CC BY
24
DOI: https://doi.org/10.23670/IRJ.2022.117.3.085
ОНЛАЙН-СЕРВИС PADLET КАК ЭФФЕКТИВНЫЙ ИНСТРУМЕНТ ИНТЕРАКТИВНОГО ОБУЧЕНИЯ
ИНОСТРАННОМУ ЯЗЫКУ
Научная статья
Ныгметова Б.Д.1, Перескокова К.О.2' *, Сенина К.Я.3, Чепелюк А.И.4, Рой А.В.5
1 ORCID: 0000-0002-2407-8318;
1-5 Павлодарский педагогический университет, Павлодар, Казахстан
* Корреспондирующий автор (glossy_lemon[at]mail.ru)
Аннотация
Данная статья направлена на поиск и реализацию возможных способов применения интернет-сервиса Padlet при организации интерактивного взаимодействия обучающихся на онлайн-уроках иностранного языка. По мнению авторов, интернет-сервис Padlet является важным инструментом в организации интерактивного взаимодействия обучающихся на онлайн уроках. Для изучения поставленного вопроса были выбраны эмпирические и теоретические методы исследования. В результате исследования авторы статьи на теоретической и практической основе показывают эффективные способы применения возможностей интернет-сервиса Padlet, способствующие успешной организации интерактивного взаимодействия обучающихся на онлайн уроках иностранного языка.
Ключевые слова: интерактивность, интерактивное взаимодействие, онлайн-урок, иностранный язык, интернет-сервис, Padlet.
PADLET ONLINE SERVICE AS AN EFFECTIVE TOOL FOR INTERACTIVE TEACHING
OF FOREIGN LANGUAGE
Research article
Nygmetova B.D.1, Pereskokova K.O.2' * Senina K.Ya.3, Chepelyuk A.I.4, Roy A.V.5
1 ORCID: 0000-0002-2407-8318;
1-5 Pavlodar Pedagogical University, Pavlodar, Kazakhstan
* Corresponding author (glossy_lemon[at]mail.ru )
Abstract
This article examines the issue of finding and implementing possible methods of using the Padlet Internet service during the organization of interactive cooperation of students in online foreign language lessons. According to the authors, the Padlet Internet service is an important tool in organizing interactive cooperation of students in online lessons. Empirical and theoretical research methods were selected to study the issue under study. As a result of the research, the authors of the article on a theoretical and practical basis demonstrate effective ways of using the features of the Padlet Internet service that contribute to the successful organization of interactive cooperation of students in online foreign language lessons.
Keywords: interactivity, interactive cooperation, online lesson, foreign language, Internet service, Padlet.
Introduction
With the start of the COVID-19 pandemic in the Republic of Kazakhstan and the whole world, the issue of further organization and conduct of the educational process for all educational levels arose. Although the issue of organizing the educational process was resolved, however, there was no clarity about organization of interactive cooperation of students in online learning conditions. Thus, this issue is relevant to this day, since all the ways that contribute to the organization of interactive cooperation of students in online lessons have not yet been fully studied, and there is a need to study, test and implement the technology of remote interactive teaching of a foreign language in order to improve the quality of education.
The authors' purpose of this article is to seek and implement possible ways of using the Padlet Internet service in organizing interactive cooperation of students in online foreign language lessons. According to the authors, the Padlet online Internet service is one of the key tools in organizing interactive cooperation of students in online lessons.
In the results of the research, we will try to reveal effective ways of using the Padlet Internet service, contributing to the organization of interactive cooperation of students in online foreign language lessons.
To accomplish the goal, the following tasks were defined by authors:
- collect, study and systematize theoretical material on the research topic;
- create short-term plans for a series of sequential English lessons using interactive teaching methods [1] and the Padlet Internet service;
- conduct a pedagogical experiment on the use of the Padlet Internet service in online foreign language lessons in order to organize interactive cooperation of students;
- analyze the results of the study.
Methods
Empirical and theoretical research methods were selected to study the issue under study [2, P. 15-16].
Empirical research methods include the collection and analysis of the information obtained during the study of domestic and foreign literature, as well as the use of the observation and experiment method, during which qualitative data were obtained. Theoretical research methods were applied to systematize and successfully interpret the collected theoretical data. Methods such as analysis and synthesis helped the authors to study in detail and obtain a general idea of the issue under study for further development of a series of short-term lesson plans.
Results
Online Internet service Padlet [3].
One of the best visual learning tools that promote effective interaction between students and the teacher is the Padlet virtual whiteboard that allows users to combine various forms of information transmission, thereby providing students with the understanding that video and game programs can be successfully used in teaching.
The Padlet Internet service is a tool for collaboration in a virtual space (on a virtual canvas), allowing:
- organize a collective brainstorming session (even if the participants are at a distance);
- prepare a virtual exhibition, poster or wall newspaper on a specific topic;
- organize a collection of ideas, examples on the assigned issue of the topic under study;
- display the results of the information search of students on the topic;
- organize reflection [3].
The research process of effective ways to use the Padlet online service contributing to the organization of interactive cooperation of students in online foreign language lessons was implemented on the basis of the discipline «Environment-oriented and business communication» for 1-2 year students of the specialty «Foreign language: two foreign languages» of Pavlodar Pedagogical University.
In the process of conducting a pedagogical experiment to accomplish the goals and objectives, a series of sequential lessons on the topic of Unit 5 «Success of Failure» was developed based on the use of interactive methods and distance learning technology in teaching a foreign language in online lessons.
