CC BY
016
PEDAGOGICAL SCIENCES / «<g®lLlL®@U[]UM~J0U®MaiL» #72«)), 2©24
UDC 378.147
Tupchenko V. V.
Candidate of pedagogical sciences, associated professor, Ukrainian Engineering-Pedagogics Academy, Kharkiv DOI: 10.24412/2520-6990-2024-7200-16-17 INFORMATION AND COMMUNICATION TECHNOLOGIES IN FOREIGN LANGUAGE
TEACHING
Abstract
The article deals with the problem of information and communication technologies essence and defines their role in teaching a foreign language in a modern higher education institution. The listed information and communication technologies allow to activate students' cognitive activity, to provide positive motivation of learning and a high degree of differentiation of learning, to improve control of knowledge, skills and abilities.
Keywords: information and communication technologies, Internet, presentations, videoconferences, webi-nars, hardware and software.
In recent years, information and communication technologies have played a significant role in the educational process. The term "information and communication technologies" (ICT) refers to a set of methods, processes and software and hardware integrated for the purpose of collecting, processing, storing, disseminating, reflecting and using information. ICT includes various hardware and software tools and devices operating on the basis of computer technology, as well as modern means and systems of information exchange, providing collection, accumulation, storage, production and transmission of information.
The foreign language teacher's arsenal includes such ICT tools as: 1) electronic textbooks and manuals, demonstrated with the help of the computer and multimedia projector; 2) electronic encyclopedias and reference books; 3) simulators and testing programmes; 4) Internet educational resources; 5) DVDs and CDs with pictures and illustrations; 6) video and audio equipment; 7) multimedia presentations; 8) computer-based training and testing programmes; 9) electronic libraries; 10) dictionaries, text and video glosses used in teaching students professionally oriented vocabulary and professionally oriented reading; 11) telecommunication technologies that provide an opportunity through audio and video conferences to participate in the dialogue of cultures.
ICT helps to solve the following problems: improving educational processes, enhancing learning outcomes and motivation, networking and collaborative projects, improving the organization and management of educational processes.
It should be noted that ICT is not only a means of presentation, but also a means of control. They provide high quality presentation of material and use various communication channels (text, touch, graphics, sound, etc.). New technologies allow individualizing and intensifying the educational process. The differentiated approach creates conditions for the successful activity of each student, causing positive emotions and thus increasing his/her learning motivation.
In addition, the computer can be effectively used at all stages of the teaching: for familiarization with new language material, at the stage of training, at the stage of applying the formed knowledge, skills, abilities and at the stage of their control. The computer can
be used in various communicative tasks and situations, taking into account individual age and personal characteristics of students.
The use of ICT in foreign language classes increases students' cognitive activity, broadens their horizons and allows them to apply a personality -oriented technology of interactive language teaching, i.e. learning in interaction. The student himself becomes the main participant of the process and opens the way to knowledge assimilation. The teacher is an active assistant, and his/her main function is to organize, guide and stimulate the educational process [3].
The creation of the World Wide Web has had a huge impact on the educational process. As an information system, the Internet offers its users a variety of information and resources: e-mail, the possibility of publishing personal information, access to information resources; reference catalogues and search engines, which can be actively used in the process of teaching foreign languages.
The use of authentic text, audio and video resources contributes to the creation of a foreign-language environment. The advantages of the course include its mobility, as the learner can access it at any convenient time. In addition, learning material on paper becomes outdated very quickly, while the teacher can constantly update the learning material presented in electronic form. And the novelty of the material, its relevance and relevance to the current moment also influence the learners' interest in learning the foreign language.
For the presentation of new topics, especially those of a country-specific nature, it is recommended to watch video clips of relevant topics (e.g. about the sights of the country of the language learner, etc.). This will allow learners to gain a deeper understanding of the realities of the country of the learnt language and peculiarities of the mentality of its speakers.
