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11. Zubkov A. Teaching Foreign Language in Transport University Using Massive Open Online Courses: Pilot Study. Lecture Notes in Networks and Systems. 2022; Vol. 403: 92-100.
12. Выборнова Е.Ю. Онлайн-уроки иностранного языка: планирование, идеи, оценка знаний студентов. Заметки ученого. 2021; № 12-1: 159-161.
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Статья поступила в редакцию 06.09.22
УДК 372.881.1
Zubkov A.D., senior teacher, Novosibirsk State University of Economics and Management (Novosibirsk, Russia), E-mail: [email protected]
LANGUAGE SUPPORT FOR DEVELOPMENT OF PROFESSIONAL FOREIGN LANGUAGE COMPETENCE OF ECONOMICS STUDENTS USING MOOCS.
The article reveals a problem of finding new tools for the development of professional foreign language competence of students in economic areas of study. The author focuses on language support for the process of professional foreign language competence development using subject MOOCs on economics in a foreign language. The electronic language support course is aimed at supporting the studying MOOC materials and contains language and speech tasks designed to master professional terminology, the knowledge of which is aimed to help students study MOOCs with greater benefit. Diagnostics of development of the monitored competence demonstrate the effectiveness of the integrated use of MOOCs and an electronic course of language support. The survey data also state an increase in learning motivation in the study of the discipline.
Key words: massive open online course, foreign language, e-course, motivation, blended learning.
АД. Зубков, ст. преп., Новосибирский государственный университет экономики и управления, г. Новосибирск, E-mail: [email protected]
ЯЗЫКОВАЯ ПОДДЕРЖКА ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНОЙ ИНОЯЗЫЧНОЙ КОМПЕТЕНЦИИ СТУДЕНТОВ-ЭКОНОМИСТОВ С ИСПОЛЬЗОВАНИЕМ МООК
В статье раскрывается проблема поиска новых инструментов формирования профессиональной иноязычной компетенции студентов экономических направлений подготовки. В центре внимания автора находится языковая поддержка формирования профессиональной иноязычной компетенции с использованием предметных МООК по экономике на иностранном языке. Электронный курс языковой поддержки направлен на помощь в изучении материалов МООК в формате смешанного обучения иностранному языку и основам экономики и содержит языковые и речевые задания, предназначенные для усво-
ения профессиональной терминологии, знание которой призвано помочь студентам изучать МООК с большей пользой. Диагностика сформированности исследуемой компетенции демонстрирует эффективность комплексного использования МООК и электронного курса. Данные опроса студентов также констатируют повышение учебной мотивации при изучении дисциплины.
Ключевые слова: массовый открытый онлайн-курс, иностранный язык, электронный курс, мотивация, смешанное обучение.
Proficiency in a foreign language of the major is one of the main requirements for the quality of the formed educational results of university graduates [1]. Professional foreign language competence is the main goal of teaching a professionally oriented foreign language at a university. Pedagogical science has accumulated vast experience in the field of a competency-based approach to teaching foreign languages at a university, however, pandemic and post-pandemic circumstances, conditions of economic instability in the world require new approaches to teaching academic disciplines, and a practical foreign language course is no exception [2]. Traditional teaching methods are giving way to digital technologies, blended learning and open educational resources [3]. The need to search for new means of development professional foreign language competence among university students determines the relevance of this study. The authors of the study propose to consider massive open online courses through the prism of language support as one of such new means of development professional foreign language competence.
The aim of the study is to develop a system of language support for the process of development professional foreign language competence using a massive open online course and evaluate its effectiveness. The purpose of the study determined its tasks: 1) to develop an electronic course of language support for the process of development professional foreign language competence using MOOCs; 2) to test the course developed through experimental training; 3) to evaluate the effectiveness of using the course developed in the educational process at the university and find out the opinion of students about the experience of studying language support materials. The scientific novelty and theoretical significance of the work lies in the experimental verification of the feasibility of using language support for the process of studying a massive open online course by university students in the formation of their professional foreign language competence. The practical significance of the study is expressed in the use of the developed educational and methodological materials in the educational process of a particular educational institution, as well as in the possibility of using the results of the study by scientists studying the mechanisms of integrating MOOCs into the educational process of the university, and foreign language teachers at the university.
