“Flipped Classroom” Technology in Teaching Foreign Languages

Gilyazeva, Emma Nikolaevna; Evgrafova, Olga; Sharypova, N. Kh.; Akhunzianova, Raisa

doi:10.1007/978-3-030-37737-3_21

Cited by 3 publications

(4 citation statements)

References 5 publications

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“…Стоит также отметить, что к концу семестра уровень сформированности языковой компетенции повысился не только в экспериментальной, но и в контрольной группе. Это, безусловно, свидетельствует о том, что традиционные методы преподавания иностранного языка не утратили своей значимости, и контактная работа с преподавателем необходима при изучении иностранного языка, однако внедрение современных технологий смешанного обучения, в частности модели «перевернутый класс», позволяет усовершенствовать образовательный процесс [8].…”

Section: обсуждение результатовunclassified

“…При смешанном формате преподаватель заменяет часть аудиторных занятий на дистанционные, однако методика ведения урока и распределение дидактических ролей могут оставаться неизменными. «Перевёрнутое» обучение представляет собой лишь одну из моделей реализации смешанного обучения, при которой аудиторные занятия отводятся на выполнение упражнений, лабораторных и практических исследований, а усвоение нового материала происходит в автономном режиме посредством применения онлайн-технологий и использования возможностей цифровой образовательной среды [8]. Согласно M. Valizadeh, перевернутая модель смешанного обучения -недавно появившийся подход, в основе которого лежит активное обучение [9, c. 761].…”

Section: Introductionunclassified

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Business English blended learning of non-linguistic students: the flipped classroom teaching model

Жарина¹,

Shulepova²,

Borisenko³

et al. 2021

P Sci Edu

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The challenges faced by modern Russian education make require the transformation of traditional teaching models and the introduction of innovative ones. One solution is the use of blended learning. Despite the existing scientific works in this area, the issue of the effectiveness of such a learning model in the formation of foreign language communicative competence remains open. The purpose of this experimental study is to determine the effectiveness of using the "flipped classroom" blended model in teaching the 3rd year students of the College of Economics of the South Russian Institute of Management of the Russian Academy of National Economy and Public Administration under the President of the Russian Federation the discipline "Foreign language in business communication". The experiment was carried out from 2019 to 2020, the total number of participants was 81. Two groups were allocated during the study: experimental group (n = 40) and reference group (n = 41). The participants in the experimental group were trained using the new educational technology "flipped classroom". The members of the reference group were trained using traditional educational technology. To determine the effectiveness of the technologies used, as well as to determine the qualitative changes after the implementation of the pedagogical influence, the nonparametric Pearson χ2 criterion was applied. The critical level of statistical significance when testing the null hypothesis was taken equal to 0.05. In all cases, bilateral variants of the criteria were used. The results obtained (xemp2 = 8.095 > x0.052 = 7.815) led to the conclusion that the "flipped classroom" blended teaching model has an advantage in its effectiveness over traditional teaching in the formation of language competence. The experiment has shown that this format helps students to implement an individual learning path, which contributes to the improvement of educational performance.

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Section: обсуждение результатовunclassified

Section: Introductionunclassified

Business English blended learning of non-linguistic students: the flipped classroom teaching model

Жарина¹,

Shulepova²,

Borisenko³

et al. 2021

P Sci Edu

View full text Add to dashboard Cite

show abstract

“…Therefore, as an educational model focusing on students' differences and meeting their personalized learning Personalizing Students' Learning Needs by a Teaching Decision Optimization Method needs, personalized education has gradually become a hot topic in education [4][5][6]. As the main venue for cultivating students, classroom teaching is of crucial importance for realizing personalized education in this context [7][8][9][10][11][12][13].…”

Section: Introductionmentioning

confidence: 99%

Personalizing Students' Learning Needs by a Teaching Decision Optimization Method

Zhang,

Shi,

2023

Int. J. Emerg. Technol. Learn.

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With the rapid development of educational technology and the deepening of educational system reform, personalized education has gradually become an important topic in education. However, existing classroom teaching decision-making methods often fail to meet students’ personalized learning needs, resulting in some students being unable to reach their full potential in the classroom. To solve this problem, this study proposed a multi-conditional factor classroom teaching decision optimization method based on the improved particle swarm optimization (IPSO) algorithm, and predicted students’ personalized learning needs by combining with the improved ant colony optimization-support vector regression (IACO-SVR) model. First, the IACO-SVR model was used to collect students’ learning data, such as grades, interests, hobbies and learning progress, to accurately predict their needs in different teaching contexts. Second, the IPSO algorithm was used to optimize the multi-conditional factor classroom teaching decisions, thus meeting the personalized needs of students. The IPSO algorithm had strong global search ability, which effectively found the optimal solution to achieve personalized teaching strategies. It is expected that the teaching quality can be improved by predicting the personalized learning needs of students and optimizing classroom teaching decisions in this study, thus providing better support for their comprehensive development. In addition, the results of this study can provide theoretical basis and reference for administrative departments of education and schools to formulate personalized education policies.

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“…With the beginning of the integration of higher education in Ukraine into the European educational system, considerable changes are taking place in the process of teaching academic disciplines. Technology, forms and means of teaching are being optimised, and ways to motivate the assimilation of necessary information are being improved (Gilyazeva et al, 2020). In this regard, it is important to improve the quality of education of international students.…”

Section: Introductionmentioning

confidence: 99%

Retracted: The role of colour coding of educational materials when studying grammatical categories of the Ukrainian language by foreign students

Zavaruieva

Bondarenko

Fedko

2022

Review of Education

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The paper considers the practical experience of creating educational visual materials on the Ukrainian language as a foreign language using innovative technologies, namely, the specifics of the role and place of colour and colour symbols as a code sign during the assimilation of new educational information. This study employed the following theoretical methods—analysis, systematisation and generalisation of modern research; empirical methods—experimental work; statistical methods—qualitative and quantitative processing of the results of empirical research; systematisation and correlation of the results of empirical research in accordance with the values of the case paradigm of the Ukrainian language. It was established that colour can affect not only a person’s emotions and behaviour, but also cognitive processes, thinking and memory. Upon recollecting information, a person reproduces events and focuses on everything associated with them. Within the framework of this study, the authors have identified the role of the influence of colour on the activation and mobilisation of students’ attention and memory, found ways to learn grammatical categories of the Ukrainian language using a generalising colour table. The authors proved that studying grammatical categories of the Ukrainian language using the colour coding method improves awareness and reproduction of educational information.

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“Flipped Classroom” Technology in Teaching Foreign Languages

Cited by 3 publications

References 5 publications

Business English blended learning of non-linguistic students: the flipped classroom teaching model

Business English blended learning of non-linguistic students: the flipped classroom teaching model

Personalizing Students' Learning Needs by a Teaching Decision Optimization Method

Retracted: The role of colour coding of educational materials when studying grammatical categories of the Ukrainian language by foreign students

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