Videoconferencing is becoming another important methodological component of this process. Like forums and webinars, videoconferences allow for meaningful conversation in a foreign language, they extend the time frame of the class and are designed to discuss topics in the foreign language, as well as to generate discussion between students. The main function of a
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videoconference is identical to that of a forum - to develop the skills of discussion in a foreign language, as the communication relieves the psychological effects of discussion, students are no longer fear of a foreign language, during virtual communication they use more complex, extended constructions during virtual communication, which they later transfer into real speech.
The essence of students' independent work is that they have the opportunity to prepare an answer using the possibilities of the Internet, check the spelling and structure of sentences, and the teacher can correct them using various functions: underlining, highlighting a speech error in the text, changing the order of words in the sentence, etc. The teacher can refer the student to the available materials, and also draw attention to them in face-to-face classroom sessions.
Another innovative form of developing business communication competences, which is becoming more and more widespread, is webinars [1]. A webinar is an online seminar that provides opportunities for the teacher to transmit information, assignments, and for participants to receive information and learn through a virtual classroom where it is possible to hear and see each other anywhere in the world. Especially important are the features of such a workshop: showing participants presentations, drawing on a virtual whiteboard, making active polls, and for more interactivity, participants can ask questions in an online chat window. This alternative format of building a dialogue with students through the use of modern Smart technologies makes it possible to train students in a distance learning format, as well as to organize online videoconferences.
Webinars are an effective tool for organizing remote training of students in foreign languages with rich demonstration tools. The convenient way of displaying information in any format, including images and video, gives the opportunity to hear and see the interlocutor. In this regard, it can be stated that such technology is a full-fledged alternative to a face-to-face meeting, which has always been very important when learning foreign languages.
In this way, online English language learning can reach a huge audience and maximize the potential of e-learning. It is possible to acquire knowledge and control it quickly anywhere in the world with an Internet connection.
It is a technology that allows you to hear and see each other, exchange data and process it together interactively, making long-distance communication as close as possible to real live communication [2].
The interest of higher education teachers in new learning tools allows to see the educational possibilities
of modern hardware and software in the process of teaching listening and writing in a foreign language.
Of particular interest nowadays are online journals (blogs), which are websites whose main content is regularly added entries or other forms of data, published in the public domain, which can be commented on.
Thus, teaching students to conduct a discussion with the use of the latest innovative technologies already now contributes to the development of cognitive activity, significantly increases the interest in learning and teaching and gives good results.
The conditions of the modern educational environment provide students with significant opportunities to work independently on the language in order to make a difference at different levels, utilizing a variety of electronic resources. This allows to develop an individual trajectory and gives the student an opportunity to realize and improve himself. Thus, teaching students with the help of the latest information technologies allows to increase motivation to learning, promotes the development of their cognitive activity, significantly increases interest in learning and the level of creative self-realization, as well as gives good results on the formation of communicative skills in comparison with the traditional methodology.
Information technologies have high communicative capabilities in teaching foreign languages, contribute to the following development of knowledge and skills of speaking and listening skills of students, actively involve them in learning activities and effectively develop their communicative competence skills.
Thus, the use of ICT in the process of teaching foreign languages makes it possible to talk about mastering foreign languages and about increasing the motivation and interest of learners.
References
1. Nykyporets, S., Hadaichuk, N., & He-rasymenko, N. (2021). Innovative distance learning technologies for teaching foreign languages to students of non-linguistic universities. InterConf, (46), 76-82. https ://doi.org/10.51582/interconf.19-20.03.2021. 008.
2. Tulchak, L. V. (2019). Development of foreign language communicative competence of students of higher technical institutions. Retrieved from: https://conferences.vntu.edu.ua/ indexphp/all-hum/all-hum-2019/paper/viewFile/673 5/5 5 85.
3. Tupchenko V.V. Innovative Educational Technologies in Foreign Language Classes / Colloquium-journal. Warszawa (Polska), 2023. № 10 (169). C. 13-14.
