CC BY
2DOI: 10.18137/RNU.HET.22.05-06.P.046
УДК 378.147.227
Сумцова О.В., Айкина Т.Ю.,
Национальный исследовательский Томский политехническийуниверситет
ZOOM технология как инструмент изучения иностранных языков в условиях пандемии Covid-19*
Национальный исследовательский Томский политехнический университет
Currently online learning of the foreign languages represents a contemporary trend being widely adopted at educational institutions all over the world. Nevertheless, until March 2020 most schools and universities in Russia opted for traditional "face-to-face" teaching methods working with full-time students and chose remote learning to organize lectures and practices for students enrolled in studying on extramural basis. However, in the Covid-19 pandemic conditions triggering the global lock-down and stay-at-home orders, the shift to online learning became inev-
itable. On March 16, 2020, a system for organizing the educational process based on remote technologies was launched at Tomsk Polytechnic University (TPU) in a test mode.
It is necessary to highlight in this regard that the University faculty had already had considerable experience in dealing with advanced information technologies in arranging the educational process organization and had successfully combined traditional in-class learning with the information-educational environment Moodle. During the recent years TPU has been involved in the active inte-
gration of blended learning into the educational process since the hybrid educational model specifically empowers engineering students with the option of acquiring English as a second language (ESL) on a high level under the conditions of restricted academic hours allocated for the discipline "Foreign language" in the syllabus of the most technical universities. It is worth noting here that in contrast to the traditional educational model, blended learning is considered to be more focused on "the individual students' needs as well as on their level of proficiency providing the opportunity to make the learning process more flexible, cross functional and learner-centered" [16, p. 114]. Meanwhile, the experience of arranging educational classes completely held in the remote format by means of the video conferencing platform ZOOM has become new for most participants of the educational process turning into a true challenge not only for teachers but also for students finding themselves on the other side of the monitor in a flash.
Literature review. The learning process organization through the use of up-to-date online technologies represents a burning issue to the Russian and overseas researchers in the field of methodology of ESL teaching, particularly in these latter days due to the force majeure circumstances caused by the new cor-onavirus infection. In their treatises, scholars consider the most effective
* Работа выполнена в рамках программы развития Национального исследовательского Томского политехнического университета.
© Сумцова О.В., Айкина Т.Ю., 2022
ZOOM ТЕХНОЛОГИЯ КАК ИНСТРУМЕНТ ИЗУЧЕНИЯ ИНОСТРАННЫХ ЯЗЫКОВ В УСЛОВИЯХ
ПАНДЕМИИ COVID-19
СУМЦОВА ОЛЬГА ВИТАЛЬЕВНА Российская Федерация, город Томск
кандидат филологических наук, доцент отделения иностранных языков школы базовой инженерной подготовки, Национальный исследовательский Томский политехнический университет. Сфера научных интересов: современные информационные технологии в преподавании иностранных языков, теория и методика преподавания иностранных языков, литературоведение и переводческая рецепция. Автор более 30 опубликованных научных и методических работ. Электронная почта: [email protected]
OLGA V. SUMTSOVA Tomsk, Russian Federation
Ph.D. of Philological Sciences, Associate Professor at the Division for Foreign Languages, School of Core Engineering Education, National Research Tomsk Polytechnic University. Research interests: Modern Information Technologies in Teaching Foreign Languages, Theory and Methodology of English Language Teaching, Literary Studies and Translation Reception. Author of more than 30 published scientific and methodological works. E-mail address: [email protected]
АЙКИНА ТАТЬЯНА ЮРЬЕВНА Российская Федерация, город Томск
кандидат филологических наук, доцент отделения иностранных языков школы базовой инженерной подготовки, Национальный исследовательский Томский политехнический университет. Сфера научных интересов: исследования в области современных информационных технологий в преподавании иностранных языков, теории и методики преподавания иностранных языков, межкультурной коммуникации. Автор более 30 научных и учебно-методических работ. Электронная почта: [email protected]
TATIANA YU. AIKINA Tomsk, Russian Federation
Ph.D. of Philological Sciences, Associate Professor at the Division for Foreign Languages, School of Core Engineering Education, National Research Tomsk Polytechnic University. Research interests: Modern Information Technologies in Teaching Foreign Languages, Theory and Methodology of English Language Teaching, Linguistics and Cross-cultural Communication. Author of more than 30 scientific and methodological works. E-mail address: [email protected]
Аннотация. Исследование посвящено опыту одного из ведущих инженерных вузов России - Томского политехнического университета - в организации и проведении практик по дисциплине «Иностранный язык» в условиях пандемии Covid-19. Проанализированы особенности интеграции технологий дистанционного обучения в образовательный процесс. Представлены результаты опроса, проведенного среди студентов 2 курса Школы перспективных производственных технологий, направленного на выявление отношения студентов к повседневным занятиям, проводимым с помощью интернет-платформы видеоконференцсвязи ZOOM. Предлагаются практически значимые способы внедрения ZOOM в процесс преподавания иностранных языков, которые могут обеспечить преподавателей эффективными стратегиями создания продуктивной среды обучения на дистанционных занятиях.