According to Evstigneev M.N. [4]: «Distance educational technologies (DET) involve the purposeful organization of educational and cognitive activity of students with the help of modern ICT. At the same time, the interaction between the participants of the educational process occurs indirectly. The education can be conducted at a time convenient for each participant of the educational process, in accordance with the pace of information transfer convenient for him, his individual interests and needs». However, taking into account the above-mentioned features of training organization, distance-learning technologies are considered an effective tool for implementing the system of principles of a student-centered approach.
Based on the basic methodological principles of interactive learning described in the book by T.I. Ermakova and E.G. Ivashkin called «Conducting classes using interactive forms and teaching methods» [5, P. 22-23], it came to the realization that group and pair work was chosen as the basis for a series of sequential lessons. During the group and pair work, students were united through various unconscious (random division) and conscious (self-regulatory division) methods. Work in a group has many positive factors, such as mutual assistance, mutual learning, mutual respect, mutual support, and mutual motivation [6]. In addition, the group form of learning is the key point in organizing interactivity in any lesson format. Along with pair and group work, a collaborative form of work was applied, with the help of which interactivity was also organized during the lesson.
Below there is a description of some effective ways to use the Padlet Internet service, contributing to the organization of interactive cooperation between learners, in this case, students of the higher education, in online foreign language lessons.
1. Organization of brainstorming. One of the effective ways to use the Padlet Internet service is to organize the «brainstorming» method. According to Neustroeva A.P.: «The method of brainstorming is one of the active learning methods, which is aimed at activating thought processes by collaboratively searching for solutions to a difficult problem» [7]. The Pa dlet interactive whiteboard virtual space allows students to post their ideas during the brainstorming method. Students usually work on the Padlet board in pairs or in groups. In addition, the teacher can create an individual online Padlet board for each group and provide groups with an individual link to the prepared task.
Below there is an example of a task for the «brainstorming» method, conducted as part of a pedagogical experiment with 1-2 year students of the language specialty. First, two online Padlet boards were created by us, and during the lesson, before studying new material, students were united into two groups. The task of the students was working in groups generate as many ideas on the topic of «Telephone language» as possible and then post them on the Padlet online board (see figure 1, figure 2). According to the task, students were supposed to suggest various variants of phrases on the topics: «answer the phone call», «ask for someone or something», «describe problem with the line», «finish the conversation».
Fig. 1 - Results of the brainstorming method of the 1st Group
ф Карина Радуга ♦ 4 • меньше минуты
Group 2
Complete the columns with appropriate phrases.
Answering the phone Hello
(Your name) speaking
hello, who's this? Who's calling? Hello there
Asking for
someone/something
could you please...
i need your help
is it possible to..
I have big problems, please, could you send me 100 cookies to this address: "*
Problems
There's bad signal, can you call me later?
There is a connection problem
my internet connection is really poor, ill call you later
Can I put you on hold for a minute? Iliere are some issues
I'm afraid the line is quite bad, could you please call me later?
Finishing the conversation
[hanks for calling, see u later pal ok bye See you
Talk to vou later
i cant talk right now, call me tomorrow
Fig. 2 - Results of the brainstorming method of the 2nd Group
Thus, using the Padlet board for brainstorming, not only collaborative, but also interactive cooperation was created between students in an online lesson: students collaboratively brainstormed ideas and wrote them down.
2. Organization of project work. The Padlet online service can be used for organization of students' project work. In this case, the online whiteboard serves as a tool to facilitate organization of interactive cooperation of students in an online lesson. This is determined by the fact that the project work includes cooperation and collaboration of all participants in the process, thereby interactivity occurs [8].
During the pedagogical experiment, we used the Padlet online whiteboard as a means to facilitate the organization and presentation of students' projects. In one of the online lessons on the topic «Success or Failure», students of the FL -22 group were offered a project task. Students performed their projects working in two groups. The task of the students was to give advice on the topic «How to start a business». All the tips offered by each group were noted on the Padlet online board (see figure 3).
Fig. 3 - The process of project work on the Padlet online board
The advantage of this board is that each of the groups could observe the answers of all project participants. In addition, due to the use of the Padlet online board, the project work process was accompanied by the interactivity of all participants, even if the participants were not connected to a single online conference. This is due to the fact that the Padlet virtual space allows project participants to see each other's comments and thereby participants can correct or change answers, even in asynchronous learning format.
Thus, the Padlet online whiteboard, being a tool for organizing an online lesson, assists to organize the interactivity of students, moreover, not only in synchronous, but also in asynchronous learning format.
Conclusion
In this article, possible ways of using the Padlet Internet service in organizing interactive cooperation of students in online foreign language lessons were considered. It was noticed that the Padlet Internet service is a convenient and multifunctional virtual space, with the help of which it is possible to successfully apply a huge and diverse number of interesting and effective interactive teaching methods. During the pedagogical experiment, such methods as the project method and the «brainstorming» method were used for research.
Thus, the Padlet online service assists in organization of interactive cooperation of students, as it meets all the criteria of interactive teaching: it involves students in the learning process, develops their communicative and language skills, increases the skills of teamwork and pair work, tolerance and respect for each other, as well as this online service provides access to information exchange, is easy to use, free, can be used for any goals and objectives of the educational process.
Конфликт интересов Conflict of Interest
Не указан. None declared.
Список литературы / References
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Список литературы на английском языке / References in English
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