0BRINGING THE REAL WORLD INTO THE CLASSROOM: INERACTIVE SIMULATIONS AND SCENARIOUS FOR ENGLISH LEARNERS
Elvina Reshatovna Kenjali
kenjelya18@gmail.com The Teacher of the English language theory and practice department Chirchik State Pedagogical University
ABSTRACT
In the realm of language education, the integration of real-world scenarios and interactive simulations has emerged as a pivotal approach to engage English learners. This article explores the pedagogical significance and practical implementation of incorporating interactive simulations and scenarios into English language classrooms. Grounded in experiential learning theories and communicative language teaching principles, this methodology facilitates authentic language acquisition by immersing learners in contextualized, meaningful experiences.
Keywords: simulations, interaction, language learners, real-life scenarios, scenario-based learning, narrative, audio-driven, learner motivation.
АННОТАЦИЯ
В области языкового образования интеграция реальных сценариев и интерактивных симуляций стала ключевым подходом к привлечению учащихся английского языка. Эта статья исследует педагогическую значимость и практическую реализацию интерактивных симуляций и сценариев в классах английского языка. Основанная на теории опытного обучения и принципах коммуникативного обучения языку, эта методология облегчает аутентичное приобретение языка, погружая учащихся в контекстуализированные, значимые опыты.
Ключевые слова: симуляции, взаимодействие, учащиеся языков, реальные сценарии, сценарийное обучение, повествование, звуковое, мотивация учащегося.
INTRODUCTION
In nowadays teaching community, there is a great demand for conducting English classes with the implementation of interactive approaches and scenarios. As an example, recent advancements in technology have facilitated the development of interactive authentic materials, which enhance communication between learners and
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their educational surroundings. According to Chen & Wu (2015), such materials support personalized learning and allow for self-paced progress.[2] There is no doubt that interactive scenarios are a combination of content and interaction. Basically, interactive features include both micro-level and macro-level tools. Micro-level tools, as Merkt et al. (2014) states, mainly consist of navigation functions like play, pause, and stop, which are standard in most interactive videos.[12] Conversely, according to Delen et al (2014), macro-level tools, such as supplementary resources and practice questions, provide learners with opportunities for active engagement and increased effort, resulting in enhanced performance and self-regulation.[3]
The second element of interactive scenarios involves content, which may include information about a specific topic or be scenario-based and demonstrate students particular problem-solving tasks. Schank et al (1999) state that scenarios are essential aspects of human existence.[14] And in addition to it, constructivist theory suggests that learners effectively acquire and organize information when they experience it as part of their lived experiences (Duffy & Jonassen, 2013).[4]
LITERATURE REVIEW AND METHODOLOGY
Scenario-Based Learning (SBL)
According to Kumar (2022), scenarios aid learners in comprehending the practical applications of their acquired knowledge within professional contexts.[10] Errington (2011) suggests that scenario learning processes typically involve engaging in real-life tasks, confronting authentic challenges, and actively assuming roles relevant to the workplace context (p. 184).[8] Scenarios are crafted to involve learners in problem-solving, decision-making, critical thinking, and creative action within the framework of assumed roles, responsibilities, dilemmas, and challenges characteristic of the professional environment (Errington, 2010).[7]
Errington (2005) categorizes scenarios into four types:
1. Skills-based scenarios: These scenarios aim to showcase acquired skills and knowledge.
2. Problem-based scenarios: Designed to refine acquired skills, these scenarios involve identifying and addressing specific problems.
3. Issues-based scenarios: These scenarios focus on investigating and debating relevant professional issues.
4. Speculative scenarios: Aimed at applying knowledge to hypothetical professional situations.[6]
As Schank et al. (1999) claim, Scenario-Based Learning (SBL) integrates the advantages of problem-based learning and goal-based scenarios, creating an
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immersive learning environment centered on experience. Several essential features characterize an effective SBL environment.[14] Firstly, according to Naidu et al. (2007), scenarios should align with the subject matter and instructional objectives, reflecting real-life situations to present learners with authentic challenges. Moreover, learners should be assigned pivotal roles in achieving defined goals within the scenario, fostering engagement and accountability (Naidu et al., 2007).[13] Additionally, scenarios should stimulate curiosity, encourage practice and research, and offer information and guidance to support learners throughout the learning process (Avci & Bayrak, 2013). [1]
Various scenarios can be encompassed, including typical office scenarios, sales pitches to potential clients, customer service interactions, skill refinement exercises, team-building activities, and problem-solving sessions related to common business challenges. There is no doubt that the implementation of scenarios enhances the interactive nature of eLearning courses by offering learners experiential learning opportunities. Placing learners in realistic scenarios enables targeted training in specific areas, thereby enhancing their grasp of underlying concepts. Employing a scenario-based approach to learning or training facilitates learner immersion in the course material, thereby rendering the learning process more captivating and stimulating.
In a study conducted by Meldrum (2011), SBL was implemented by presenting students with a scenario depicting a potential problem they might encounter in a school setting. Students were tasked with solving the problem while taking ownership of proposing potential solutions.[11] The instructor provided guidance and hints to assist students in their problem-solving process. The study revealed that SBL prompted students to contemplate potential challenges and devise strategies to overcome them. Consequently, students were given the opportunity to apply their knowledge to real-world situations, learning through their own experiences.
