Developing Speaking Skills Through Cartoons in English for Specific Purposes (Esp) Classes. A Case Study of Ecological Faculty Students

Nigmatzyanova, Yulia; Valeeva, Nailya; Rudneva, Maria; Guslyakova, Alla; Ulanova, Kapitolina; Pavlova, Еlena

doi:10.21125/inted.2019.1026

Cited by 2 publications

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“…Modern language education aims to develop communicative foreign language competencies in students and engage future professionals in a job-oriented global information context (Kostyukova & Morozova, 2011;Nigmatzyanova et al, 2019). Successful achievement of these goals involves the creation of a learning environment based on the implementation of ESP principles (Bowker & Pearson, 2002;Douglas, 2000;Hutchinson & Waters, 1982;Wegener, 2008) and, above all, the principle of authenticity (Torregrosa & Peñamaría, 2011).…”

Section: Introductionmentioning

confidence: 99%

Environmental Online Discourse In Developing Professional Foreign Language Competence Of Ecology Students

Pavlova¹

2020

European Proceedings of Social and Behavioural Sciences

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Section: Introductionmentioning

confidence: 99%

Environmental Online Discourse In Developing Professional Foreign Language Competence Of Ecology Students

Pavlova¹

2020

European Proceedings of Social and Behavioural Sciences

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M-learning in Teaching ESP: Case Study of Ecology Students

Valeeva¹,

Pavlova²,

Zakirova³

2019

European Journal of Contemporary Education

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The paper presents research results on mobile learning of English for specific purposes to ecology students with the help of the Quizlet learning platform. The study was conducted in four stages: the students were surveyed about their mobile devices, and then they underwent an experimental mobile learning process during one term. The next stage was to work with authentic texts, during which the skills developed for reading comprehension of authentic specialized texts were assessed. In order to incorporate subjectspecific vocabulary into professional discourse, in-class discussions were organized with students at the same stage of the study. The students were assigned to agree or disagree with the statements, prove their point, make arguments using familiar vocabulary on these topics. Such classroom discussions have shown that the subject-specific vocabulary the students mastered in the process of mobile learning is active. In our opinion, this is a very important result of mobile learning. The students also note that it is now easier for them to make up statements on professional topics and participate in conversations after mobile training. At the final stage, the students were surveyed once again in order to clarify their impressions of mobile learning. The paper shows the students are sufficiently equipped with mobile technologies and highly motivated to m-learning. The objective test results and a high level of accuracy when doing followup activities and final tests indicate that mobile learning has increased the effectiveness of teaching ESP. Mobile devices and, above all, smartphones can form a personalized learning environment which is motivating and challenging at the same time. Employment of m-learning tools in ESP instruction, besides increasing foreign language proficiency, enhances the levels of students' satisfaction and motivation which are crucial for professional foreign language communication throughout life.

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Developing Speaking Skills Through Cartoons in English for Specific Purposes (Esp) Classes. A Case Study of Ecological Faculty Students

Cited by 2 publications

References 0 publications

Environmental Online Discourse In Developing Professional Foreign Language Competence Of Ecology Students

Environmental Online Discourse In Developing Professional Foreign Language Competence Of Ecology Students

M-learning in Teaching ESP: Case Study of Ecology Students

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