Blended learning tecnology for philology students' foreign language teaching

Abstract

The article is devoted to the problem of foreign language distance teaching, the choice of methods, technologies and techniques for the development of philology students informative and communicative competence. The author uses analysis, synthesis and systematization methods to consider the results of research achieved by the specialists in the area under consideration; pedagogical observation. Current distance teaching technologies are analyzed, the effectiveness of foreign language teaching process organized in the form of Blended Learning technology is proved and its numerous advantages are described: the possibility of individual teaching process in groups with different level of foreign language knowledge and abilities, students individual and psychological characteristics consideration in the studying and teaching process, beneficial conditions for students interpersonal communication and communicative competence development in class, development of independence, responsibility and ability to use information technologies while working with online platforms. Experience of Blended Learning technology usage in the process of philology students foreign language teaching is presented. The author describes face-to-face driver and rotation models chosen for the purposes of teaching; the possibilities of online platform Zoom for videoconferences held in real time and replacing eye-to-eye teacher-students contact under the circumstances of COVID-19 pandemic; and proves the importance of digital educational platform Skyes University introduction into the process of foreign language teaching as a source of additional material in face-to-face studies and for students independent learning process. The author comes to the conclusion that foreign language teaching process organized with the help of Blended Learning technology contributes to information skill successful formation and effective communication in native and foreign languages.

Attitude of University Students to the Information Content of Electronic Educational Platforms

“…Kafiyatullina [23], M.P. Kozyreva [24], L. Peng, and L.N. Ruliene [25] study the potential for integration and models of using online courses in the educational process of universities.…”

“…Ruliene [25] study the potential for integration and models of using online courses in the educational process of universities. Based on the generalization of these publications [19][20][21][22][23][24][25], our study systematizes the advantages of online educational platforms, success factors and models for using online courses in the educational process. To do this, it is important to clarify various interpretations of the concepts of the online educational platform (Table 2) and online course.…”

“…M.P. Kozyreva presents the following models for using online courses: support for face-to-face learning; the rotational model, or learning by combining traditional classroom learning with independent study of an online course; flexible model, or teaching mainly through an online platform and the teacher's consulting with students; online laboratory, or mastering the course in the classroom through online platforms with the direct participation of the teacher; the mix-it-yourself model, or students decide on their own which topics of the training course to supplement with online classes; learning through an online platform and remote (distant) interaction with the teacher [24].…”