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18УДК 378.02:37.016 ГРНТИ 14.35.09
ICT IN THE ENGLISH LANGUAGE CLASSROOM
Андатпа
Мацалада агылшын тшн оцыту Yдерiсiнде АКТ цолдану ерекшелiктерi царастырылган. Авторлар сы-ныптагы тиiмдi iс-эрекеттердi ^йымдастыруга, сон-дай-ац оцушыларды бiрлескен ж^мысца тартуга бо-латын бiрнеше интернет-технологияларды келтiредi. Мацалада ^сынылган АКТ оцу процесшщ табиги жагдайында сынацтан ети.
Аннотация
В статье рассматриваются особенности использования ИКТ в процессе обучения английскому языку. Авторы приводят несколько интернет-технологий, которые могут быть использованы для организации эффективной деятельности в классе, а также для вовлечения учащихся в совместную работу. Предложенные в статье ИКТ прошли апробацию в естественных условиях образовательного процесса.
Abstract
The article deals with the privileges of ICT in language learning procedure. Authors mention several types of tools that are used to facilitate in-class activities and involve students into collaborative work. The ICTs proposed in the article have been tested in the natural conditions of the real educational process.
The use of information and communication technologies (ICTs) in teaching a foreign language has long been of interest for researchers. The sudden change of priorities in favor of online education has attracted greater interest to the problem of teaching foreign languages with the help of ICT.
According to «Словарь педагогического обихода», ICTs are defined as "a set of means and methods for transforming information data to obtain information of a new quality by a person" [1]. Thus, ICT in foreign language teaching implys the use of a set of technical means for working with information (collection, storage, processing, distribution, etc.), as well as methods
Matveyeva N.A.,
Candidate of Pedagogical Sciences, Associate Professor of the Department of Philology, Kostanay branch of Chelyabinsk State University, Kostanay
Savchuk A.V.,
4th- year student in the
field of Teaching English and German languages and literature, Kostanay branch of Chelyabinsk State University, Kostanay
Hesi38i свздер: АКТ (ацпа-раттъщ жэне коммуникаци-ялыц технологиялар), агылшын mini шет mrni (EFL), агылшын mini екiншi min реттде (ESL), агылшын тыт оцыту.
Ключевые слова: ИКТ (информационные и коммуникационные технологии), английский как иностранный (EFL), английский как второй язык (ESL), обучение английскому языку.
Keywords: ICT (information and communication technology), English as a foreign language (EFL), English as a second language (ESL), teaching English.
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for transforming information data and implementing learning using these tools.
Thus, the ICTs can be used for several educational purposes:
1) to prepare the content of the lesson;
2) to introduce lesson material;
3) to facilitate in-class activities;
4) to involve students into collaborative work;
5) to assess learning.
There are so many examples of using ICTs in the English language classroom for different purposes [2; 3; 4]. We tested the following webtechnologies to facilitate in-class activities.
1. ESL Games
(URL: http://www.eslgamesplus.com/)
The website includes sentence games, vocabulary games, drag and drop, grammar games, sentences, free education games for English learners, interactive gap fill exercises, monkey games, ESL grammar practice games, spelling games online.
For the purpose of the present research, grammar and sentence games are of special importance (see pic. 1).
In our opinion, ESL learners and teachers can use them to review both English grammar and vocabulary, or simply practice the words. This Sentence Monkey activity is also great for a lesson on how to formulate general knowledge questions.
There are images and in some cases audio in these types of games. Drag and drop the words into the correct spaces to complete the sentence. After submission, if you are correct, the monkey will get a banana.
2.English Medialab (URL: http://esl-gamesworld.com/)
The educational site contains exercises for students of the English language - video lessons on lexical topics, grammatical online games, phonetic exercises, interactive quizzes for language levels: Beginners, Intermediate, and Advanced.
The site presents a variety of online games on the basic grammatical topics studied in secondary schools: Adjectives & Adverbs, Articles, Comparatives & Superlatives, Condtionals, Modal Verbs, Time and Tense, Questions and others (see pic. 2).
Picture 1 - "Sentence Monkey " Grammar Game
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Picture 2 - Grammar interactive games on the English Medialab site
Classes with the use of interactive grammar games maximize the individualization of the learning process, which allowed each participant to demonstrate their own mental and creative potential.
All of the interactive classes with computer involvement had the following structure of the training session:
• management of the attention of students in the class: their inclusion in activities at the beginning, the organization of attention during the change of activities, maintenance of involuntary and voluntary attention at the necessary time;
• disclosure of the meaning of the forthcoming activity: each student himself needs to realize the meaning of the forthcoming activity. Only then will he have a desire to do something, only then he will join an active activity. To do this, the student should receive information about the subject of the need, allowing him to clearly imagine what knowledge he needs to learn, in what ways to master, what to do and why it is necessary;
• joint goal-setting with the students: formulation of the problem, the goals of the forthcoming activity;
• The formation of a system of training activities (planning, orientation in activity, performance): at this stage, a computer introduced information about where the knowledge can really come in handy; Explaining that, in case of difficulty, they can use hypertext and an electronic textbook as an algorithmic prescription or additional information and consolidate the studied; ^
• the formation of ways to monitor their actions through the educational internet ro resource, which allows you to vary the content fe and form of control tasks; §
• formation of self-esteem, attitudes £ towards the process and the result of activities. g
In most cases we tried to organize the ®
classes with the use of interactive games in the
form of competition: "Who can do it faster?", ®
"Who can do it most accurate?", "Who will g
be able to do most number of exercises?", §
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etc. A limited time frame, the atmosphere of the competition helped to create interest in
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the grammatical material being studied and the atmosphere of intellectual tension in the process of its consolidation.
