CC BY
7
УДК 372.881.1
Zubkov A.D., senior teacher, Novosibirsk State University of Economics and Management (Novosibirsk, Russia), E-mail: [email protected]
MOOC AS SOLUTION TO THE PROBLEM OF BLENDED LEARNING DURING MASTERY OF THE ACADEMIC DISCIPLINE "FOREIGN LANGUAGE". The
article reveals a problem of implementing blended teaching of a foreign language to university students using subject massive open online courses. The methodical model developed, implemented in the specific educational process of NSUEM and STU, includes didactic principles and components aimed at the development the professional foreign language competence of non-linguistic university students. The author of the article formulates a program for the development of professional foreign language competence of university students using MOOCs. The presented material allows us to conclude that MOOCs can be an effective option for blended learning in the course of mastering the academic discipline "Foreign Language" by students of non-linguistic areas of study.
Key words: massive open online course, distance learning, open education, professional foreign language competence.
А.Д. Зубков, ст. преп., Новосибирский государственный университет экономики и управления, г. Новосибирск, E-mail: [email protected]
МООК КАК РЕШЕНИЕ ПРОБЛЕМЫ СМЕШАННОГО ОБУЧЕНИЯ В ХОДЕ ОСВОЕНИЯ УЧЕБНОЙ ДИСЦИПЛИНЫ «ИНОСТРАННЫЙ ЯЗЫК»
В статье раскрывается проблема реализации смешанного обучения иностранному языку студентов вуза с использованием массовых открытых он-лайн-курсов. Разработанная методическая модель, реализованная в конкретном учебном процессе НГУЭУ и СГУПС, включает в себя дидактические принципы и компоненты, направленные на формирование профессиональной иноязычной компетенции студентов. В статье сформулирована программа формирования профессиональной иноязычной компетенции студентов вуза с использованием МООК. Научная новизна работы выражена в разработке методической модели смешанного обучения иностранному языку в вузе и формулировании программы формирования профессиональной иноязычной компетенции студентов вуза. Представленный материал позволяет сделать вывод, что МООК могут быть эффективным вариантом реализации смешанного обучения в ходе освоения учебной дисциплины «Иностранный язык» студентами неязыковых направлений подготовки.
Ключевые слова: массовый открытый онлайн-курс, дистанционное обучение, открытое образование, профессиональная иноязычная компе-
The rapid pace of digitalization of modern society, the unstable epidemiological, economic and political situation in the world are making their own adjustments to the organization of the educational process in higher education. These external factors require organizational and didactic changes both on the side of the management team of the university and on the side of teachers implementing specific work programs for the disciplines of the curriculum in various areas of training at all levels of higher education [1]. The forced transition of higher education institutions from traditional forms and methods of teaching to blended and distance learning determines the relevance of this study.
The discipline "Foreign Language" taught to students of non-linguistic areas of training, despite its humanitarian and interactive nature, is no exception and also requires a restructuring of the concept of its teaching [2]. The aim of the study is to consider subject massive open online courses as a solution for the implementation of the discipline "Foreign Language" in a form of blended teaching and learning. This aim of the study, in turn, determined its objectives: 1) to develop a methodical model of blended teaching and learning of a foreign language to university students using MOOCs; 2) to form a program for the formation of professional foreignlanguage competence of university students; 3) to check the effectiveness of the developed model and program. The scientific novelty and theoretical significance efthestadaisea-pressed in the development of a methodical model of blended teaching of a foreign language at a university and the formulation of a program for the formatioa ofprafaasiecal foreign language competence of university students. The practical significance of the current study lies in the possibility of using the material presented in the research of scientists involved in the interdisciplinary problems of integrating subject MOOCs into the educational process of higher education, and in the practical work of participants of the educational process in universities.
Massive open online courses are usually considered as a separate type of open electronic educational resources aimed at making the world's best educational practices available to the maximum number of potential learners [3]. Mass character refers to the absence of restrictions on the number of students enrolling in a course, Openness implies the absence of requirements for the initial level of training in terms of course content, as well as the absence of tuition fees. The implementation of online learning allows you to study materials in any accessible place and at any time. The course format assumes the presence of a structure, standard forms of presentation of the material and forms of control over the assimilation of knowledge [4].
Aspects of the use of MOOCs in higher education are discussed in the works of many scientists. Researchers note numerous positive aspects: the possibility of building an individual educational trajectory [5], a large coverage of students [6], the possibility of using a network form of implementing educational programs [7], saving the financial resources of the organization by reducing the classroom work of the teaching staff [8],
Moreover, pedagogical science has accumulated a huge body of MOOC research in relation to teaching a foreign language at a university. Scientists and practicing teachers note the possibility of a variety of forms of work with students [9], the inclusion of authentic listening materials from native speakers in the course program [10], the enrichment of MOOC materials with professional vocabulary [11], the interactive nature of student interaction [12], thematic variety of courses presented on the platforms [13], the use of language MOOCs with linguistic students [14] andthe in-
tegration of MOOCs in major disciplines taught in a foreign language for students of non-linguistic areas of study [15]. However, the number of scientific studies of MOOCs regarding their use by university teachers and students in teaching and learning a foreign language is not sufficient enough to solve the problem of switching to blended learning in the course of mastering the academic discipline "Foreign Language" for students of non-linguistic areas of training, which indicates the novelty of this study.
