Implementation of LMS Into Teaching Esp to Ecological Faculty Students

Abstract

The purpose of this study is to identify the relevance of LMS-based flipped classroom model for teaching English for specific purposes. The research is based on a case study conducted with a group of 2d year Environmental Sciences students who study English for specific purposes at a university level. To integrate computer-assisted module into everyday educational practices an LMS-based course was created. The students were asked to log into the LMS on a weekly basis and perform activities complementing on-site learning. The process has been evaluated by means of weekly follow-up as well as monthly quizzes. The students were asked to take part in a survey contemplating the motivational and educational value of the LMS-based training. The paper discusses the findings, outlines major challenges the instructor has to overcome having employed such semi-flipped classroom format and offers plausible solutions.Key words: fl ipped classroom, LMS, English for specific purposes, case study INTRODUCTIONThe concept of bringing technology to the classroom is not new, it has been studied in many respects within the framework of blended learning [1][2][3]. The idea behind seamless technology integration is in combining traditional in-class activities with enhancing target language use outside the class [4]. Reversing the traditional teaching model with substantial amount of work done by the students independently and the classroom activities reserved for discussion and practice, is usually referred to as flipped teaching model. This term has been coined recently, though the approach itself has existed for a while [5]. Alongside with inverted [6] and inverted classroom [7] this term has been used to describe teaching model that requires substantial preparation on the student's side prior to classroom discussion and practice. Pedagogical value of the described approach roots in active learning -the students get involved in acquiring new information on their own, coming up with elaborations and ideas by themselves, rather than being fed ideas by the instructor [8]. Active learning transforms the teaching process -it becomes student-centered, rather than teacher centered [9]. As a result, the amount of time spent on theoretical activities reduces significantly, allowing to double the time spent on practical activities [10] Practical activities involve group discussions, problem-based learning, case studies, collaborative learning and inquiry-based learning -all of that aimed at fostering motivation and increasing consistency of educational strategies. INTENDED OUTCOMESThis paper focuses on the discussion of introduction of LMS-based active learning component into the course of English for specific purposes at university level. This approach is aimed at addressing several challenges. Firstly, students of non-linguistic specialization at RUDN University have very limited number of English classes, however, they are supposed to present their BSc thesis in English. Apparently, this requires high level of academic English proficiency....

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

“…The process was evaluated by means of weekly follow-ups as well as monthly quizzes (Rudneva, Valeeva, 2017).…”

“…be focused on the future specialty of students, be informative and relevant; -be polemic, stimulate debate and discussion; -be authentic, unadapted, logically built, rich in scientific terminology, with complex grammatical structures» (Rudneva, Valeeva, 2017).…”