Usually before such tasks we used mnemonics to revise the basics of the topic. Then it was followed by the task to "write ... according to the formula". The next step was to do the game.
Not only grammar games were used to facilitate in-class activities. We searched the Internet for craft activities, colouring pages, worksheets and flashcards.
Analyzing the use of ICTs for the purpose of organizing the educational process O.A. Leontovich argues that many domestic and foreign teaching practitioners and theoretical researchers express the opinion that it means the loss of interpersonal interaction, the depersonalization and formalization of the educational process. They believe that there is a transition to a distant, emotionally remote character of the relationship between communicants.
Adherents of electronic means do not agree with them, arguing that the understanding of what interpersonal interaction is simply widening. If the first consider interpersonal
only direct communication - as they say, "face to face" (f2f). Then the latter put a broader meaning in this concept, believing that communication can remain interpersonal, being mediated by various technical means. In the most general form this is denoted by the term "keyboard to keyboard" (k2k) [5].
Sharing the ideas of k2k communication, ICTs can be used as a tool to involve students into collaborative work. It was the most interesting experience the students got while working together on one project with other students all over the world with iEARN (URL: https://iearn.org/; see pic. 3).
There are over 150 projects in iEARN, all designed and facilitated by teachers and students to fit their curriculum and classroom needs and schedules. To join participants we had to select an online project and look at how we can integrate it into their classroom. With the project selected the class got an opportunity to enter online forum spaces to meet one another and get involved in ongoing projects with classrooms around the world who are working on the same project.
Picture 3 - Screenshot of iEARN Website
For example, when working on the topic of "Food", "Organic or non-organic", or "Staying healthy" it's possible to join the "Staying Healthy" Project (see pic. 4).
Picture 4 - Screenshot of the Project Webpage
The age of students participating in the project cover three categories: 5-11 (Primary), 12-14 (Middle), 15-18 (Secondary). It is a perfect situation for the class, where you have students poor in English as well as students with more advanced level of English. So it is not embarrassing for the first to participate, as well as it was not so boring for the second. Moreover, the project duration covers the period from September 01, 2021 till June 30, 2022.
The aim of the project is to enable students to develop a healthy life style by adapting good eating habits and exercise to help keep their mind and body performing at their best.
Here is the list of countries participating in this project: Algeria, Australia, Belarus, Brazil, Canada, China, Egypt, India, In-
donesia, Iran, Israel, Japan, Jordan, Lebanon, Korea (South), Mexico, Moldova, Morocco, Oman, Pakistan, Palestine, Qatar, Romania, Russia, Senegal, Slovenia, Taiwan, Tunisia, United Arab Emirates, United States, Yemen.
The project space suggested several possible classroom activities [6]:
1.Calculate Calories
Students will bring in food labels from home, and find out the information it gives. This will help them figure out if the food they are eating is healthy or not. They can use online tools to calculate calories.
2.Understanding MyPlate concept
Students will find out what they eat and
drink. They will understand their current eating habits that will help them make healthier choices later on. They can use free web resources/tools to understand what they currently eat and drink.
Students will design their own intervention
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to improve eating behaviors.
3.Create Class Cookbook and Share
Each student will bring in a recipe of a
favorite food that is healthy and part of a well-balanced diet and compile the recipes into a class cookbook including cultural history and importance of that food in that culture. This book will be shared on forum. Students can plan a class lunch and bring in samples of their favorite foods and enjoy a healthy lunch together.
4.Cultural Exchange - Sharing Food and Culture
Students will share their class cook books with the global partners and learn about the importance and history of food in other cultures.
Possible home assignments include writing the recipe of students' favorite dishes. When implementing a regional component, students can prepare recipes of national dishes: baursaks and Nauryz-Kozhe for "Global Cook Book" as a cultural exchange activity.
The most difficult part in implementation of the project is the level of digital skills of students. Before joining the project it is advisable to have couple of team-teaching lessons with the teacher of Computer Science, who can show students how to navigate the Project Space and practice their typing in the English language. s The effectiveness of the suggested ICTs
was tested during the experimental work in the natural conditions of the educational process of a secondary school, and determined by the quantitative and qualitative parameters, which made it possible to trace the positive dynamics.
REFERENCES:
1.Dictionary of Pedagogical Everyday Life/edited by L.M. Luzina. - Pskov, 2003. - 71 p.
2.Erdenova L.N. Using innovative technologies at English lessons in distance learning//Pedagogical science and practice. -2021. - №2 (32). - P. 116-119.
3.Dautova O.B., Ignatieva E.Yu., Shilova O.N. Digital transformation of education is the driving force of transformations in teaching and teaching//Pedagogical science and practice. - 2021. - №3 (33). - P. 70-85.
4.Batyrkhanova G.B. ICT in the project activities of students as one of the factors of learning English/Pedagogical science and practice. - 2021. - №4 (34). -P. 110-113.
5.Leontovich O.A. Intercultural interactive training: experience of one project// http:// www.eidos.ru/journal/2005 (the date of access: 23.03.2022).
6.iEARN Projects Space > Staying Healthy > About/Resouces // URL: https://iearn.org/ cc/space-2/group-476/about (the date of access: 23.03.2022).
