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30СОВРЕМЕННЫЕ ОБРАЗОВАТЕЛЬНЫЕ ТЕХНОЛОГИИ
Личностно-ориентированный подход как фактор, облегчающий изучение иностранного языка в цифровой образовательной среде
Смолина Ольга Владимировна,
кандидат филологических наук, доцент, зав. кафедрой иностранных языков, ФГБОУ ВО «Государственный университет морского и речного флота имени адмирала С.О. Макарова» E-mail: smolinaov@gumrf.ru
Богданова Елена Александровна,
кандидат педагогических наук, доцент, ФГБОУ ВО «Государственный университет морского и речного флота имени адмирала С.О. Макарова» E-mail: bogdanovaea@gumrf.ru
Румянцева Елена Владимировна,
кандидат педагогических наук, старший преподаватель, Санкт-Петербургский государственный университет E-mail: e.rumyantseva@spbu.ru
Кралина Яна Сергеевна,
доцент, ФГБОУ ВО «Государственный университет морского и речного флота имени адмирала С.О. Макарова» E-mail: kralinays@gumrf.ru
Статья посвящена проблемам перевода курсов иностранных языков для неязыковых студентов в цифровую образовательную среду. В настоящее время важным объектом изучения является использование дистанционного обучения в высшей школе. Проблемы создания онлайн-курсов иностранных языков приобретают особую актуальность в силу специфики их содержания. Необходимость поддерживать естественное общение на уроках иностранного языка делает перенос курсов в среду онлайн-обучения особенно сложной задачей. В данной статье представлены результаты исследования, направленного на анализ существующих преимуществ и недостатков онлайн-формата обучения иностранным языкам в высшей школе, а также на определение возможных путей преодоления выявленных недостатков с помощью личностно-ориентированного подхода к обучению иностранному языку. Материалом для исследования послужили результаты анкетирования 300 студентов технических специальностей Государственного университета морского и речного флота им. адмирала С.О. Макарова. Результаты опроса были проанализированы в рамках личностно-ориентированного подхода к обучению иностранному языку, что позволило обозначить нескольких стратегий, которые могут сделать процесс перевода курсов иностранных языков в цифровую образовательную среду более эффективным.
Ключевые слова: дистанционное обучение, личностно-ориентированное обучение, обучение иностранному языку в неязыковом вузе, цифровая образовательная среда.
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Introduction
The challenges that humanity has recently faced have brought the problems of online education to the forefront. The need to switch to remote learning mode has led to an explosive growth of online courses in higher education in the last two years. At the same time, specialists in various fields are faced with the problem of developing the effective strategies for transforming the forms and methods of teaching into digital education environment. This problem is especially urgent for the methodology of teaching foreign languages (see, for example, [1], [13]). The development of communicative competence in foreign language classes is based on direct communication between the teacher and students and implies the usage of special methods of teaching, the transfer of which in the digital environment may be difficult because of its parameters. Remote learning modifies the process of communication destroying its natural settings. For example, it significantly reduces the possibility of retrieving information through the channel of nonverbal communication (gestures, facial expressions) and disengages the similarity communication settings (place, environment, audience etc.) for the speaker and listeners. In addition, researchers note that the lack of direct contact between the teacher and the student leads to a violation of the integral perception of the educational material, and increases the psychological load on the student (see more about this [4], [16]). All of the above factors increase the importance of tailoring the content of online language courses to the individual needs of particular students.
From this perspective, learner-centered approach may offer vast possibilities for making distant learning meet students' personal goals and requirements. Emerged within the humanistic paradigm in the XX century, this approach originates from the works of Lev Vygotsky, John Dewey and Jean Piaget. It places the personality of the student with his or her needs, abilities and capacities rather than the material to be learned at the center of learning process. Particular attention is paid to the intrinsic motivation of students, the comfort of the learning environment, creation of a positive emotional mood in the classroom, self-monitoring of the learning process [5].
On the other hand, online format of language learning may also contribute to the development of learner-centered approach, since it provides additional oppor-
tunities for foreign language teachers to implement it. The application of this approach in the classroom requires a systematic and methodologically justified structuring of the course content, which includes identifying, systematizing, modeling, evaluating the acquired knowledge. Technological recourses offered by digital education can make these processes much easier and less time-consuming.
