CC BY
26
Chikileva Lyudmila S., PhD, Professor of the Department of Language Training, Financial University under the Government of the Russian Federation,
Moscow, Russia
IMPLEMENTATION OF ELECTRONIC PLATFORMS IN LANGUAGE LEARNING: BENEFITS FOR TEACHERS AND STUDENTS
The paper considers the results of the implementation of electronic platforms in language learning and teaching. The purpose of the study was to find out benefits of such implementation for teachers and students. To achieve the goal, a questionnaire was used for the survey of students. The results of the study have proved that both students and teachers can benefit from using electronic educational platforms. Such platforms are very efficient for students' autonomous work.
Nowadays computer technologies give new possibilities for teaching a foreign language, developing skills in various types of speech activity, forming students' cultural and professional competences. Numerous scholars think that implementation of smart technologies in educational process is very important [11, 5, 6, 12]. Implementation of electronic platforms for personilised learning [1, 2] meets modern requirements of professional orientation and continuous training or lifelong learning. It has a great number of benefits for teachers and students. There is no doubt that University graduates who are able to use innovative technologies in their professional activities are in demand. Universities now educate students of different age and background. Information technologies and electronic platforms are considered to be tools for providing new ways of autonomous study.
The use of smart technologies in general and e-learning platforms in particular plays an important role in mobile learning which gives good opportunities for distance learning [3, 8]. Distance learning becomes more and more popular as it saves time and money. Teachers get ready for using new ways of language instruction. Their role has greatly changed. They become facilitators and tutors or guides providing assistance and support.
Smart education means learning in digital age. It receives much attention all over the world [5, 7, 10, 11]. Language learners master skills and competences of the 21st century. The smart instruction includes class-based, group-based and individual-based personalized learning.
There are some educational projects devoted to smart education. For example, according to Malaysian Smart School Implementation Plan, smart schools supported by the government aim to improve the educational system in order to prepare work force for the 21st century. Australia in collaboration with IBM has designed a smart education system that is multi-disciplinary and student-centric. This system connects schools, colleges and workforce training. Singapore has
implemented the Intelligent Nation Master plan, according to which technology-supported education is very important. South Korea has the SMART education project, the main task of which is reforming of the educational system and improving of educational infrastructure. New York' Smart School program integrates technology into the classroom and emphasizes its role.
Smart education projects mentioned above have much in common. The aim of smart education is to prepare workforce that can meet needs and challenges of modern society. Information technologies play an important role in creating of smart educational environment in which learning can happen anywhere and at any time. It includes different learning styles: formal and informal, personal and social learning. Language learners have access to personalized learning services and numerous resources. Much attention is given to learners' personal abilities and needs. The notion smart can be referred to wisdom and intelligence. Wisdom is defined as the ability to use knowledge and experience to make decisions. Wisdom can be achieved by reflection, imitation and experience. Intelligence means an ability to solve problems arising in one or more cultural settings. Smart for a learner means an ability to think quickly and in a right way in various situations. Smart educational environment can provide personalized learning service for efficient, effective and meaningful learning. Smart education has become a new trend in the global educational field.
Teachers of foreign languages at the Financial University under the Government of the Russian Federation have been successfully using for several years the electronic platform Rosetta Stone Advantage (RSA). This electronic platform aims at increasing the motivation for foreign language learning and improving the effectiveness of the language education. It is widely used in autonomous work and is very helpful for maximizing learners' performance. It provides access to grading tools for assessment groups and individuals and gives splendid opportunities for progress measurement. Rosetta Stone aims at increasing the motivation for foreign language learning and improving the effectiveness of the language education.
Implementation of electronic platforms such as RSA has certain benefits for teachers of foreign languages and language learners. It is easy for teachers to be in touch with their groups of students or individual students using the system of internal messaging. Teachers can respond to students' needs, they can send messages to the whole class or a single learner.
One of the benefits of using RSA in students' autonomous work is a very convenient way of
assessment. The assessment activities are based on the units or lessons, they are connected with
objectives and practiced skills. There is no delay in feedback and error correction therefore it is
easy for students to use these functions. It is done automatically during the individual work.