Ключевые слова: высшее инженерное образование, онлайн обучение, платформа для видеоконференций ZOOM, информационные технологии, дистанционное обучение.
Abstract. The present research focuses on the experience of one of the leading engineering educational institutions in Russia - Tomsk Polytechnic University - in organizing and giving practices on the discipline "Foreign Language" in the force majeure circumstances provoked by the Covid-19 pandemic. The peculiarities of integrating remote learning in the educational process have been analyzed; findings of the survey conducted among 2nd year students of the School of Advanced Manufacturing Technologies aimed to reveal the students' attitude towards day-to-day classes delivered by means of the video conferencing Internet platform ZOOM are presented. The study also suggests some beneficial ways of ZOOM implementation in foreign language teaching that could help to equip teachers with effective strategies in establishing productive learning environment in their online classes.
Keywords: higher engineering education, online learning, video conferencing platform ZOOM, information technologies, remote learning.
ways of using state-of-the-art technology in the educational process analyzing the strategies and approaches to delivering lectures and conducting practices by means of the remote learning model. Their research findings reveal the advantages and disadvantages of remote learning in general, the consequences of all-round online learning at schools and universities in the quarantine pandemic
conditions. In that manner, talking about the positive effects of online learning, a research team from I.M. Sechenov First Moscow State Medical University claim that: "... it is the opportunity of differential and individual training to all students (including those with limited health capacities). It provides geographic accessibility to students from all over the country who want to get higher
education studying at the top-rated universities; it involves interactivity; it gives a chance to use online learning for work with gifted students and distant engagement in conferences, contests and Olympiads" [16, p. 116]. One has to agree with G. A. Krasnova and A. O. Polushkina [10, p. 37] from the Russian Presidential Academy of National Economy and Public Administration: "The content and form
of education will significantly transform in the long term. Today the necessary digital competencies cannot be acquired within the framework of the traditional educational process (lectures, seminars, exams in oral form), without the systematic use of information technologies in the educational process. Information technologies will be in high demand by graduates and will allow them to be prepared for the practical use of IT in the workplace".
The Indian scholars Dr. Naziya Hasan and Naved Hassan Khan [8, p. 203] gave a careful thought to the factors affecting the students' satisfaction with online learning in the pandemic circumstances: "Satisfaction results from quality teaching and learning in online environment. Studies supported time factor as a vital element in online teaching and learning and reflected that flexible study time and use of multiple sources of media to supplement instruction also affected students' online learning".
The team of Romanian scholars place the emphasis on the further perspectives of the online learning. In their work, they also study the differences between the traditional "offline" training and the remote teaching method: "Differences between traditional and online learning may also be acknowledged in terms of principal sources of information, assessment, or quality of education. While in traditional education, students are evaluated only by teachers, who also represent their main source of information, and the quality of education is dependent on teacher's knowledge and skills, in online learning, the evaluation may be done with the help of tools and systems, students can procure information from various documents uploaded on the platform, and the quality of education is influenced by the level of training that teachers have in using technology, and also their teaching style" [6, p. 3-4].
On the other hand, Muhammad Adnan and Kainat Anwar reason
about the drawbacks of online learning: "Lack of proper interaction with instructors is another major concern associated with online learning. <...> Conventional classroom socialization is another major missing in online learning. Students only communicate with their fellows digitally and never see fellow students in person, and thus the real-time sharing of ideas, knowledge and information is partially missing from the digital learning world" [1, p. 46].
