limited. Such training is suitable only for professionals who want to improve their qualifications, especially when it comes to medical and diagnostic professions, or for future pharmacists, whose occupation is inextricably linked with medicine, but is still a separate field.
In the context of digitalization of all spheres of everyday, industrial and public life, higher and secondary vocational education have the opportunity to move to a new level using modern information and communication technologies and involve the largest possible student audience into the learning process. Experience in the field of distance learning over the past decades shows that this form of educational process organization has a number of advantages over traditional forms of training. Among these advantages are democracy, lower cost of training, the opportunity to participate in the educational process in conditions of territorial separation, combining training with other types of activities, etc. At the same time, in the process of distance learning, the teacher and students also face a number of problems associated with the lack of the possibility of personal and emotional non-verbal contacts, when communication "person-person" is replaced by communication "person-computer". In the context of the forced transition of all higher educational institutions of the Russian Federation to distance learning due to a difficult epidemic situation, it became possible to assess the advantages and disadvantages of this form of training from the point of view of full-time students who had no previous experience of on-line education. A comparative analysis of the opinions of first-year students of the Ural State University of Economics and the college of this university shows that the respondents named the main advantages of distance learning a greater freedom in conducting classes in the absence of constant control and the possibility of combining education with other activities. The main disadvantages are the lack of feedback from the teacher due to distancing, as well as technical problems. The lack of emotional contact with educators was found to be a more serious problem for college students than for university students. It can be concluded that distance learning is more in line with the needs and capabilities of adult learners, and specific forms of organizing classes need to be adapted to the conditions of a specific audience.
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