Interaction in the Concept of Autonomous Language Learning

Putistina, Olga V.

doi:10.17516/1997-1370-2015-8-9-1919-1925

Cited by 8 publications

(8 citation statements)

References 6 publications

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“…The features of the inclusion of digital technologies in teaching foreign languages are based on the results of E. A. Plakhova, E. N. Kharapudko, R. R. Nurmieva [18] who underline the need to find ways and means of intensifying the educational process; O. Putistina [19] on the inclusion of interactive resources in students' communicative activities and high-level cognitive processes; P. V. Sysoyev, M. N. Evstigneev, I. A. Evstigneeva 1 on the integration of Web 2.0 social services in the process of teaching a foreign language.…”

Section: Methodsmentioning

confidence: 99%

The impact of interactive game resources on enhancing students’ terminological competence and foreign language proficiency

Zlobina¹,

Rezepova²,

Sergeeva³

et al. 2020

Science for Education Today

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Проблема и цель. В статье исследуется проблема эффективной реализации образовательного потенциала интерактивных технологий в иноязычной коммуникации и научной деятельности обучающихся. Цель работывыявить факторы, определяющие влияние интерактивных игровых сервисов на формирование основ научной терминосистемы и иноязычной компетенции. Методология. Методология основывается на анализе и обобщении литературы по вопросам применения интерактивных ресурсов геймификации в обучении иностранному языку. В работе использованы основные положения системно-деятельностного подхода. Педагогический эксперимент проведён в двух направлениях: на примере оценки педагогами возможностей интерактивных ресурсов; для оценки сформированности иноязычной компетенции и навыков научной самостоятельной деятельности обучающихся. Результаты. Представлен анализ терминов «игровая интерактивная технология» и «иноязычная компетентность». Выявлено, что формирование основ научной терминосистемы и иноязычной компетенции является важным этапом изучения иностранного языка. Доказано Злобина Ирина Сергеевнакандидат философских наук, доцент кафедры иностранных языков неязыковых направлений, Вятский государственный университет.

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Section: Methodsmentioning

confidence: 99%

The impact of interactive game resources on enhancing students’ terminological competence and foreign language proficiency

Zlobina¹,

Rezepova²,

Sergeeva³

et al. 2020

Science for Education Today

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“…Gerasimova were used [21]. To describe the features of the methodology for including the "flipped class" in teaching the foreign language the conclusions of O. Putistina were taken into account [23].…”

Section: Methodsmentioning

confidence: 99%

Using interactive worksheets when teaching foreign languages by the “Flipped class” technology

Vera¹,

Olga²,

Natalya³

et al. 2020

P Sci Edu

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Using interactive worksheets when teaching foreign languages by the "Flipped class" technology The problem and the aim of the study. The "flipped class" technology is designed to enhance the cognitive activity of students; however, along with the undeniable advantages of this technology, there are a number of difficulties in its implementation when teaching foreign languages. The authors study the didactic potential of interactive worksheets to increase the effectiveness of the "Flipped class" technology using the example of studying the foreign language. Research methods: To obtain theoretical generalizations the analysis of scientific papers and interactive educational services and generalization of the results of processing empirical data and materials of interactive worksheets were used. The study was conducted at the faculties of foreign languages of Russian State Agrarian University-Moscow Timiryazev Agricultural Academy (Moscow). The experiment involved 81 students and was carried out during 2019-2020. Interactive worksheets were created in the Wizer.me service (https://app.wizer.me/editor/preview/1qjhycSmjJol). Statistical verification of the reliability of the obtained results was made using the Pearson's χ2 (chi-square) criterion. Results. The essence of the concept "interactive worksheet" and the features of implementation of the "Flipped class" technology when studying the foreign language are investigated. The potential of interactive worksheets regarding the formation of foreign language competence, the acquisition of practice in translating, the support of cognitive activities in the framework of the "flipped class" learning technology has been identified. The possibilities of interactive worksheets to increase the effectiveness of using the "Flipped class" technology are revealed by the authors on the example of the discipline "Foreign Language" for students of the training program "Tourism" when studying the module "Professional Communication Sphere". At the control stage of the experiment, statistically significant differences were found between the experimental and control groups in terms of the level of formation of foreign language competence χ2 obser. 2 > χ2 кcrit 0.05 (8,58 > 7,82). Conclusion. Peculiarities of organizing classes in the foreign language using interactive worksheets in the framework of the "flipped class" technology were identified, which affect the perception of information, its qualitative analysis and critical analysis; the ability to apply theoretical knowledge of vocabulary, grammar in practice. The studied opportunities can improve the effectiveness of innovative educational technologies by increasing motivation, involving students in the educational process, implementing collaborative educational activities and the formation of elements of the personalized digital educational environment.

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“…A. Korostelev, it is the intensive communication between the participants in the educational process that qualitatively transforms online learning [1]. O. Putistina [19] reasonably reveals the possibilities of including interactive resources in students' communicative activities and high-level cognitive processes, P. V. Sysoyev, M. N. Evstigneev, I. A. Evstigneeva present the experience of integrating social services Web 2.0 into the process of teaching a foreign language [20].…”

Section: Literature Reviewmentioning

confidence: 99%

Cyber quest as a means of supporting cognitive activity when teaching a foreign language online

Lozhkina¹,

Rubleva²,

Tyutyunnik³

et al. 2020

P Sci Edu

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The problem and the aim of the study. The transformation of the educational space has identified as priorities for online teaching: improving the quality of the materials provided, supporting cognitive activity and students’ independence, preparing teachers for the active use of web technologies. To implement these requirements, the authors propose the use of cyber quests, which in a game form allow providing additional resources for formation of the foreign language communicative competence. Research methods. To obtain theoretical generalizations, the analysis of scientific works on the problem of gamification of learning, formation of cognitive activity and foreign-language communicative competence was used. The cyber quest was implemented in the Quandary software environment. The study involved 90 first-year students of the Russian State Agrarian University – Moscow Timiryazev Agricultural Academy. The Pearson χ2 (chi-square) criterion was used in the experiment. Results. The essence of the concept «cyber quest», its functions and capabilities are investigated. The stages of developing cyber quests based on virtual worlds for learning a foreign language in the online format are defined. The mechanics of cyber quests in the Quandary program environment are described in detail (implementation options “Assembling the parts of the whole”; “Experience rating”; “Maintenance of an interactive object”; “Successive activation”). The cyber quest is focused on solving future professional problems in the direction of preparing “Agricultural Engineering” and includes two organization strategies: “Control” and “Training”. The main difficulties of software implementation (for example, the ambiguity of using open-type assignments) and methodological support (the need to maintain balance between the game and learning) are highlighted. The dynamics was assessed according to the levels of formation of the cognitive activity and statistically significant differences were revealed on the qualitative changes that occurred in the pedagogical system χ2obs. 2 > χ2crit.0.05 (6,70 > 5,99). In conclusion factors that ensure the effective use of the cyber quest to support the cognitive activity of students when learning a foreign language in the online format are summarized: non-linear motion paths; resolution of problematic situations of the practice-oriented nature; combination of entertaining and cognitive components, etc.

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Interaction in the Concept of Autonomous Language Learning

Abstract: The study focuses on the role of interactive activities in the process

Cited by 8 publications

References 6 publications

The impact of interactive game resources on enhancing students’ terminological competence and foreign language proficiency

The impact of interactive game resources on enhancing students’ terminological competence and foreign language proficiency

Using interactive worksheets when teaching foreign languages by the “Flipped class” technology

Cyber quest as a means of supporting cognitive activity when teaching a foreign language online

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