CC BY
0
Педагогика
Мотивационные факторы при смешанном изучении иностранных языков
Диуани Рефка, аспирант, Институт иностранных языков, Российский университет дружбы народов.
Цель исследования - определить необходимые шаги по формированию мотивации студента в смешанном языковом классе. Самая большая проблема в преподавании языка заключается в том, как удержать интерес студента путем обучения и повышения его языковых навыков. В последние годы спрос полиязычных студентов растет в различных областях, и положительное отношение играет решающую роль в изучении любого иностранного языка, так что мы начинаем серьезно задумываться о том, чтобы дать методические советы инструкторам, а также учащемуся хорошо заняться дисциплиной и добиться хорошего академического результата. Научная новизна исследования характеризуется обоснованием значимости мотивационных факторов при смешанном изучении иностранных языков. Полученные результаты свидетельствуют о том, что реальная проблема отсутствия мотивации к изучению ПФ заключается в отсутствии интереса к психологическим факторам, которые играют важную роль в продолжении учебного процесса; особенно в последнее время и в связи с кризисами, которые прокатились по миру и вынудили нас использовать технологии, не овладев необходимыми навыками для надлежащего управления смешанными языковыми классами.
Ключевые слова: лингвистические навыки; мотивация; иностранные языки; когнитивная психология; смешанный языковой класс.
Цитировать: Diouani R. Motivational factors in blending learning foreign languages // KANT. – 2023. – №1(46). – С. 253-256. EDN: CMBGGD. DOI: 10.24923/2222-243X.2023-46.45
Diouani Refka, Postgraduate student, Department of Theory and Practice of Foreign Languages, Institute of Foreign Languages of the RUDN University, Moscow
ORCID: 0000-0002-8707-9131
The purpose of the study is to determine the necessary steps to form a student's motivation in a mixed language class. The biggest problem in language teaching is how to keep the student's interest by teaching and improving his language skills. In recent years, the demand of multilingual students has been growing in various fields, and a positive attitude plays a crucial role in learning any foreign language, so we are beginning to seriously think about giving methodological advice to instructors, as well as to the student to do well in the discipline and achieve a good academic result. The scientific novelty of the study is characterized by the substantiation of the importance of motivational factors in the mixed study of foreign languages. The results obtained indicate that the real problem of the lack of motivation to study PF is the lack of interest in psychological factors that play an important role in the continuation of the educational process; especially recently and in connection with the crises that swept the world and forced us to use technology without mastering the necessary skills for proper management of mixed language classes.
Keywords: Linguistic skills; motivation; foreign languages; cognitive psychology; Blended language classroom.
5.8.2
Diouani Refka
Motivational factors in blending learning foreign languages
Introduction
Educational technologies are actively entering all the spheres of our lives nowadays. The education field is no exception, so with the help of digital technologies, professors can present material more effective and interactive this is what we expect from the use of technology in teaching, that’s why teaching opportunities are expending significantly. Digitalization also implies independent studying the educational program. An educator acts as an assistant, tutor who the students may refer to in case of necessity.[6] In this regard, professors have to investigate modern educational system. Since 2020 blended learning and flipped classroom approaches moving to be intensify used in the new educational system as a necessity for the continuity of the learning process and not only an addition to the face-to-face learning. .[7] Specially in learning FL, so the institution are making considerable efforts to integrate ICT into language classroom this is method are favored by teachers and education experts because contribute to ensuring the continuity of the educational process and involving the student more as an essential component rather than a contributor (Na Wang, Juanwen Chen, Mankin Tai & Jingyuan Zhang, 2019)
This can be summarized that the experience has evolved and is not new, and that the student is accustomed to this technology. Among the difficulties in the field of language teaching in the recent years is improving the level of using the blended learning technology to learn foreign languages, taking into account the psychological factors. Methodists and linguistics may notice that there is not a good strategy, which studies the psychological dimensions of learning foreign languages, especially critical languages that, requires more studies and research to develop their methods of teaching in the context of technological development and study the behavioral dimensions of learning these languages. [15; 13] Cause of the different grammatical structure and the lack of digital resources, also the specialist in these languages. In other side the increase of online resources for teaching languages the students sometimes faced with the question of the effectiveness of the online courses and how much can help them improve their communicative skills. [1] This can lead them to a difficult with their self-confidence and self-control if they are ready to reach by themselves a good level of foreign language proficient. And as knowing it make them unmotivated cause they felt unable to achieve their learning objective. [3] Moreover, emotions can both enhance and interfere with learning depending on which ones are driving the experience.
