CC BY
8Yu. A. Bakhmutskaya,
T. A. Kosacheva, O. A. Kryukova,
O. E. Lebedeva, E. V. Timofeeva
УДК 378.018.43:811(571.150)
EXPERIENCE OF USING DISTANCE LEARNING TECHNOLOGIES IN FOREIGN LANGUAGE CLASSES AT A NON-LINGUISTIC HIGHER EDUCATION INSTITUTION
odern paradigms of teaching foreign languages reflect the main features of the modern education system. Let's consider distance learning as one of the actual directions of modernization of education, as well as the features of distance learning in foreign languages [3, p. 438].
Recently, the higher education system of the Russian Federation has faced problems due to the difficult epidemiological situation in the country, as a result of which training was introduced using the resources of Internet platforms, that is, distance learning. Therefore, today one of the tools that contribute to improving the effectiveness of teaching is the widespread introduction of computer technologies in the educational process, in particular, in the process of teaching foreign languages. Yu. A. Bakhmutskaya considers that one of the most striking advantages that information technologies have is distance learning [3, p. 439].
In this regard, a foreign language teacher must be able to organize properly the process of distance learning of a foreign language, which has its own characteristics. We consider the advantages and disadvantages of distance learning, we justify the need to use all types of speech activity, and also offer various possible exercises for a specific type of language activity. We wanted to show a control system for learning a foreign language for all types of speech activity, emphasizing the nature of distance learning, as well as give an exam-
ple of the use of electronic textbooks and distance learning platforms. Video conferences are involved in the training process [6, p. 22].
In the modern world, a university student must learn to find independently the necessary information from various sources, form his own point of view, be able to argue it, apply the gained knowledge in practice. Distance learning gives such a unique opportunity as obtaining new knowledge. In this regard, foreign language teachers of the Altai State Agricultural University have increasingly begun to use "remote educational technologies" when teaching a foreign language, both in the classes and remotely.
The organization of distance learning of a foreign language in a non-linguistic university has its own characteristics, advantages and disadvantages. O. E. Lebedeva notes that this form of training allows maximizing the independent work of students, which is especially important in the conditions of professional education, since a future specialist should be able to organize independently his cognitive activity [8, p. 220].
Distance learning of a foreign language involves a different form of presentation and interaction between the teacher and students. Therefore, we hope that in the conditions of receiving higher education, students will most likely have a conscious attitude to the educational process, self-education and self-realization, as well as to the development of sufficient computer skills. When carrying out distance learning of foreign languages, teachers of the Department of Foreign Languages of the Altai State Agricultural University use network technologies, video conferences, e-mail, various chats to organize mutual communication of students.
In the process of distance learning of foreign languages, the work of students in a non-linguistic university should be organized in such a way that they independently, under the guidance of a teacher, carry out these types of activities for the development of skills in all aspects of studying a foreign language.
Based on the provisions of the scientific and pedagogical literature, we have determined that distance learning is a way of organizing the educa-
tional process based on the use of modern information technologies, which allow organizing distance learning both without contact with the teacher, and with contact using video lectures and a set of technologies used [2, p.63].
O. A. Kryukova confirms that the use of information and communication technologies determined the transition between studying the provisions of scientific and pedagogical literature and building their own system of conducting classes by teachers of the Altai State Agricultural University, relying on personal experience [7, p.33].
Our own experience of conducting classes in remote form by teachers of a foreign language of the Altai State Agricultural University allowed us to determine that training is based on a distance course, which the teacher develops himself on the basis of the author's work and training programs, as well as educational and methodological developments, where the teacher prescribes forms of remote interaction. After the studied topic, knowledge is controlled in the form of testing [2, p. 64]. During distance learning, the student contacts continuously both the teacher and other students. At the Department of Foreign Languages, teachers use electronic textbooks in a foreign language from the list of software and information reference systems, for example, EBS: LAN - e.lan-book.com, and the list of resources of the information and telecommunications network of the Internet; these are dictionaries and Internet resources, such as www.multitran.ru - electronic Internet dictionary of Multitran and www.lingvo.com.
A comparative analysis of the organization of distance learning technologies in foreign language classes allowed us to note that distance learning does not replace, but effectively supplements the traditional education system, giving the opportunity to teach what a university student needs. In other words, distance learning is aimed at organizing productive independent, educational and cognitive activities of the student.