The opinion of the Saudi Arabian scholars Lienda Bashier Eltayeb, Na-hed Sail Alharthi, Yousif Mohammed Elmosaad and Hisham Ali Waggial-lah is worthy of special mention: "The novel coronavirus (COVID-19) has pushed educational institutions to learn through online resources, and the significance of e-learning has indeed been appreciated around the world. The unique effectiveness of information technology in various aspects of our lives today cannot be denied, nor can its growing popularity and success in the field of education be ignored" [7, p. 143]. Nguyen Ngoc Long and Bui Huy Khoi [12, p. 210] claim that when society is at risk of civil instability and requires social distancing, the demand for online learning software will increase. According to Norah Almusharraf and Shabir Khahro [2, p. 262] official integrating and generating online schools and programs may be considered a promising aspect in remote teaching and learning.
The shift to the remote educational format by means of the video conferencing software application ZOOM. A sudden and unprecedented situation caused by the newly developed coronavirus infection resulted in a complete lock-down and a border closure between not only most states, but also regions within the countries having a tremendous impact on the entire education sector. Students and teachers found themselves in completely new working conditions, to which they had to adapt in record-breaking time. "A study involving 424 uni-
versities around the world revealed that institutions were affected by the pandemic in terms of research, conferences, international mobility and education delivery, most universities stating that they had to adopt online learning and had to face many challenges, the most important being access to technology and teachers' ability to deliver online courses" [4]. A cloud-based video conferencing service ZOOM was chosen as the main online educational environment for organizing and convening all kind of classes at TPU. "Zoom is a cloud-based video communications app that allows you to set up virtual video and audio conferencing, webinars, live chats, screen-sharing, and other collaborative capabilities" [9]. Along with ZOOM, the faculty members were recommended to keep on using the information-communication platform Moodle, which has been extensively applied by TPU teachers in the learning process in terms of the blended learning integration having already been mentioned in the present paper above. Meanwhile, the Internet software app ZOOM was a completely new tool for the teachers since most of them faced ZOOM for the first time in their teaching practice.
Without doubt, ZOOM is an easy-to-use system with a user-friendly interface, accessible and useful functions and tools that can be widely applied in delivering almost all kinds of classes. Reflecting upon ESL practical classes, the opportunity of holding a full-fledged online lesson, under certain conditions being little different from the traditional "face-to-face" practice should be mentioned. Some mandatory requirements to the ZOOM ESL practice must be considered. In the first instance, during the whole lesson both the learners and the teachers work with the turned-on web cameras for creating the atmosphere of the "live" classroom attendance. Besides, ESL practices always involve communication that is almost impossible with turned-off cameras. An extensive use of the chat box for
ZOOM ТЕХНОЛОГИЯ КАК ИНСТРУМЕНТ ИЗУЧЕНИЯ ИНОСТРАННЫХ ЯЗЫКОВ В УСЛОВИЯХ
ПАНДЕМИИ COVID-19
exchanging the information and appropriate files with learning materials has to be added to the mandatory requirements as well. The required files can be uploaded into the Moo-dle E-course, for example, but, definitely, it is much quicker and easier for the students to download them form the ZOOM chat without distracting from the lesson.
One more important condition for the ZOOM lesson of high quality is related to using such a tool as the "screen share" for presenting various students' projects as well as theoretic material by the teachers, listening to audio files and watching videos. One of the most significant tools of the Internet service under discussion is the "whiteboard" being widely used by the teachers for explaining and working over new material, in particular, grammar rules. Talking about actualization of the communicative approach to ESL teaching within the remote educational format, the so-called "breakout rooms" should not go unmen-tioned since the students' pair work and group discussions can be arranged by means of this option. To enhance the online lesson efficiency, there is another important option in the ZOOM - a "conference video recording" which allows recording each online class followed by further uploading the lesson into the relevant Moo-dle E-course where the students can easily download the lesson and watch it again at any time and any place if they want to revise the learning material being recently presented.