At the initial stage of the study, we developed a methodical model of blended teaching of a foreign language to university students, as well as a program for the sequential development of professional foreign language competence of non-linguistic university students. The methodical model of blended teaching of a foreign language to university students is a combination of its components: target, content, organizational and evaluative-result. The main goal (target component) in teaching a foreign language at a university is the gradual and sffectivedevelopmentof professionalfor-eign language competence of students. The content component consists of MOOC materials and language support tasks developed by a foreign language teacher in ad-vsnsen Tines^anizatioea1 somponoetmcluteatireorgamaatiof of rntependept work of students and the holding of classroom seminars. The evaluative-result component ioc Tdesaontfolmeasvrsntvdddlvate the degneeefSeveiosmentof rheprvfessionpl foreign language competence of non-linguistic students before and after experimental ttaininaana^su resultis tOe tevelooed urefemsioeal foreign lavgungocempefencel
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Fig. 1. Methodical model of blended teaching of a foreign language to university students
Fig. 2. Program for the development of professional foreign language competence ofuniversity studentsusingMOOCs
The components of blended learning are the traditional classroominteractionof pat ticipants in the educational process, interaction mediated by digital communication technologies and MOOCs, as well as the independent work of students. When implementing the model, we were guided by the following principles of blended learning: consistency in teaching, visibility of educational materials, continuity of microlearning, support andfeedlsackTteprinciptes ofteaching a formsalanguagaatmaniversity are considered to be the principles of professional orientation, consistency and com-municdtive oriontaOon. The mephodical mopelpevelonedlnthe Poro of a diagrarsis demonstrated in Fig. 1.
ThedrogramtotPhe smpsontiolVevgiopmarS ohprm^idonoiforedo^^ngu^dm competence of university students using MOOCs is aimed at organizing classroom and InmosnnecntworkefstuOenteanpcondldts ofthe fofowinuootinesctioeelsmdnte: completing language support tasks developed by EFL teacher, learning MOOC materials, consultations with subject teacher, group discussions of MOOC materials, cura-tion propinleclty^teacher.obtain^tmumo certifiaate andnourst praj^t^1 defenoel Schematically, the program for the sequential development of professional foreign lan-gua ge cemfetence etpant|irwuisticeniveгsltvm«dnnd isPnmosMratePncgemgticullo in Fig. 2.
p6hrsppyear studertc m^irinfh inremuconm th^ePd^c^^isk
State University of Economics and Management and the Siberian Transport Uni-vers¡tytooOdart¡nteeex peri^ert^p^^^r^^. pwos carrird c^ot oor 2recms; foreign language classes were held in both groups for 6 hours a week. The students of the control group studied according to the textbook Raitskaya LK, Cochrane S. Guide to Economies.Macmyiaa^O^Stedents ofttecepcnmentpl NSUEI^rcuf) strrdf ied the learning materials of 8 MOOCs of the following specializations on the Coursera oollne o^^tfeoi 'Bomesp ErtcllshT (ecursns " Manaperseet smd LesaieNt)", "Finance and Economics", "Marketing and Sales", "Final Project") and "Marketing Strategy"(sodrpnoIIMarkenWcsea rch and Consumer Behavior", "Positioning: What you need for a successful Marketing Strategy", "Marketing Mix Fundamentals", "The Marketing hlao").
To assess the effectiveness of the model and program developed for the sequential development of professional foreign language competence of non-linguistic univoratyeMeeto af toe pre-epperimenralnod pnm-eopelfmvntal ste^ toe degreo of growth of professional foreign language competence in the STU control and NSUEM expepimer^teereuee wmt eeterminednsing a porno tependse teT. Tele test ^r^ols^^d tasks to assess the skills of listening, reading, writing, speaking, knowledge of profes-siondiretмinology anOvrammatlcalmeracp.tPMh the same deft a^^Upn^eo of professional foreign language competence in the STU control and NSUEM exper-imenralptouns, lfore toeSegInrpngonmeeudet¡menraitralniPdl sterem cegrecs of development of the monitored competence were obtained after the completion of experimental training (the result in the experimental group was 7.15% higher than in the eogmolsronp)|
With the purpose of identification of the effectiveness of the teaching methodical mndst aed cpoorarn devvleeee, sob fioerss omrheoontrol andeepuoвgnral groups were processed using the Student's T-test. The uniqueness of the technique lies lnrhePe<Onhatltollows us to deteгmmethesSrristlwiPinnmcanneinthe dKfdr-ences between the two samples. The results of the control testing are presented in Table 1.
