Implementing a Blended Learning Approach to Foreign Language Teaching at SPbPU

Abstract

One of the most significant trends in higher education today is combining conventional classroom instruction with online learning, or blended learning. Implementing blended learning for foreign language teaching has proven effective due to a variety of factors. Universities in Russia also switch to this new teaching model and design online courses to accompany and support traditional full-time teaching. In accordance with the SPbPU Provision on online-learning, a blended course of General English was launched in the Institute of Industrial Management, Economics and Trade (IIMET). The paper describes the aspects of course development and its structure. With the aim of evaluating the pilot blended project, we have conducted a survey to define the complexity level and elicit the most difficult aspects of the course, give account of students’ motivation level and ability to work self-consistently and responsibly, and measure the satisfaction level with the course. Test results show that much bigger number of students in pilot groups got excellent and good grades which increased by 40% compared to the results of control groups. Although some aspects of the experimental course were rather challenging and caused some complications, the majority of students opted for blended learning model, as it gives more flexibility, convenience and allows students to achieve good learning outcomes.

Digital Solutions to the Problems of Chinese Students in St. Petersburg Multilingual Space

“…Living and studying in Russia for young people from China usually requires serious adaptation to an alien cultural environment. Language has traditionally been considered as a significant factor of intercultural competence, but the proposed model suggests changing the traditional view of language as an ability of students [15,16,[55][56][57] to a multilevel system of multilingual space, into which they are embedded. Recognizing the big role of learning the country's language [20-22, 58, 59], special adaptation courses and pedagogical techniques [60][61][62][63][64][65] in the context of students' intercultural competence development, we left education outside the scope of this study, focusing on the multilingual space.…”

Blended Learning Design of English Language Course in Higher Education: A Systematic Review

“…Teachers" online teaching and students" online learning form a dynamic learning ecosystem with the network [56]. Since the BL mode is supported by some technological resources, it enables faculty to develop courses to meet the everchanging interests and needs of modern web-conscious and internet-minded students [57]. It integrates various teaching resources, improves the efficiency of resource utilization and learning, and is a major structural change supported by technology in the education system [42].…”

The impact of active learning and learning style on blended learning: Insights from higher education students

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