RESULTS AND DISCUSSION
Below, three effective and inspiring examples of SBL are provided:
1. Implementing scenario-based learning on a large scale requires attention to detail. Providing learners with various options to investigate enhances the relevance and personalization of the eLearning experience. By empowering learners to navigate through a case study and form their own conclusions, they become more engaged with the narrative and have the autonomy to tailor their learning journey.
2. Using a narrative can serve as an effective entry point into challenging or intricate topics. In this instance, the scenario captivates the learner's attention,
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preparing them for the central content concerning ethical dilemmas and decisionmaking.
3. An audio-driven scenario with game elements. This demonstration exemplifies the incorporation of gaming features like points and timers into an audio-based scenario. These elements enhance the realism of the simulated environment, offering salespeople a platform to refine their skills through practice.
In summary, integrating storytelling into workplace learning content enhances engagement, emotional resonance, and memorability. Importantly, it also improves effectiveness: utilizing real, relevant, and practical scenarios increases the likelihood of transferring acquired knowledge and skills to the workplace setting.
Here are some situations where scenarios can enhance the learning experience and their potential benefits:
1. Low learner motivation: Engaging scenarios tap into learners' curiosity, driving them to discover what happens next. They balance challenge with attainability, fostering intrinsic motivation and making success feel achievable.
2. Dry or complex core content: Topics like legal matters or compliance may seem disconnected from everyday life. Introducing them through storytelling makes the content more relatable and memorable, facilitating the transfer of knowledge from short-term to long-term memory.
3. Addressing risky or sensitive topics: Exploring topics like mental health or diversity in a safe environment allows learners to make mistakes and understand consequences without real-world risks. Branching scenarios with multiple paths enable learners to try various approaches and develop understanding.
4. Situations without a single right answer: Branching scenarios promote reflection and discovery, challenging learners' assumptions and encouraging consideration of different perspectives. Social polling can enhance this by showing how others responded, prompting further reflection.
5. Testing application of learning in context: Scenarios are effective for assessing learners' ability to apply knowledge in real-world situations, such as sales or customer service. Unlike traditional quizzes, scenarios provide a more realistic and challenging assessment, ensuring learners can transfer concepts to their work environment.
CONCLUSION
In conclusion, scenario-based learning emerges as a dynamic and effective approach to education and training. By immersing learners in realistic and engaging scenarios, this method facilitates active participation, critical thinking, and problemsolving skills development. From enhancing learner motivation to fostering the
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application of knowledge in real-world contexts, scenario-based learning proves invaluable across various educational and professional domains. As technology continues to advance, providing ever-more immersive and interactive learning experiences, the potential of scenario-based learning to revolutionize education and training remains promising. Embracing this approach empowers educators and learners alike to navigate complex challenges and achieve meaningful learning outcomes in today's rapidly evolving landscape.
REFERЕNCES
1. Avci, D. E., & Bayrak, E. B. Investigating Teacher Candidates' Opinions Related to Scenario-Based Learning: An Action Research. Elementary Education Online, 12(2), 528-549. 2013.
2. Chen, C.-M., & Wu, C.-H. Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Computers & Education, 80, 108-121. 2015.
3. Delen, E., Liew, J., & Willson, V. Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments. Computers & Education, 78, 312-320. 2014.
4. Duffy, T. M., & Jonassen, D. H. Constructivism and the technology of instruction: A conversation: Routledge. 2013.
5. Elmurodov, U. Y. The importance of multimedia and Mobile applications in teaching Foreign Languages. Science and Education, 1(Special Issue 2). 2020.
6. Errington, E. Creating Learning Scenarios. Palmerston North, New Zealand: Cool Books. 2005.
7. Errington, E. (ed). Preparing Graduates for the Professions Using Scenario-Based Learning. Mount Gravatt, Queensland: Post Pressed. 2010.
8. Errington, E.P. Mission Possible: Using near-world scenarios to prepare graduates for the profession. Journal of Teaching and Learning in Higher Education. 23:1, 84 -91. 2011.
9. Kenjali, E.R, Abduramanova, D. V. Важность внедрения инновационных технологий в обучении чтению и письму как один из актуальных методов преподавания иностранного языка в современном мир. Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education, 2(CSPI Conference 2), Uzbekistan, pp. 332-339. 2021.
10.Kumar S. 5 Effective And Impactful Examples Of Scenario-Based Learning.https://elearningindustry.com/effective-impactful-examples-of-scenario-based-learning. 2022
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11.Meldrum, K. Preparing pre-service physical education teachers for uncertain future (s): A scenario-based learning case study from Australia. Physical Education and Sport Pedagogy, 16(2), 133-144. 2011.
12.Merkt, M., Weigand, S., Heier, A., & Schwan, S. Learning with videos vs. learning with print: The role of interactive features. Learning and Instruction, 21(6), 687-704. 2011.
13.Naidu, S., Menon, M., Gunawardena, C., Lekamge, D., & Karunanayaka, S. How scenario-based learning can engender reflective practice in distance education: Lawrence Erlbaum Associates, Publishers New Jersey. 2007.
14.Schank, Berman, & Macpherson. Learning by Doing. Instructional-Design Theories and Models. CM Reigeluth: Mahwah, New Jersey, Lawrence Erlbaum Associates. 1999.
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