The aim of the present article is to analyze the existing advantages and disadvantages of online foreign language learning basing on the method of survey, as well as to determine how this learning format can both foster the implementation of learner-centered approach and be facilitated by it. The research hypothesis is that learner-center approach can greatly improve the effectiveness of online language learning.
Methods and Materials
The objective of this research was to study the process of teaching foreign languages in an online format to non-linguistic students in order to determine the advantages and disadvantages of this format from the perspective of students, as well as to find ways to eliminate the identified shortcomings with the help of learner-centered approach.
Methods of research include methods of literature analysis, method of survey, methods of comparative analysis, method of presenting information in the form of graphs, systematization of the obtained data.
The research implied the conduction of the survey aimed at identifying the advantages and disadvantages of the online format of teaching foreign languages from students' perspective. The survey was conducted among 300 first and second-year students of Admiral Makarov State University of Maritime and Inland Shipping (Saint Petersburg, Russia). The students were given an open-ended questionnaire to provide an opportunity to independently formulate answers. The respondents were asked: "What advantages and disadvantages do you see in distance learning?" It should be noted that all respondents had experience of online learning at Admiral Makarov State University of Maritime and Inland Shipping, where the remote foreign language learning includes addressing to both synchronous (online conferences) and asynchronous (audio and video materials, texts, assignments) learning tools (see more about the organization of the learning process [15]).
Results
The results of the survey showed that students identify a fairly large number of distance learning format advantages. In 62% of the works, students listed more advantages than disadvantages of online format. While evaluating the data obtained, we grouped all the advantages mentioned by students into four groups: the advantages associated with the physical or psychological comfort of the learning environment, the advantages arising from the possibility of independent control of the learning process and the advantages arising from the possibility
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of asynchronous learning. Since the respondents could give more than one answer to the question asked, the sum of the percentages does not equal 100% (see Fig. 1 "Advantages of online learning").
Advantages of Online Learning %
Asynchronous learning
Control of learning process
Psychological comfort Physical comfort
0 5 1
Fig. 1
Reactions combined in the "physical comfort" field included, for example, the following: "no need to get up early", "I always have everything I need at hand", "I can get enough sleep", "I feel more awake because I don't spend an hour and a half commuting to university", "I can always get something to eat", etc. This type of response was found in 40% of questionnaires filled out by students.
25% of responses were related to the psychological comfort of the online format. Students noted a decrease in anxiety and tension compared to working in a classroom ("I worry less when I answer", "I feel more comfortable in a familiar environment", "do not have to blush in front of friends if I do not know something", "less anxiety", "less afraid of making a mistake", etc.).
34% of the questionnaires contained answers in one way or another related to the possibility of independent control of the learning process. Thus, students highlighted as advantages the possibility to study the material at their own pace and according to their individual needs and abilities ("you can watch the video several times", "you can listen to the audio until you understand it", "you can always return to a topic if you forget something", "I do not need to wait until everyone else in the group understands the material", "I am not afraid to fall behind the group when I read the text", "I can see what else will be in the course, and prepare myself, etc.").
21% of the respondents' answers related to the opportunities of asynchronous learning ("you can study materials at a convenient time ", "you can study in a convenient place, not necessarily at home," "there is more opportunity to combine study and work, because you can be ready with assignments at a convenient time," "convenient class schedule," etc.).
Along with the advantages of the online learning format, students also named a number of disadvantages. All the respondents' reactions were combined into four large thematic groups presented in Figure 2 (see Figure 2 "Disadvantages of the online learning format").
22% of the answers were related to various kinds of technical limitations that were not directly related to the specifics of learning a foreign language ("the computer does not work well", "it is inconvenient to study on the phone", "there is no unlimited Internet", "it is difficult to study in the dormitory, when neighbors sit
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next to you", "Internet is very bad, the conference often freezes" "I cannot hear the teacher at the conference", etc.).
Disatvantages of the online format learning %
technical limitations Decreased motivation and interest Lack of contact with the teacher Lack of live communication
22 3
39
4 3
10 15 20 25 30 35 40 45 50
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Fig. 2
In 23% of the questionnaires, there were answers somehow related to the decline of students' motivation in the online learning process ("studying online is much more boring", "not as interesting as it was in the classroom", "online is different from real life, and we will use the language in reality", "not enough practice", "too much theory, not so interesting", etc.).