Table 1
Comparison of the control testing results in the STU control and NSUEM experimental groups
Group 1A Average Standard deoiäm Standard error of the mean T-test P-va lue
CG before 17 47.41 9.r3 2.22 0.98 o.oe
EG before 17 51.06 tnmt 3.01
NSUEM experimental groups before the experiment. This suggests that in two universities, after graduating from secondary school students spoke English at the same level.
Table 2 presents the comparison data of the results of the control and experimental testing in each of the groups. The results obtained indicate that students in both groups improved their results during the period of study (in the control group t=2.61 at p=0.05; in the experimental group t=3.45 at p=0.05). This indicates that both teaching methods (traditional one with the use of textbooks and innovative one, based on the curated usage of subject massive open online courses) are effective for the develop-mentofstudents' professionalforeignlanguagecompetence.
Table 2
Comparison of the results of the control and experimental testingintheSTUcontroland NSUEMexperimental groups
Group N Average Standard deviation Standard errorofthe mean T-test experimental T-test critical
CGbefore 17 47.41 9.13 2.22 2.61 2.037
CGafter 55.53 9.01 2.19
EG before 17 51.06 12.41 3.01 3.45 2.037
EG after 65.53 12.06 2.92
To determine the effectiveness of the teaching methodical model and program developed, the statistics of the experimental testing in the STU control and NSUEM experimental groups were compared (table 3).
Table 3
Comparisonofexperimentaltesting results intheSTUcontrol and NSUEM experimental groups
Group N Average Standard deviation Standard error of themean T-test
CG after 17 55.53 9.01 2.19 2.74
EGafter 17 65.53 12.06 2.92
Table 1 data indicate the absence of statistical significance between the results of the comprehensive assessment between first-year students in the STU control and
Data in table 3 indicate the presence of a statistically significant difference between the results of the experimental testing in the STU control and NSUEM experimental groups (t = 2.74 at p = 0.05). This detected circumstance approves the usefulness of the methodical model and program proposed for the sequential development of non-linguistic students' professional foreign language competence based on the use ofMOOCsin comparisonwiththetraditionalmethodofteaching English.
Thus, MOOCs, due to their linguo-didactic features, have a linguo-methodical potential for solving the problem of blended learning in the course of mastering the academic discipline "Foreign Language" in pandemic and post-pandemic conditions. Their systemic and methodical integration into the process of teaching a foreign language to university students makes it possible to form professional foreign language competence effectively, using all components of blended learning. The effective use of MOOCs in the process of blended teaching of a foreign language to university students is possible with consistent adherence to the developed program for the sequential development of professional foreign language competence of non-linguistic university students. The results of experimental training and statistical estimation data prove the effectiveness of using MOOCs to solve the existing problem of blended learning organization in the course of mastering the academic discipline "Foreign Language" at the university. The perspective of the research may be the development of the MOOC concept for fully distance learning of a foreign language at the university, as well as the study of the development of other competencies in different conditions integrating subject or language massive open online courses in the non-linguistic university educational process.
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Статья поступила в редакцию 06.09.22
УДК 372.881.1
Zubkov A.D., senior teacher, Novosibirsk State University of Economics and Management (Novosibirsk, Russia), E-mail: [email protected]
LANGUAGE SUPPORT FOR DEVELOPMENT OF PROFESSIONAL FOREIGN LANGUAGE COMPETENCE OF ECONOMICS STUDENTS USING MOOCS.
The article reveals a problem of finding new tools for the development of professional foreign language competence of students in economic areas of study. The author focuses on language support for the process of professional foreign language competence development using subject MOOCs on economics in a foreign language. The electronic language support course is aimed at supporting the studying MOOC materials and contains language and speech tasks designed to master professional terminology, the knowledge of which is aimed to help students study MOOCs with greater benefit. Diagnostics of development of the monitored competence demonstrate the effectiveness of the integrated use of MOOCs and an electronic course of language support. The survey data also state an increase in learning motivation in the study of the discipline.
Key words: massive open online course, foreign language, e-course, motivation, blended learning.
АД. Зубков, ст. преп., Новосибирский государственный университет экономики и управления, г. Новосибирск, E-mail: [email protected]
ЯЗЫКОВАЯ ПОДДЕРЖКА ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНОЙ ИНОЯЗЫЧНОЙ КОМПЕТЕНЦИИ СТУДЕНТОВ-ЭКОНОМИСТОВ С ИСПОЛЬЗОВАНИЕМ МООК
В статье раскрывается проблема поиска новых инструментов формирования профессиональной иноязычной компетенции студентов экономических направлений подготовки. В центре внимания автора находится языковая поддержка формирования профессиональной иноязычной компетенции с использованием предметных МООК по экономике на иностранном языке. Электронный курс языковой поддержки направлен на помощь в изучении материалов МООК в формате смешанного обучения иностранному языку и основам экономики и содержит языковые и речевые задания, предназначенные для усво-