In addition, with the help of distance learning in foreign language classes, teachers try to implement successfully an individual approach, especially the selection and development of language material that is exposed in each distance
learning course, while taking into account the capabilities of each student, his intellectual abilities to remove psychological difficulties in mastering the educational material.
The introduction of digital technologies in education in a non-linguistic university is a complex and multi-stage process that affects all spheres of human activity. Each subsequent stage was based on the achievements of the previous one, and in the process of development set new requirements for the achievements of the previous stage. At the initial stage of development, educational organizations were provided with computer equipment, peripheral devices: a printer, a scanner, etc. The tasks of educating teachers and students with the bases of computer literacy were solved, the first computer programs for educational purposes were created, pedagogical technologies were formed taking into account the capabilities of computer equipment. The second stage of digitalization is e-lear-ning and the use of distance learning technologies. Article 16 of the Federal Law "On Education in the Russian Federation" defines E-learning means the organization of educational activities with the use of information contained in databases and used in the implementation of education-nal programs and information technologies, technical means that ensure its processing, as well as information and telecommunications networks that provide the transmission of this information over communication lines, the interaction of students and teaching staff. Distance educational technologies are understood as educational technologies implemented mainly with the use of information and telecommunications network with the indirect (at a distance) interaction of students and teaching staff [1, p. 159]. E-learning, including learning interaction by means of ICT in real time, is often called online learning. The term "e-learning" replaces the previously popular term "distance learning" [1, p. 159]. Digitalization of education is the next one, a higher information and technological stage; it is the formation of an integrated technological educational environment. Based on modern computer hardware platforms, existing communication technologies, developed software tools, e-learning is moving to a new level. There
are opportunities for information support of the educational process (e-library, Znanium, and other electronic libraries) and control of the level of educational achievements (programs for assessing originality - anti-plagiarism). Due to the centralized resources of the educational environment, it will be possible to choose objectively an individual educational trajectory, the possibilities of electronic (online) training will increase, it will be possible to organize control of educational activities (identification, attendance control). Telecommunications systems are actively developing. At the same time, their importance in the education system is also growing. Theoretically, modern hardware and communication tools, communication software allow organizing educational interaction of participants in the educational process, studying with a teacher or studying with each other in real time. So far, such communication systems, for example, group video conferences where the teacher-organizer has the ability to control the microphone, i.e. organize audio perception and video for all participants of the conference, create a kind of language class for practicing listening and reading skills, demonstrate the screen of his/ her digital device to display various information materials, including audio and video materials, presentations, an electronic version of the educational course, visual materials for a large number of users remain relatively expensive, both in terms of hardware and software, but it is obvious that they will soon become more accessible. Digitali-zation can provide management of the educational process; solve a number of problematic tasks of e-learning. First, the task of identifying the student. Video surveillance with built-in analytical functions is no longer new. The face recognition function and the identification of people in the control zone by their faces will automatically provide objective monitoring of attendance at classes, identification during the procedures for monitoring educational achievements [1, p. 160]. Second, the use of tasks in the test form in large groups will provide an opportunity for statistical justification of tests, increase their diagnostic value, and allow organizing adaptive testing. Third, the active use of online educational resources will
allow differentiating them, i.e. to build a rating of their popularity and usefulness. Fourth, it will be possible to form temporary or permanent create-ve teams for the development and testing of basic educational portals for various educational programs.
T. A. Kosacheva and O. A. Parpura have determined that at present, such remote technologies are widely used as: modular technology, which is based on the organization of independent cognitive activity of students, the development of training modules of a particular course; web-quest technology (webquest), which is focused on the maximum practical activity of students and it is a problem task with elements of a role-playing game, for which information resources of the Internet are used; case-technology, which is a close analogue of the technology of distance learning (when a student receives a special set of educational and methodological materials (case) for independent study and consults regularly teachers in regional training centers created for this purpose); TV-a technology that uses television lectures and consultations with teachers; network technology based on the use of the Internet for student consultations and the transfer of educational and methodological materials to him [5, p. 233].