Another common disadvantage of the online format was the lack of contact with the teacher (39% of the questionnaires). This field included reactions such as: "it is impossible to ask a question and get an answer right away", "it is difficult to get additional information and help from the teacher", "sometimes I want to discuss something individually with the teacher", "I do not understand the requirements for some assignments, I must contact the teacher", "in the classroom you can go to the teacher after class, and here you must write, spend more time on questions", etc.
The most significant disadvantage for students in online learning was the lack of live communication with the teacher or with other students. 43% of the questionnaires contained such answers as "less live communication", "the teacher often told us something interesting in the classroom", "in the classroom we could discuss texts and videos with the teacher, learn something interesting", "not enough discussions with the teacher", "bored without friends in class"^ "not enough communication with classmates", etc.
Thus, the online learning format has a number of advantages and disadvantages for students, the main of which are the physical comfort of the learning environment and lack of live communication correspond-ently. In order to achieve the goal of the research the obtained data was analyzed basing on the framework of the learner-centered approach.
Discussion
Learner-centered approach aims at educating students as active, independent personalities, who can control their educational process and strive to maximize their capabilities [5], [20]. It should be noted that the same goal is currently stated as one of the main goals of the educational process in higher education in general, which is reflected in curriculum.
The main principles of learner-centered approach include the following:
- creation of a comfortable learning environment in the classroom;
- special attention to the problem of students' motivation;
- consideration of the individual needs and learning abilities of each student;
- using students as one of the main sources of knowledge for classmates;
- democratization of the learning process, changing the classroom from teacher-centered into student-centered, a teacher is a facilitator rather than an instructor of the learning process;
- consideration of students' socio-cultural background, their way of life, and moral values;
- providing students with opportunities to independently control the learning process and take responsibility for its results (see more about the principles of learner-centered approach [5], [10], [18], [20]).
It seems that all the advantages and disadvantages of online format of language learning, identified in the present study, in one way or another fall into the framework of learner-centered approach correlating with the principles listed above.
Thus, the main advantages of online learning identified by students included the factors underlying the learner-centered approach to the process of foreign language learning: the physical and psychological comfort of the learning environment, the possibility of independent control of the educational process, the advantages of asynchronous learning.
The importance of considering the emotional state of the students and creation of a comfortable psychological environment in foreign language classes is underlined by many methodologists involved in learner-centered learning ([3], [9], [17], etc.). Anxiety, the internal stress associated with learning a foreign language and caused by the uniqueness of this process, presents one of the most important factors making it difficult to master a foreign language, according to psychologists. Negative emotional and psychological state of the student, increased anxiety is caused by the need of producing utterances in foreign language spontaneously, or the necessity to demonstrate the understanding of foreign texts in the presence of the teacher and classmates. Being afraid of communicative failure and "losing face", the speaker may decrease the pace of speech, use hypercorrection, or even try to avoid producing long utterances or using new grammar constructions.
According to the results of the study, the online mode provides students with the opportunity to reduce anxiety and increase the emotional comfort of the learning environment, which can have a positive impact on their speech activity in a foreign language. Thus, in this case, the online learning format can help to implement one of the key principles of learner-centered approach.
The learner-centered approach is also based on the principle of personalization, i.e. taking into account the individual characteristics and students' needs in the learning process [18]. This principle is aimed at
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solving the problem of inconsistency between the level of training, which is set by the curriculum, and the real level of students. When teaching a foreign language in a non-linguistic university, teachers are faced with the presence of students with different learning goals and level of language knowledge in one group. The need to match lessons to the syllabus and the small number of hours allocated for foreign language study in the curriculum makes the task of considering the individual level of students quite difficult. The use of online learning tools may be a possible way to solve this problem.
When highlighting the advantages of the online learning format in the conducted survey, many students noted the importance for them of the possibility to control the pace of presentation and learning material provided by the use of asynchronous learning tools. The asynchronous format allows watching a video or reading a text at the speed each student needs, with a possibility to address vocabulary if necessary. It makes it convenient to review the previously studied material, study the material at a comfortable time, etc. Thus, this format tailors the learning process to students' individual needs allowing them to control the pace of their learning by themselves. In this way, online learning helps to implement one of the key principal of learner-centered teaching (provide students with the opportunities to independently control the learning process).