However, a pressing need for a complete shift to online learning led to certain problems the most urgent of which were related to an immediate access to the relevant technologies as well as the ability and willingness of most teachers to deliver lectures, conduct lab works and practices online only, refusing traditional "face-to-face" classes against their own free will. Certainly, most TPU teachers' attitude towards the instantaneous transition to online teaching format was rather contra-dictive even suspicious since some of
them did not have enough technical skills of working in the information environment to ensure a high standard of the learning process organization online. The problem of the immediate access to the technologies was solved within the shortest possible period of time and the teaching staff need for technical assistance was satisfied. At the same time, a series of learning workshops was arranged for the teaching staff where the teachers had a chance to raise awareness concerning the basic methods of organizing and holding classes in the IT environment overcoming the obstacles and even psychological fear against online learning on routine basis.
Another issue to be considered in the paper is the problem of students' attitude to the total switch to remote learning and the main difficulties they faced in the given conditions. To begin with, most students (junior students in particular) lacked the appropriate skills of self-organization and self-discipline so, being in the online classroom environment, they suddenly got the chance to cheat in the tests quite easily and with impunity using Internet resources, online translators and even a "friend's assistance". To prevent cheating, the teachers insisted on students working only with turned-on web cameras, in other circumstances the test results had to be disqualified. One more misbehavior demonstration on the part of some students referred to refusing to turn on the camera during the virtual class under the pretext of faulty equipment for instance. Working without web cameras allowed the students to abstract themselves form learning activities during the lesson and negatively affected the process of mastering the learning material to an adequate degree. Taking into account the above-mentioned problem, the teachers had to discuss with the students all the mandatory requirements to the online class in advance, for example, before the scheduled online lesson, the students had to run a check of their equipment etc. Nevertheless, by the end of the
spring semester 2019/2020 the majority of the students as well as the educators adapted to the new learning conditions.
ESL practices using ZOOM. Remote teaching of foreign languages requires some important adjustments in teaching methods and techniques. Some tasks traditionally included in ESL lessons seem to become inefficient in online environment. For instance, teachers might need to limit or exclude such tasks as translation due to accessibility of online dictionaries and translators. Using closed-ending questions in assignments is also controversial since students can easily exchange their answers. Instead, open-ended questions enable to avoid students' copying from peers. As we cannot fully avoid situations when technical problems occur in e-learning, it is often reasonable to prepare time-fillers in case of possible pauses.
Meanwhile, taking advantage of online education, visual aids (maps, images, graphs, charts, timelines, etc.) can be widely used to explain concepts, grammatical structures and vocabulary as well as to hold students' attention. One of the undeniable advantages of ZOOM is the availability to record students' dialogues or other speaking activities; it may be helpful for further review and evaluation of students' performance.
To ensure productive e-learning environment, it is worth discussing online etiquette and making up a list of 'Dos' and 'Don'ts' with reference to background, environment, clothes, distractions, using ZOOM features, changing ZOOM names, turning on and off web cameras and microphones, recording or taking screenshots of conferences, activities not relating to the lesson, etc.
Online ESL lessons conducted in ZOOM. It is necessary to consider learning activities within ESL lessons organized by means of the video conferencing application ZOOM to share experience of working gained by TPU teachers in pandemic conditions.
These are some ideas for using different ZOOM features in remote English language teaching: Breakout rooms
• Brainstorm ideas in groups;
• Peer-interview;
• Organize pair and group discussions;
• Act out a dialogue;
• Make up a story using a wordlist. Chat
• Play spelling games;
• Give short answers;
• Send private messages to the teacher with answers to a task;
• Storytelling - add sentences to develop a story related to the topic;
• Write a short description of an object for the group to guess;
• Write words related to the topic;
• Confirm understanding / readiness to continue by putting 'plus', or ask questions;
• Send private messages to students with short individual tasks;
• Download and upload files with learning materials;
• Save the chat to check students' answers, analyze their typical mistakes and give grades later (Figure 1).
Whiteboard
• Explain learning material using annotation tools such as lines and arrows;
• Highlight /mark synonyms/ antonyms (Figure 2);
• Underline/ cross/ erase the odd word;
• Circle the words related to the topic;
• Do small crossword puzzles;
• Correct spelling/grammar mistakes in a paragraph;
• Order words to make up a grammatically correct sentence.