LMS Moodle (Learning Management System Moodle) - the most popular and widespread distance learning platform is an element of the university's IEE (Information Educational Environment), and makes the learning process more efficient and effective [4, p. 18]. When creating courses on the taught disciplines on the Moodle platform, teachers of the Department of Foreign Languages strive to take into account both the features of the IEE, and the specifics of their subject and primarily practical training tasks. At the same time, the main purpose of training courses on the Moodle platform in the IEE is to intensify the process of learning a foreign language, mainly by activating the independent work of students [4, p. 18]. The main feature of the foreign language courses created in the IEE is that communication, as the main means and purpose of learning, is modeled by the teacher using specially developed educational materials. Communication in a fo-
reign language, the formation of the ability and readiness to carry out business communication (oral and written) [4, p. 18] in this case, it is impossible without the interaction of the content, organizational and technical components.
Only in this case, it is possible to realize the modern goals of teaching a foreign language in a non-linguistic university as a means of intercultural professional and academic communication. The courses should be based on the system of general didactic and methodological principles of teaching a foreign language [4, p. 18].
In situations of transition to distance learning in the Altai State Agricultural University, ZOOM software was chosen as the software for conducting online classes. The courses in the IEE for students were developed on the Moodle virtual learning environment. In addition, there are such remote technologies as Skype, Google Hangouts, Google Classroom, Teams, and messengers. Skype software provides text, voice and video communication via an Internet connection. The program also allows you to make video calls in groups of up to F0 subscribers, including the initiator. At the same time, up to 10 video streams can be displayed on the screen at the same time. The free version of Skype is demanding to the quality of the communication channel, the number of subscribers, and the amount of the total video stream. For a quick exchange of messages, operational information, files on the discipline, the social network VKon-takte was effectively used in the study group. One of these free and affordable technologies is YouTube broadcasts. It is possible to emphasize the positive results of training sessions in this format. Some students have the opportunity to save time. This is due to the fact that direct attendance at the university is not required in the classroom. Also, all participants of the pedagogical process have gained experience in the practical application of digital technologies for possible use in future professional activities [9, p. 316].
Teachers of the Department of Foreign Languages of the Altai State Agricultural University have created more than 130 courses on learning a foreign language for students of all areas of fulltime and part-time training [4, p. 18]. To conduct
monitoring in order to summarize the intermediate and final results of the work done, we used empirical and theoretical methods of pedagogical research. The research involved 7 foreign language teachers and 40 1st and 2nd year students of the agronomy and bio-technological faculties of the Altai State Agrarian University.
Based on the monitoring results, it follows that 100 % of the teachers of the Department of Foreign Languages are registered in the IEE as developers and creators of courses on the Moodle training platform. Almost 100 % of students are users of the developed courses in a foreign language. It should be noted that 50 % of the student respondents did not have any difficulties and 100 % of the respondents answered negatively to the question: "Have you experienced difficulties in completing tasks related to your lack of computer literacy?" At the same time, the teachers noted their incomplete awareness of some technical issues. The main advantages of the student respondents were: the possibility of multiple repetitions when performing the "Test" module, access to various search and reference systems, the ability to perform tasks at any time, instant assessment of tests.
The obtained data are confirmed by our colleagues working with students in non-linguistic universities. Thus, taking into account distance learning in the Altai State Agricultural University as a way of organizing the educational process based on the use of modern information technologies, Yu. A. Bakhmutskaya assigns a significant role to the use of video lectures and laboratory classes through Zoom and Moodle educational platforms [2, p. 64]. For students with the opportunity to work online in real time, these programs were chosen as suitable for individual and group classes. Students who had a link or an ID could connect to the broadcast of the lesson. Students have the opportunity to master new materials, consult the teachers, perform control and examination tasks using distance educational technologies, but with the leading role of a teacher.
It is known that when building a model of distance learning in foreign languages in a non-linguistic university, the basis should be a speci-
fic educational language environment, including specially developed educational materials and a set of tools that allow them to organize communication not only in asynchronous, but also in synchronous, including voice, modes.
E. V. Timofeeva notes that such activities as speaking, reading and writing are the leading component of teaching foreign languages in an agrarian university [11, p. 282]. Therefore, in the process of distance learning of foreign languages, work with students should be organized in such a way that they independently, under the guidance of a teacher, carry out these types of activities for the development of communication skills in all types of speech activity and aspects of the studied foreign language. When teaching reading skills, a foreign language teacher needs to consider various options for monitoring the level of understanding. As a means of control in the classroom, such types of tasks are used as answering questions, adding information from the text and retelling. In the process of learning reading skills in distance learning, each student should read and practice this type of activity independently. In this case, each textbook used by us in the distance course contains rules for reading letters and syllables, exercises on the application of these rules for reading individual words and sentences.