Emotions can affect the educational process positively or negatively it depends on the age category of the learner and some time on the character of the person to what extent is he/ she sticking to learning without being affected by difficulties. In other words, emotional engagement with course material can help him be more engaged and improve their perception, so learning activities should be an emotional catalyst. (Burch et al., 2019; Rowe & Fitness, 2018; Vince, 2016; Vogl et al., 2020). [8] Scientists have conducted several studies about epistemic emotions and the relation with student’s perception; for example in learning critical languages students they didn’t have any idea about grammar or the structure of the sentences with different from English and almost they expect, that they can after two months they can speak and write, but in the reality is not, so Students’ expectations or goals for learning play a crucial role as an antecedent condition for how they experience negative emotions (Vogl et al., 2020, C. 625). [14]
In 1998 at Columbia a study was conducted by a professor Claudia M. Mueller define the theory Locus of control on student’s motivation, this is concept was first proposed by Rotter (1996) an expert on social learning theory explain how the external factors affect learners’ productivity and guide them to believe that their unable to achieve a good academic result. [2]. External expectation has a negative effect on their academic skills, the more they believe that, they could control their academic outcomes the more appropriate their academic behavior and the higher their academic achievement and outcomes. [11; 12] As teacher we should be trying to teach the students to take control of their own learning. This mean that is important to help them understand the benefits of cultivating an internal locus of control.
Blended learning classroom approach has been coupled with different epistemological understandings and learning theories, as they mention researchers is an instructional and didactic approach (Oliver & Trigwell, 2005) defined as a combination between the positive attributes of online and offline education to enhance the quality of learning, also "Hybridization then being understood as a consequence of innovation (Charlier et al., 2006: 480-481). [18] However, despite its importance, academic attention to the role of motivation in blended learning FL classroom is rather limited. While many scholars suggest that one of the acquisition of languages is the digital content in face-to-face learning or offline.
Main part
Useful methods to engage students and increase their motivation. It is no secret that the motivation of students to a greater extent depends on the teacher, on his ability to interest the student and influence his active work.
Conducting classes in the classroom allows teachers to interact directly with students, which increases their involvement in the learning process. During online studiers, keeping students motivated in online learning becomes more difficult, so many successful organizers recommend using the following methods to engage students and increase their motivation:
1. Give timely and supportive feedback
Feedback is critical in blended learning. When the learning process takes place in the classroom, the teacher has many opportunities for real-time feedback, which makes it possible to simplify the learning process for students and to identify their mistakes in advance, to help them. When classes are taught at a distance, delayed feedback can lead students to feel isolated and unsuccessful in difficult situations.
There are many programs teacher can use to give supportive feedback exactly when your students need it. This can be chat or audio messages on WhatsApp, video conferences on Zoom to discuss important issues and conduct virtual feedback sessions or online consultations on Skype. [5]
2. Provide easy access to resources
There are an incredible amount of educational materials available on the Internet. The task of the teacher is to provide links to free and easily accessible resources on the topics studied. In this way, you will ensure that students always have access to them and receive all the necessary information on the course.
These may be links to:
• Websites as a starting point for learning something;
• YouTube channels with useful educational materials;
• Teacher`s personal training materials (video, audio, presentations, text, etc.), carefully prepared and uploaded to Google or Yandex Disk.
It is important to ensure that students access materials that are not copyrighted or are officially distributed on the Internet with the consent of their owner. Using material that is illegally posted online can be an academically unfair practice. . [10]
3. Use different teaching methods
All people are different. Some of the students perceive information better in visual form, others - in the form of text, others - by ear. Offline learning allows students with different cognitive styles to be successful in mastering educational programs. However, distance learning may lack some familiar components, making it difficult for students to master the course. The task of the teacher is to ensure that the course materials include visual, audio and text format. This will put all students on an equal footing for understanding.
In practice, this diversity can be achieved by enriching each lecture:
• textual information;
• videos explaining and illustrating key points;
• a discussion board or class with students on Zoom (or any other platform);
• presentation with the main material.
4. Be enthusiastic during blended education
It is no secret that teachers who are inspired and love their subject can inspire students. Even the most motivated students lose interest in a subject if they do not see the same interest from the teacher. [4]
Give interesting lectures, organize emotional and involved discussions, connect the course material with real life, and you will see that even students who do not shine in their studies persevere and successfully master the course.
5. Good planning and organization
A real classroom allows the teacher to improvise if there are any technical hitches. However, in the online space, good planning and organization is key to effective learning and student interest. After all, if the teacher adjusts the microphone during the first 10 minutes of the lecture, the patience of the students can only be envied. It's also unlikely that anyone will like broken homework links. Thus, planning is vital both technically and educationally to keep the learning process smooth and the students satisfied.