I meeting_saved_chat— Блекнет
Файл Правка Фермат Вид Справка
а
10:57:11 From vlad to Tatiana: It was so cold that morning. There is such a strong wind on the street now.
10:58:06 From Nikolay to Tatiana: The wether was so terrible that I did not want go anywhere
10:58:09 From ilya to Tatiana: It was so sunny that 4 people
had sunstroke. 10:58:13 From to find a cool 10:58:54- From
it was so hot that we had
Alexardr to Tatiana: place to hide.
Andrey to Tatiana: The roads were so slushy that traffic jams formed.
10:59:15 From Ivan to Tatiana: it was such hot weather, that we had to climb into the basement.
11:00:11 From Andrey to Tatiana: Near the house there were such big snowdrifts that my father could not drive. 11:00:57 From Alexandr to Tatiana: there were such beautiful flowers that I took a lot of photos.
11:01:25 From Ivan to Tatiana: It's such cold iveather today, but I went to university anyway.
11:01:56 From Ilya to Tatiana: There was such heavy rain that first floor of my home was flooded.
11:02:48 From Ivan to Tatiana: There were such large puddles that we fell at every step.
Figure 1. Saved ZOOM chat
Q .vhnboara Dntm
Match synonyms
Method award Straightforward be skeptical /srrflBie' LinformaFTorl vvay _ prize impact * necessary *very keep
tool
difficult instrument dtfïïBt ♦estimate dserui effect (jgnehcigr^ effectivfp
Extremely lyygtch I idea produce devaluate ■■■•• - jt) brainchild
observel manufacture ^essential
store s£pm plica ted
Figure 2. Usage of Whiteboard in ZOOM
ZOOM ТЕХНОЛОГИЯ КАК ИНСТРУМЕНТ ИЗУЧЕНИЯ ИНОСТРАННЫХ ЯЗЫКОВ В УСЛОВИЯХ
ПАНДЕМИИ COVID-19
Screen Share
• Show files, presentations, images, websites, video, course book pages, the desktop or individual applications, play audio records (Figure 3);
• Students share presentations, posters, images related to the topic under discussion, or any results of their work presented in visual form (maps, spidergrams, tables).
Polls
• Give short tests to check understanding;
• Conduct surveys related to the topic;
• Ask questions to stimulate further discussion;
• Evaluate the lesson (Figure 4). Virtual background
• Virtual background can reflect the topic;
• It can provoke a discussion or a guessing game;
• Create privacy within home environment.
• Reactions
• Ice-breakers - show your mood at the beginning of the class by clicking on a "reaction" button in the bottom of their Zoom toolbar;
• React to a groupmate's speech or presentation;
• Vote for the best project, presentation or report.
Table 1 demonstrates an example of how the video conferencing application ZOOM is used to organize a particular ESL lesson to a group of students.
Students' Attitude towards the Learning Activities Held Through ZOOM. At the beginning of the autumn semester of the 2020/21 academic year, a survey "Students' Attitudes towards the Learning Activ-
Answer if-questjoris в share
Figure 3. Usage ofScreen Share foran interactive game
How did you enjoy our presentation?
Single Choice Multiple Choice
It was fun and informative!
It was good. 1 learned a few new Illings.
Neutral
1 almost fell asleep.
Figure 4. Sample poll to evaluate a presentation (Gunnell, 2020).
ities Held through ZOOM" was conducted with the purpose of revealing the students attitude towards remote learning in general and identifying the main problems the students faced during the online educational format. Seventy-five 2nd year students of the School of Advanced Manufacturing Technologies were surveyed. The respondents were offered to compare online learning with a traditional offline "face-to-face" method listing possible positive and negative points of each approach in regards to the following aspects: offline and online lectures, laboratory works and practices (ESL practices specifically). Moreover, the survey participants were supposed to share their own experience of taking end-of-semester tests and examinations, which were conducted online in the spring semester 2019/20. The students were also asked to justify their opinions giving particular reasons why they preferred one or another method of conducting
classes. Table 2 presents the survey findings.