In distance learning, the skills of oral and written speech are taught through communication between students with each other, as well as with the teacher. The implementation of writing skills training is carried out through e-mail, chats and the Moodle educational platform. Mastering speech skills through distance learning is carried out by conducting video tutorials on the Zoom platform.
The study of vocabulary is carried out using topics from electronic textbooks with developed exercises and tasks for control and self-control. When teaching grammar, students can use various electronic dictionaries, educational and methodological manuals, as well as grammar reference books [10, p. 41].
At the Department of Foreign Languages, teachers use electronic textbooks on a foreign language from the list of software and information reference systems, for example, EBS: LAN -
e.lanbook.com, and the list of resources of the information and telecommunications network of the Internet, these are dictionaries and Internet resources, such as www.multitran.ru - electronic Internet dictionary of Multitran and www.lingvo. com.
We found out that practical classes in a foreign language in the Altai State Agricultural University are held in real time using the video tutorial system on the Zoom platform. During such classes, a foreign language teacher sees students on the screen, evaluates their perception and understanding of the studied material. Students have access to educational materials that are used in laboratory classes in a foreign language. The teacher dedicates 40 minutes for explaining and demonstrating the language material. In foreign language lessons, students answer orally, read and perform various tasks. For the remaining 40 minutes, the student performs independently various types of exercises aimed at developing communication skills when teaching a foreign language, practicing not only spoken speech, but also working out new grammatical rules. Then the student exposes the completed tasks on the distance learning course of the Moodle learning platform developed by the teacher.
It should be emphasized that the training is based on a distance course, which a foreign language teacher develops himself for each specialty on the basis of his author's work and training programs, as well as educational and methodological developments, where the teacher prescribes forms of remote interaction, the ratio of online practical classes, as well as methods of their organization. After each studied topic, there is a constant control of knowledge in the form of computer testing, mainly a lexical or lexical-grammatical test "Multiple choice".
Recently, we have increasingly heard that distance learning replaces the teacher, but it is important to note here that distance learning does not replace, but effectively supplements the traditional education system, giving the opportunity to teach what a university student needs. In other words, distance learning is aimed at organizing productive, independent, educational and cognitive student's activity.
In terms of distance learning in a non-linguistic university, we do not exclude the use of textbooks in foreign language classes, both electronic and printed, as well as various presentations on each topic.
We have already talked about the advantages and features of teaching a foreign language in the conditions of distance learning, but since distance learning is a relatively new method of teaching in most Russian higher educational institutions, it also has its disadvantages. The main disadvantage of this form of training in a non-linguistic university is that distance learning requires a greater share of self-discipline than full-time training. Some students are gradually being drawn into the distance learning process. Another disadvantage is that the technical capabilities of some students in distance learning are still limited. Not all students have a computer and Internet access, especially if they live in remote areas. The difficulties of work can also sometimes be associated with the quality of communication.
It is believed that studying remotely is economically beneficial for all parties, both for the educational institution and for the student. However, the students noted the following disadvantages: there was a lack of live communication with teachers and other students - 92 %; the program fai-led-75 %; the Internet connection was not always stable - 37%. The majority of students (84%) we-re satisfied with the organization of distance learning during the quarantine period.
The main advantages, according to T. A. Kosacheva: control of student activity, activation of independent work, automatic evaluation of results, saving all grades and written works [4, p. 18], control of task completion time, flexibility of the system, the ability to refine, improve, supplement the course content, activation of a creative approach to organizing a course (the ability to embed a video clip, a hyperlink).
Despite the fact that studying a foreign language course on the Moodle platform in the non-linguistic university's IEE is characterized by flexibility, accessibility, and prospects, only 6 people (15 %) answered positively to the question "Is it possible to study a foreign language qualitatively
without meeting a teacher in the classroom?", 7 people (17 %) found it difficult to answer, the overwhelming majority - 27 people (67,5 %) consider it impossible to study a foreign language without live communication with a teacher. Teachers consider it impossible to exclude completely communication with a teacher when learning a foreign language. The capabilities of the IEE and courses on the Moodle platform serve as the supplement to the traditional educational process.