Massive open online courses are an evolutionary form of open educational resources. They are designed mainly by the world-famous educational organizations. Courses are developed mainly in English to ensure a large student population. This fact allows the use of subject MOOCs in a foreign language in the formation of professional foreign language competence of studentsofnon-linguistic universities [4].
MOOCs have been the object of attentionof the acodemic commonitytooolmost 10 years. Scientists-methodologists and university professors of practice have formed an extensive corpus of scientific publications on numerous aspects of the study of massive open online courses: the use of snlcjemtMOOCs in thedeniyn ofa foreitjn language educational environment [5], the use of MOOCs for content and language integrated learning [6], language teaching fors|deyialcuryodes [7],the integrmtion sf MOOCs into the educational program in a foreign language in a non-linguistic university [8], the formation of educational autonomyosinyMOOCo [Oj, tCsusomtMOOCrt in a transport university for teaching a foreign language [10], teaching business correspondence in a foreign language [11], the organization of the educational process in non-linguistic universities [12], the use of MOOCs in teat^ng Rus^^^n as a fsteCn Ion gurcje at the university [13], increasing the effectiveness of teaching a foreign language online [14] etc. However, the issues of using language support in the development of professional foreign language competence using MOOCs are insufficiently considered in the scientific and methodological literature, which determines the subject and object of this study.
At the first stage of the study, we developed an electronic course of language support for the development of professional foreign language competence using MOOCs in the electronic educational environment of the University. As a term "language support" in the framework of this study, we mean the totality of the use by the teacher and students of preparatory materials that adapt the educational process, developed for subject MOOCs, as well as methods and techniques of semantization in content and language integrated learning, aimed at understanding the foreign language content of learning by students, according to opportunities to avoid using their native language in classroom. The electronic course is a glossary of basic terms and a set of speech and language exercises structured from simple to complex: at the beginning of the course there are tasks at the word level, then at the collocation level, then there are tasks at the sentence level and the final element of the course are tasks at the text level. Examples of are demonstrated in Table 1.
Approbation of the course was carried out at the Department of Foreign Languages of the NSUEM for 2 terms. 44 students of the control and experimental groups majoring in Economics studied a professional foreign language in the workload of 3 academic hours per week. John Allison, Paul Emmerson The Business 2.0. Intermediate. Macmillan, 2013 was used as the main textbook in two groups of students. Students from both groups enrolled in the "Business Foundadon s" MOOC Seeclcllzatlon on Coursera. The online course series is developed by The University of Pennsylvania.
Table 1
The structure of task formulations of the electronic course for language support
Level of tasks organization Examples of task formulations
Word level Write a word out of the letters. Match oral and written forms of the words. Choose all words with the stressed first/second/third syllable.
Collocation level Match the terms and their translation. Match the synonyms. Match the term and its graphical representation. Match the collocations and their translation. Select a word which you think goes best with the word given.
Sentence level Complete the sentences using English equivalent of the words in brackets. Match the terms with their definitions. Order the words to make sentences. Answer the questions. Read the following statements and decide if they are true or false.
Text level Fill in the gapes choosing a correct word from the list. Put the sentences of the text in the correct order. Watch the video and fill in the gapes in the text. Listen to the audio and answer the questions.