Correct answers are provided with necessary explanations. More than that, if language learners
have some problems while listening to the texts, they can use the scripts that may be translated
into their native language. As a result, language learners become more motivated and the process
of language learning becomes much easier, no matter what their level is - elementary or
intermediate. During class collaborative activities it is usually the teacher who corrects students'
mistakes or it may be peer correction. It can be very helpful for improving assessment skills, which
may be useful in lifelong learning. The traditional way of assessment without using modern
technologies is formative assessment. In this case, the teacher usually takes notes, which will help 382
him / her in delayed error correction, in planning future activities for the following lessons. The possibility of using various assessment techniques gives language learners a splendid opportunity to improve language proficiency. Besides content learning and practice of language skills, they develop skills in self-assessment and critical thinking.
As for some other benefits, it should be mentioned that students have a free choice in course building and a possibility to use numerous resources for autonomous study. Professional interests and level of foreign language proficiency of language learners is taken into consideration. RSA provides flexibility to study at the level students have chosen. They can choose general English or professional English though professional English is more preferable.
Each language learner has his or her own personalized online educational environment and their instructors have electronic access to students' work. Language instructors or tutors have immediate access to statistics, therefore their work has become much easier, more interesting and less time consuming. Students can monitor their progress and remain motivated.
Implementation of digital resources seems to be very efficient. Educational platforms provide various online tools for autonomous work. There is no doubt that the electronic platform RSA has many benefits for teachers. It provides automatic marking, course-building tools and convenient ways of communication with students. Electronic platforms are designed to save teachers' time. Teachers have access to the database of a great number of activities that are carefully graded. RSA gives language learners freedom to choose their own pace. They can study in any place using personalized online environment with access to the level they have chosen. Teachers are in control of their students' progress. Students are sure to benefit from graded tasks. As for the teachers, they do not have to worry about the contents of the resources and their quality.
No matter where students use RSA, they can easily monitor their progress and their teacher has immediate access to their work. Language learners can adapt the platform to their needs and professional interests. Due to the internal messaging system, staying in touch with teachers for feedback and support is very easy and motivating. Teachers do not have to spend time for searching supplementary materials and manual marking. With immediate access to progress check, teachers' work becomes much easier.
RSA was implemented at the Financial University under the Government of the Russian Federation several years ago. Before teachers of foreign languages of the Financial University began to work with RSA, they learned how to use this electronic platform. They had to study in order to overcome psychological barriers, get new professional competences and skills. It is common knowledge that teachers continue to learn throughout their careers. This is called lifelong learning or ongoing professional development. First, they study how to use electronic platforms as language learners. They have a chance to upgrade their language skills using innovative educational technologies, enjoy working with colleagues on professional development. The greatest part of teachers are enthusiastic about implementation of new technologies which help students to learn better.
There are some other benefits of using electronic platforms in language learning. Computermediated communication (CMC) occurring within RSA format is very useful for developing
383
students' skills in listening and speaking. Some everyday situations are presented on the e-platform. The students' task is to respond to given questions and make sure that they have chosen the right answer. Such form of communication allows the interaction between interlocutors who are not physically in the same space. In fact, there is a certain correspondence of skills in computermediated communication and face-to-face communication. Great benefits of CMC is anonymity, privacy and engaging in communication with minimal stress. It is easy for language learners to be engaged in communication using RSA regardless time and location.
The implementation of RSA helps language learners to study more effectively and efficiently. Autonomous work becomes more flexible. As a result, students can study more comfortably. More attention is given to their needs. Teachers of foreign languages become tutors or guides and they are always ready to help
The present study has a purpose to test the hypothesis that implementation of the electronic platform RSA has benefits for language learners. The hypothesis was as follows:
- experience of using RSA is useful for professional activities,
- it is more convenient to use RSA than traditional textbooks,
- it is motivating to use RSA.
The research conducted at the Institute of Distance Learning and Open Education in Financial Institute under the Government of the Russian Federation had two stages. The first stage involved defining the purpose of the investigation and research objectives. The second stage included the survey and analysis of its results. Several groups of language learners consisting of 85 students from the second year of study took part in the survey. The aim of the survey was to find out what benefits the e-platform RSA gives to language learners. Likert scale was used in the survey. Students expressed their attitude to the following statements: 1) experience of using RSA is useful for my professional activities, 2) it is more convenient to use RSA than traditional textbooks, 3) it is motivating to use RSA. While answering the questions, language learners could use the following answers: strongly agree, agree, neutral, do not agree, strongly disagree. Most students strongly agree and agree with the first two statements. Thirty four percent of respondents strongly agree and 52% agree that using RSA is useful for their professional activities. Six percent of respondents are neutral, 8% do not agree and nobody strongly disagrees. As for the second statement, the results of the survey are the following. Fifty-four percent strongly agree and 34% agree that it is more convenient to use RSA than traditional textbooks. Nine percent of respondents are neutral and 3% do not agree with this statement. The results of the survey concerning the last statement about motivation are different. The majority of respondents (38%) are neutral. 32% strongly agree and agree with this statement (12% and 20% accordingly). 25% do not agree and 5% strongly disagree with this statement. It means that about one third of the second-year students have low motivation to use RSA regularly though they realize that RSA is job-oriented. The main problem for students is to have proper time management as many of them work full time. Some students are not motivated to use RSA as they think they used it a year before when they were the first year students so they are less motivated to use it for another year. There is no doubt teachers should encourage them to use RSA regularly.