A survey of 120 students of KEMSAA on the pros and cons of distance education led to the following facts. Among the advantages of distance learning, students noted the following: time savings - 83 % (the distance course often lasted less than full-time, the study took place at a convenient time, 24/7); cost savings - 78 % (the students did not have to spend money on travel and accommodation in another city); interesting and memorable classes - 44 % (lectures, practical and laboratory work in the virtual space are as close as possible to full-time classes, there are many interactive exercises to consolidate the material); objectivity of assessment - 87 % (knowledge control is carried out using tests and all points are calculated automatically, testing could be retaken several times).
In conclusion, we note that the peculiarity of the remote type of foreign language teaching in a non-linguistic university depends on the use of remote technologies, the interaction of the teacher and the student, the development of methodological materials and ways of providing them, as well as a feedback system, this determines the success in learning foreign languages in the conditions of distance education. With distance learning, teachers of the Department of Foreign Languages of the Altai State Agricultural University have all the opportunities to teach students all types of speech activity and the formation of communicative competence, which is the purpose of teaching foreign languages in an non-linguistic university.
In general, the effectiveness of the introduction of digital technologies in training will be determined by a number of circumstances, subjective and objective ones. The objective circumstances include: the development of the material and
technical base of all participants in the educational process, including telecommunications infrastructure; the purchase of software for webinars; the planned and gradual introduction of e-learning technologies, the preparation of didactic materials; professional development of teachers in the field of the use of digital technologies in teaching and, in particular, in the field of videoconferencing. Important factors for increasing efficiency are the accumulation of experience, the development of pedagogical technologies for use in an electronic environment. The capabilities of the Moodle System allow you to organize really high-quality training at a distance, but only if the students are well motivated. Thus, the integration of traditional and modern distance learning technologies in the organization of the educational process in a higher educational institution makes it possible to make the quality of the entire educational process more effective.
АННОТАЦИЯ
Статья посвящена использованию технологий дистанционного обучения на занятиях по иностранному языку в неязыковом вузе. В статье представлен опыт организации дистанционного обучения студентов с использованием информационно-коммуникационных технологий на платформе ZOOM, а также дистанционных технологий Skype, Google Hangouts, Google Classroom, Teams. Целью данного исследования является рассмотрение содержания дистанционного обучения иностранным языкам в неязыковом вузе с точки зрения его сущности, организационной структуры и эффективности. Методы исследования: положения научно-педагогической литературы, использование информационно-коммуникационных технологий, собственный опыт проведения занятий в дистанционной форме, сравнительный анализ. Результаты исследования: преподавание иностранного языка в неязыковом вузе в условиях дистанционного обучения актуализирует поиск эффективных информационно-коммуникационных технологий.
Ключевые слова: дистанционные образовательные технологии, дистанционное обучение, формы дистанционного взаимодействия,
цифровизация, информационно-коммуникационные технологии, взаимодействие студентов и профессорско-преподавательского состава, дистанционный вид обучения иностранному языку, формирование коммуникативной компетенции.
SUMMARY
The article is devoted to the use of distance learning technologies in foreign language classes in a non-linguistic university. The article presents the experience of organizing distance learning for students using information and communication technologies using the ZOOM platform, as well as remote technologies Skype, Google Hangouts, Google Classroom, Teams. The purpose of this study is to consider the content of distance learning of foreign languages in a non-linguistic university from the point of view of its essence, organizational structure and effectiveness. Research methods: the provisions of scientific and pedagogical literature, the use of information and communication technologies, own experience of conducting classes in the remote form, comparative analysis. Research results: teaching a foreign language in a non-linguistic university in the conditions of distance learning actualizes the search for effective information and communication technologies that ensure the acquisition of knowledge and the formation of the necessary competencies. The analysis of methodological problems that arise when using remote interaction formats in training is carried out; some ways of solving them are proposed.
Key words: distance educational technologies, distance learning, forms of remote interaction, digitalization, information and communication technologies, the interaction of students and teaching staff, the remote type of foreign language teaching the formation of communicative competence.
ЛИТЕРАТУРА
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Гщр]
А. А. Гпузман
УДК 378.147
РЕАЛИЗАЦИЯ КЕЙС-МЕТОДА В ПРОЦЕССЕ ПОДГОТОВКИ БУДУЩИХ ПРЕПОДАВАТЕЛЕЙ ИНОСТРАННЫХ ЯЗЫКОВ
' реди многочисленных современных педагогических методов обучения студентов различных направлений и специализаций выделяется достаточно известный и часто применяемый в различных модификациях кейс-метод (англ. сase method, кейс-метод, кейс-стади, ca-
