Development of Pre-Service English Teachers’ Language Skills and Learner Autonomy via Blended Learning

Abstract

The use of information and communication technology greatly improved foreign languages teaching and learning. Learning management systems, such as Moodle, used to create and deliver courses, facilitate e-learning in different types of educational institutions. Blended learning as a combination of face-to face and e-learning is conducive to deep learning. We designed a new course “Teaching English as a foreign language to learners with special educational needs” to provide students enrolled in a master’s programme – pre-service English teachers, with an opportunity to enhance their language and professional skills as well as to develop their learner autonomy through meaningful learning experiences blending learning can supplement. We considered micro, meso and macro levels of the course implementation and functioning. In this paper we describe the context in which the course is introduced by providing information about the setting, the curriculum, the need for including this course in the master’s programme at the faculty of foreign languages. We also outline the way the course is designed, including its structure, particular tasks and assessment procedures and present students’ feedback about the impact of the course on their foreign language skills and learner autonomy. The results indicate that blended learning is an effective tool for development of pre-service teachers’ English language skills and learner autonomy. The findings of the study can be applied by faculty and administrators involved in the design of courses at tertiary level.

Autonomous ESP Learning of Prospective Teachers of Mathematics

“…Based on the analysis of scientific and methodological researches N. Halskova, N. Hez (2006), S. Nikolaeva (2018), Nikolaeva et al (2019), grounded set goals, objectives and defined approaches of methodological system of autonomous ESP learning of prospective teachers of Mathematics, three groups of principles are defined: general didactic principles, psychological principles, and methodological principles.…”

Читання Англійською Мовою Як Засіб Розвитку Аналітичних Навичок Майбутніх Іт- Спеціалістів

“…Дослідники зазначають, що читання іноземною мовою передбачає не лише розуміння прочитаного тексту, а й уміння орієнтуватися в ньому, аналізувати та виділяти інформацію, корисну для професійної діяльності [15]. Завдання, які студенти виконують після прочитання тексту -резюме, тези, описи, порівняння, оцінки -спрямовані на здійснення таких операцій, як аналіз, узагальнення, порівняння, класифікація, і формують основу аналітичних навичок.…”

Individual and Group Autonomy in Differentiated Esp Instruction of Information Technology Students

“…A whole number of recent publications are devoted to the autonomy of foreign language learners and possibilities of its use in the educational process: developing learner autonomy via blended learning (Nikolaeva, Zadorozhna, Datskiv, 2019); the correlation between choosing a personal educational pathway and developing learner autonomy (Tuchina et al, 2020); fostering learner autonomy by using Google education tools (Borova et al, 2021); tools for developing learner autonomy (Stanojević Gocić, Janković, 2021); the impact of language learner autonomy (Little, 2020); effects of individual versus group work on learner autonomy (Liu, Ming-Chi, Huang, Yueh-Min, Xu, Yo-Hsin, 2018); learner autonomy as an educational goal of teaching English (Teng, 2019); the use of individual and collaborative learning logs and their impact on the development of learner autonomy (Judy Shih, 2020); students' autonomy and attitude in learning TOEFL online (Octaberlina, Muslimin, 2021).…”