The following 6 MOOCs are part of the Specialization: "Introduction to Marketing", "Introduction to Financial Accounting", "Managing Social and Human Capital", "Introduction to Corporate Finance", "Introduction to Operations Management" and "Wharton Business Foundations Capstone". The key and defining difference was that the students of the control group paid more attention to the main textbook using a workbook, while the students of the experimental group studied the materials of the electronic languagesu pportcourse. Thus, studentsof thecontrol grouplnthe classroom studied the materials of the main textbook, and in their free time studied the materials of the whrTOoo k anSdlOOC matetla ls.Thostud entsoftte expetlmen fal group also stud I ed the same main textbook in the classroom, but independently they studied MOOC materials and language support tasks developed by the teacher in advance in the Moodle e1 epronm 1 enrnlsgenvirenment.
As diagnostic materials, the author's control and measuring materials in the fotmat ofthpOambtldc e Bus I nnss EnglIsPCertitlcota eoamweteuse d.oimedatam-sessing the skills of listening, reading, writing and speaking in a professional field for stuUants. SBereoultsof SlTgnoslsgthe leeel of dmvelapmnnt of profceslonnlfotelgs language competence among economics students in the control and experimental groups at the pre-experimental and post-experimental stages are demonstrated ¡n Ra, m
dig M ICe results O hlashovlnh t holovelef profeGCюnalforeigoIangiOde competence
In the absence of significant differences in the level of development of professional foreign language competence in the control and experimental groups before experimental training (the difference is less than 1%), there is a significant difference in the level of formation of the same competence between students of the experimental and control groups after 1 year of experiential learning. This may indicate the expediency of developing and using language support tasks for the formation of professional foreign language competence using MOOCs. The language support e-learning course is saturated with professional terminology, which makes a positive contribution to the process of studying MOOC materials and makes this process more effective.
At the final stage of the study, we conducted a survey of students from the experimental group regarding their experience of using the language support electronic course in the educational process. The students were unanimous in their opinion that the preliminary independent study of the professional vocabulary that they encountered on the MOOC web pages in the future increased their understanding of the online course materials, which in turn increased their motivation for learning. It should be noted that all students of the experimental group completed the study of MOOCs, presenting the final project of the course specialization to groupmates, while two students of the control group, for subjective reasons, could not complete the study of the MOOC specialization. It is known that the incompleteness of MOOCs is the main weak point of this electronic educational technology. In our case, the results of the study can be interpreted as the fact that the use of an electronic course of language support in the
Библиографический список
development of professional foreign language competence increases the chances of economics students to reach the end point of the MOOC design. The use of an electronic course of language support makes the process of development professional foreign language competence among economics students more effective compared to the separate integration of MOOCs into a foreign language teaching program.
Thus, the integrated use of MOOCs and an electronic course of language support in the electronic educational environment of the university can become one of the new ways to form the professional foreign language competence of university students in the context of digitalization and the shift to blended learning. The use of an electronic language support course, although it requires a lot of money for a foreign language teacher to develop it, provides better results in the development of professional foreign language competence of university students when using MOOCs. Students give a positive assessment of their experience of studying the electronic course of language support and indicate an increase in their motivation to study the discipline. The results of the study can be useful for teachers of a foreign language in non-linguistic universities, heads of departments providing foreign language training for students at the faculties of the university, as well as for scientists studying various aspects of the integration of MOOCs into the educational process of higher education. Prospects for research may be the development of educational materials of the grammatical minimum to support the study of MOOCs, as well as the study of the development of other professional or general competencies among students of various areas of training.
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Статья поступила в редакцию 11.09.22
УДК 378
Kotiurova I.A., Cand. of Sciences (Philology), senior lecturer, Head of Department of German and French Languages, Petrozavodsk State University (Petrozavodsk, Russia), E-mail: [email protected]
SUBJECTIVITY IN THE EVALUATION OF FOREIGN LANGUAGE WRITING. Evaluation is one of the most important components of the educational process. Despite the tendency to use various kinds of tests in teaching practice, essays and other written works in a foreign language are still being checked manually by teachers in the vast majority of cases. The issue of subjectivity in such an evaluation is solved by defining explicit assessment criteria, however the author questions