The hypothesis set out at the initial stage of the research was not completely confirmed. The hypothesis was as follows: 1) experience of using RSA is useful for students' professional activities; 2) it is more convenient to use RSA than traditional textbooks; 3) it is motivating to use RSA. As for the first two statements of the hypothesis, they were confirmed. However, as for the last statement, it turned out that only one third of the students are motivated. One third of the students remain neutral on this issue, one third is not motivated. According to the results of the research, implementation of electronic platforms have certain benefits for both students and teachers. However, teachers should pay more attention to the motivation of students.
It will be of great interest to continue the research and find out how to motivate language learners to use electronic platforms, how to integrate individual educational routes in teaching foreign languages, to determine the role of a tutor in the process of management and control of students' autonomous work.
In conclusion, it should be mentioned there are many benefits in implementation of modern electronic platforms in language teaching and learning. The main benefit for language learners is using self-paced learning environment in their autonomous work. RSA can increase the motivation for foreign language learning and improve the effectiveness of autonomous work. The benefits for teachers are numerous. The most important are the following: continuous access to students' progress check, automatic assessment and convenient ways of communicating with students. There is no doubt teachers should be ready for implementation of new electronic educational technologies in the process of foreign language teaching and learning.
References
1. Bates, S. (2014). Personalised learning: Implications for curricula, staff and students. Paper presented at the Universitas 21 (U21) Educational Innovation Conference, Sydney, Australia.
2. Bentley, T., & Miller, R. (2004). Personalised learning: creating the ingredients for system and society-wide change. (IARTV Occasional paper No 87). Melbourne, Australia: Incorporated Association of Registered Teachers of Victoria.
3. Chikileva, L.S. (2016). Distance learning of foreign languages: advantages and disadvantages // ART-SANAT. The International Virtual Forum «Humanitarian Aspects in Geocultural Space», Istanbul. 2016.
4. Chikileva, L.S. (2011). E-Learning: Reality and Perspectives // ELT: Converging Approaches and Challenges. Proceedings of the 7th International and 11th National Conference of the Association of Teachers of English of the Czech Republic (ATECR). Ed. by Chr. Haase and N. Orlova.
5. Kalugina, O.A. & Tarasevich, N.A. (2018). Smart technology integration into EFL teaching at non-linguistic higher school // XLinguae, vol. 11, Issue 1XL, January.
6. Kern, R. &Warschauer M. (2000). Introduction: Theory and practice of network-based language teaching // M. Warschauer & R. Kern (Eds.) Network-based Language Teaching. Concepts and Practice (pp. 1-19). Cambridge University Press.
7. Kim, S., Song, S.M. & Yoon, Y.I. (2011). Smart learning services based on smart cloud computing // Sensors, 11(8).
8. Klimova, I.I., Kalugina, O.A., Khalevina,S.N., Fedulova, A.N. & Trubcheninova, A.A. (2017).
385
Investigating effective foreign language learning design and the implications for distance learning tools // XLinguae, 10 (3).
9. Kucirkova, L.A., Alipichev, A.Yu., Vasbieva, D.G. & Kalugina, O.A. (2017). Teacher's role and students' role in English for specific purposes in e-learning // XLinguae, vol. 10, Issue 2, April.
10. Lee, J., Zo, H. & Lee, H. (2014). Smart learning adoption in employees and HRD managers // Br. J. Educ. Technol., 45(6).
11. Liton, H. A. (2015). Examining Students' Perception & Efficacy of Using Technology in Teaching English // International Journal of Education and Information Technology, vol. 1, n. 1.
12. Vasbieva, D.G. & Klimova, I.I. (2015). Transformational potential of blended learning to personalize foreign language teaching in a non-linguistic higher school // XLinguae, vol. 8, n. 1.