6. Give specific and understandable examples
Almost any field of knowledge can be tied to specific life situations, linking theory with practice. In order for students to stay motivated, they need to believe that they are capable of succeeding (that is, they are competent) and that the education is in line with their goals of personal or professional growth.
7. Increase student autonomy
Blended learning largely depends on the level of independence of students. In the online space, students succeed only if they are able to control their learning process, and the task of the teacher is to help them. For example, you can create a calendar of tasks and a schedule of materials that will be studied in the course. A good move is to provide students with new educational scenarios and situations, thereby teaching them to make independent decisions.
And do not forget to explain again and again the rules and structure of the movement in online courses. What is the score for and what should the answer look like in the form [9]
Conclusion
The flexibility of blended learning allows learners to access content any time from any place and fosters autonomous learning. Of course, online learning is different from traditional learning, but times are changing and we cannot teach according to the old standards, ignoring today's needs of learners. Education is undergoing fundamental transformations, so educators should be ready for changes, adapt to the requirements of digitalization. Make your online courses accessible, convenient, interesting and you will definitely receive a reward in the form of progress and gratitude from students. Blended learning is a didactic approach to teaching and learning that combines traditional face-to-face instruction with online activities. This approach has become increasingly popular in recent years, as it allows for a more flexible, personalized, and interactive learning experience. In a blended learning environment, students are able to access course content online at their own pace, while also engaging in live lectures or discussions with their instructor. Additionally, the use of technology allows for greater collaboration among students and generate images and text without limits. The traditional method of teaching and learning there is not a lot of opportunity to practice the language even in classroom the teacher didn’t use the technology or a digital content so blending leaning provides always an effective tool to increase the attention of the students.
References:
1. Arbaugh, J. B. One Bridge, (at Least) Two paths: Reflections on “Virtual Classroom Characteristics and Student Satisfaction in Internet-Based MBA Courses”. Journal of Management Education, 42(4) .2018. - C. 524–532.
2. AGNEW, Nelvia C., SLATE, John R., JONES, Craig H., et al. Academic behaviors as a function of academic achievement, locus of control & motivational orientation. NACTA journal, .1993. - C. 24-27.
3. Burch, G. F., Giambatista, R. C., Batchelor, J. H., Burch, J. J., Hoover, J., & Heller, N. A. A metaanalysis of the relationship between experiential learning and learning outcomes. Decision Sciences Journal of Innovative Education, 17(3).2019. - C. 239–273.
4. CHILINGARYAN, Kamo et gorbatenko, Rimma. Motivation in language learning. In: 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. 2015. - C. 557-562.
5. CROSS, Ruford. Synchronous Online Teaching of English as a Foreign Language with Young Learners: How Do Teachers Do It? 2020.
6. Jin, Y., & Zhang, L. J. The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement. International Journal of Bilingual Education and Bilingualism, 24(7).2021. - C. 948-962.
7. KHAYDAROVA, Umida, Mustafaeva, Noila, et Abdurakhmonov, Bakhodir. Issues on encreasing motivation in language learning process. International Journal of Advanced Science and Technology, vol. 29, №05. 2020. - C. 1479-1482.
8. Li, C. A positive psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement. Journal of Multilingual and Multicultural Development, 41(3). 2020. - C. 246-263.
9. McHone, Cheryl. Blended learning integration: Student Motivation and Autonomy in a blended learning environment. Diss. East Tennessee State University, 2020.
10. R OXFORD, R., & SHEARIN, J. Language Learning Motivation: Expanding the Theoretical Framework. The Modern Language Journal, 78(1). 1994. - C. 12–28.
11. Stocks, A. April, K. and Lynton, N. Locus of control and subjective well-being; a cross-cultural study. Problems and Perspectives in Management.2012. 10(1) - C. 50.
12. Wang, N., Chen, J., Tai, M., & Zhang, J. Blended learning for Chinese university EFL learners: Learning environment and learner perceptions. Computer Assisted Language Learning, 34(3). 2021. - C. 297-323.
13. Wright, S., Dean, K. L., & Forray, J. M. Negative student emotions and educator skill in experiential education: a taxonomy of classroom activities. Higher Education, 83(5). 2022. - C 987-1002.
14. Vogl, E., Pekrun, R., Murayama, K., & Loderer, K. Surprised–curious–confused: Epistemic emotions and knowledge exploration. Emotion, 20(4). 2020. C - 625–641.
15. Wolfe, J. The effects of perceived success or failure on locus of control orientation in college students. Sentience: Undergraduate Journal of Psychology. 2011. - C.11-17