Online learning also provides additional opportunities for inclusive education, i.e. the consideration of students' educational and sociocultural background, gender, learning styles. For example, researchers note that the organization of the educational process in higher educational institutions is almost entirely focused on the development of verbal aspect of thinking, without taking into account its figurative component [14]. The online learning format provides vast opportunities to use videos and pictures in the learning process. Students can be offered a choice: to read the text or watch videos. This type of work is especially relevant nowadays, when cognitive style of modern students is formed under the influence of rapid penetration of digital technology in everyday life and gravitates towards clip, figurative-emotional thinking, when only emotionally significant information is learned [6], [19]. Accordingly, the importance of the right choice of content (significant topic) and the way of presentation (video) of the material increases.
On the other hand, the respondents' answers describing the disadvantages of the online format revealed that online format also can jeopardize the implementation of learner-centered approach in the classroom. Creating student-centered classroom with great attention paid to students' motivation and communication with one another is one of the key objectives of learner-centered approach. However, the results of the survey show that students' motivation decreases during online learning and they lack the communication with their teacher and peers. It seems that these shortcomings can significantly jeopardize the process of foreign language learning and require spe-
cial attention when transferring courses in digital education environment.
The level of motivation is considered by researchers as one of the key factors determining the success or failure of learning [8]. At the same time, it is easier for teachers to support students' motivation through face to face communication in class [2], [7]. When discussing various topics, teachers can guide the discussion by perceiving the emotional background of students with a help of extra-linguistic information (students' facial expressions, gestures, body language, etc.). The online learning format significantly reduces these possibilities. As studies show, in online learning it is more difficult for teachers to assess the emotional state of students. Moreover, the inability to hear what is happening in the class in general deprives them of the opportunity to rely on students' comments when assessing their level of interest in the topic discussed. Thus, the ability to regulate the learning process according to the students' reactions decreases. Perhaps this explains the decrease in motivation and interest in learning noted by students in our study.
The research literature describes a large number of strategies with the help of which it is possible to increase students' motivation. It seems that the most promising strategies for online language learning facilitation lie within learner-centered approach framework. Having analyzed research literature on this topic, we propose the following set of the strategies as a possible way to increase students' motivation during online teaching:
1) Research of the target audience. At the very beginning of the course, it should be clearly defined what kind of audience is to be taught. This can be done through surveys, the purpose of which is to determine the range of topics that students are interested in. The result of the survey may be a composite image of the target audience. According to their interest and level of knowledge, students can be divided into several micro groups, for which texts and videos on different topics and of different complexity can be included in the teaching process.
2) Developing a common language. Texts, videos, and other learning material should use examples, styles, images, and cases that resonate with students. Thus, the learning process should include authentic materials which topics are currently relevant to younger generation.
3) Identification of student goals, elaborating reflection on learning process. It is necessary to work with goal-setting, that is, to help students to determine the desired result of learning, to teach them monitoring their own progress and noticing their problems. This can be achieved by including different kinds of reflection tasks. The principle of educational reflection is singled out by researchers as one of the basic principles of the learner-oriented approach and implies students' awareness of their goals, problems, and achievements in language learning [10]. Thus, at the end of each topic students can be given tasks, the purpose of which is to analyze their class experience and evaluate their progress.
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4) Simplification of task wording. Complicated wording of assignments, the need to consult with the teacher can reduce the motivation to learn in asynchronous work. Since the possibility of quick consultation with the instructor is difficult, the student will be forced to postpone the task or do it incorrectly.
5) Use of digital technology. It is well known that the use of video, audio materials, games in the learning process significantly increases student motivation. The online learning format extends the possibility of the use of various platforms and electronic learning tools in the learning process (see more about this [12]).
Another important disadvantage of online learning, highlighted by the students, was the lack of live communication with classmates and the teacher in the classroom. Learner-centered approach emphasizes the importance of students' communication with each other in the process of foreign language learning. Following L. Vygotsky, researchers talk about the importance of zone of proximal development for the language learning. Zone of proximal development includes the immediate learning goals of a student, which can be formulated and achieved under the influence of students' communication with their peers and the teacher. Students are an important source of information for each other, so communication with them should be facilitated.
One of the strategies to overcome this shortcoming is the use of project-based learning. Dividing students into groups for the purpose of completing a project is an effective way to increase communication between students in a foreign language. This type of work has a number of advantages in terms of learner-centered approach. When working on a project, verbal communication is included into the intellectual and emotional context of other activities, which makes it more authentic. More advantages of project-based learning include the development of active creative thinking, students' taking responsibility for the result of the project, extra opportunities for students to control their learning process [11].
