Independent ESP Learners: The Case for Blended Learning

Blended Learning And Critical Thinking

“…Here are some more examples of how blended learning works, e.g. at classes of English for Specific Purposes (ESP) to help learners communicate in the second language independently as well as to develop their critical and creative thinking (López-Ozieblo, 2018). The problems mentioned above may be discussed and solved at ESP classes with students whose major is Economics, Marketing, and Statistics.…”

Blended Technology In FLT With The Elements Of Lexical Approach For Non-Linguists

“…According to Tomlinson and Whittaker (2013), the technology of blended learning with its integration of traditional paradigm and distant techniques might provide an alternative to bridge the gap between current social demands and incomplete readiness of technical universities to meet them. This technology could be most appropriate for ESP courses, which are currently most sought after due to their educational potential and communicative relevance (Darwis, 2016;López-Ozieblo, 2018).…”

“…Nowadays the ideas of constructivism are in the limelight, which may imply that it is students who construct their own cognitive awareness by incorporating new information into previously acquired knowledge (Thurlow, 2006). Taking into account the data of cognitive psychology, i.e., every person goes through cognitive processes in his/her own way and the results of education are different for everyone (Miller, 2003), the relative autonomy of a student and the responsibility for his/her own subject study together with the teacher are to form the basis of education to train competent specialists, professionally mobile, prepared for self-organization, self-discipline and selfreflection as well as life-long self-teaching (Averianova, 2012;Cavage, 2017;Darwis, 2016;Herring, 1996;López-Ozieblo, 2018;Macfadyen et al, 2004;Thurlow, 2006;Warschauer, 1997).…”

“… Orientation ( isolation of a subject domain in the process of research);  Problematizing (problem awareness and identification of issues to be solved, goal-setting); https://doi. org/10.15405/epsbs.2020.12.03.17 Corresponding Author: E. Komochkina Selection and peer-review under Integrating general scientific guidelines and educational objectives of professional communication might lead to the conclusion that FLT for specific purposes, its content and methods are to be brought closer to practical needs of students to acquire scientific communicative skills for future professions (Cavage, 2017;Darwis, 2016;López-Ozieblo, 2018;Paul & Elder, 2008).…”