Summarizing the results of the given survey, the following conclusions have been drawn:
1. 96 % of the respondents claim that online lectures conducted in the ZOOM are more convenient in comparison with classroom-based lectures indicating the possibility to watch and listen to the lectures in comfortable home conditions and the lack of necessity to go/walk to academic buildings as the main arguments. The presented arguments are quite reasonable since generally speaking, a lecture format does not normally implies active communication on the part of the learners in contrast to practices. Meanwhile, 4% of the students prefer classroom-based lectures with the reference to the opportunity to ask questions related to the lecture presentation on the spot in real time.
2. A broad majority (99 %) of the students opt for laboratory research carried out offline in the properly
equipped workshops in spite of high-quality virtual labs implemented into the learning process at TPU with the aim of drilling theoretic work material online in the pandemic conditions. According to the respondents' opinion, "face-to-face" lab works allow not only to work with the machines and tools "alive", but also discuss the urgent problems arising during the research with the teachers and peers.
3. Regarding the practices in the online format (this refers to the discipline "Foreign Language" specifically), students' attitude turned out to be rather dissimilar. Thus, 65 % of those surveyed strongly believe that traditional "face-to-face" ESL practices represent the best way to acquire the foreign language at a high level of proficiency arguing their opinion by the opportunity to interact personally with the teachers and peers. One more argument "for" the traditional ESL classes refers to the possibility to work with the original
Table 1
Sample of ESL lesson plan in ZOOM
No. Learning activity ZOOM feature
Setting the objectives and plan of the lesson Screen Share
Warm-up activity Whiteboard
Vocabulary guessing game Chat box
Presenting new material Screen Share
Pre-watching activity Screen Share and Chat
Watching video Screen Share
After-watching activity Screen Share
Peer-interview Breakout rooms
Giving feedback - reporting about the results of the discussion Video Conference
Playing interactive online games Screen Share
Giving home task Chat box / Screen Share
Survey Results
Students enrolled Number of students Learning activity Traditional Format (overall attitude, %) Online Format (overall attitude, %)
2nd year students (School of Advanced Manufacturing Technologies) 75 Lectures 4% 96%
Laboratory works 99% 1%
Practices 65% 35%
End-of-semester test/examinations 2% 98%
Table 2
ZOOM ТЕХНОЛОГИЯ КАК ИНСТРУМЕНТ ИЗУЧЕНИЯ ИНОСТРАННЫХ ЯЗЫКОВ В УСЛОВИЯХ
ПАНДЕМИИ COVID-19
printed textbooks and other learning materials but not with files uploaded into the ZOOM chat in the electronic format. Meanwhile, 35 % of the students do not see the peculiar difference between online and offline practices as long as the main requirements to the online lesson of high quality (mentioned above in the present paper) are fulfilled.
4. 98 % of the respondents report that end-of-semester tests and exams conducted in the ZOOM are more acceptable than the traditional format of final testing organization referring to the solution of the typically psychological problems such as an anxiety level decrease.
Conclusion. The COVID-19 epidemical crisis made a tremendous impact on higher educational institutions all over the world brining new concepts into the learning process organization and remote learning was chosen as the only alternative
way of renewing the educational process "changing the traditional roles of all the participants of the learning process immediately and indiscriminately" [10, p. 43]. The main drawbacks of the complete switch to remote learning include lack of "live" communication with the teachers and the peers and such utterly technical difficulties as the poor broadband internet provided in some TPU dormitories. However, in spite of the negative short-term effects faced by teachers and students at the very beginning of the complete switch to remote learning in March 2020, subsequently the web-based pattern of the educational process organization proved its efficiency foremost in terms of the learning process individualization as well as broaden the options of obtaining higher education being at any place on the planet. The unquestionable benefit of switch to online learning in the pandemic
period is related to the acquired experience of working in the complicated force-majeure circumstances being able to adapt to the resulting situation within the short time.
The significant challenge to most branches of human activities caused by new changing circumstances is obviously drastic in regard to practical disciplines such as foreign languages since the communicative methods and techniques are the basics for their delivery. E-learning seen as secondary educational form before, now has to be modified by academic community to meet new demands of the society. Although it is the emergency situation that makes university teachers adapt their practices to the new mode of delivery [3, 4, 9, 11, 13, 14, 15] we have to admit that universities will use these adjusted practices for asynchronous and synchronous online modes of instruction when the situation is back to normal.
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