The second strategy for enhancing students' opportunities for communication in an online course is the use of individual messages, forums, diaries, and blogs. This type of communication helps to build relationships with other students and at the same time increases trust in online learning because it helps students to understand that they are not just involved in the educational process, but they are communicating with real people who care about the content of their message.
Thus, the identified shortcomings of the online format of foreign language teaching can be overcome by applying the principles of learner-centered approach.
Conclusion
5 Modern realities require the implementation of distant = format of language learning in many universities. One ^ of the most promising approaches to creating an ef-S fective online course is the learner-centered approach, H which has recently become widespread. The principles
of learner-centered approach are the basis of modern educational standards, which increases the importance of their application.
In order to identify the advantages and disadvantages of the online format of teaching foreign languages in a non-language university, a survey of first- and second-year students of Admiral Makarov State University of Maritime and Inland Shipping. The article is devoted to the problems of transferring foreign language courses for non-linguistic students in digital educational environment. In the present days, the usage of remote learning process in higher education presents the important object of study. The problems of creating online foreign language courses are of special relevance due to the specifics of their content. The need to support natural communication in foreign language classes makes the transfer of courses into the online learning environment particularly challenging. This article contains the results of research aimed at analyzing the existing advantages and disadvantages of online format of teaching foreign languages in higher education, as well as at determining possible ways of overcoming the identified shortcomings with the help of learning-centered approach to foreign language teaching. The material for the research was presented by the results of the survey carried out among 300 students majored in technical specialties at Admiral Makarov State University of Maritime and Inland Shipping. The findings show that students consider physical (45%) or psychological (25%) comfort of the learning environment, the possibility to independently control the learning process (34%) and the possibility of asynchronous learning (21%) to be the main advantages of online foreign languages learning. On the other side, lack of live communication with other students and the teacher (43%), lack of contact with the instructor (39%), decreased motivation and interest (23%), and technical limitations (22%)were described by students as major disadvantages of online format. In order to overcome the identified shortcomings the results of the survey were analyzed in the frame of learner-centered approach to foreign language teaching, which led to the formulation of several strategies that can make the process of transferring of foreign language courses for non-linguistic students into digital educational environment more effective. was conducted. It turned out that most of the identified advantages (psychological comfort of learning environment, the possibility of independent control of the educational process, the advantages of asynchronous learning) largely correlate with the principles of learner-centered approach, providing extended opportunities for their application in the educational process.
The main disadvantages of online learning (decreased motivation and interest in classes, lack of contact with the teacher and communication with classmates), highlighted by students, also directly correlate with some of the principles of learner-centered approach. Online format makes it difficult to apply them in training, which entails the need to modify the material and the way of its presentation in the digital environment. In order to overcome the identified short-
comings, we formulated some strategies for developing online language courses. The effectiveness of the identified strategies can be determined in further research.
Thus, the person-centered approach is a valuable resource for improving the effectiveness of the online format of foreign language teaching in non-linguistic universities and should be implied while transferring language courses into digital learning environment.
A LEARNING-CENTERED APPROACH AS A FACTOR FACILITATING FOREIGN LANGUAGE LEARNING IN DIGITAL EDUCATIONAL ENVIRONMENT
Smolina O.V., Bogdanova E.A., Rumiantseva E.V., Kralina Ya.S.
Admiral Makarov State University of Maritime and Inland Shipping; Saint Petersburg State University
The article is devoted to the problems of transferring foreign language courses for non-linguistic students into digital educational environment. In the present days, the usage of remote learning process in higher education presents the important object of study. The problems of creating online foreign language courses are of special relevance due to the specifics of their content. The need to support natural communication in foreign language classes makes the transfer of courses into the online learning environment particularly challenging. This article contains the results of research aimed at analyzing the existing advantages and disadvantages of online format of teaching foreign languages in higher education, as well as at determining possible ways of overcoming the identified shortcomings with the help of learning-centered approach to foreign language teaching. The material for the research was presented by the results of the survey carried out among 300 students majored in technical specialties at Admiral Makarov State University of Maritime and Inland Shipping. The results of the survey were analyzed in the frame of learner-centered approach to foreign language teaching, which led to the formulation of several strategies that can make the process of transferring of foreign language courses for non-linguistic students into digital educational environment more effective.
Keywords: distance learning formal, learner-centered learning, foreign language learning in a non-linguistic university, digital educational environment.
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