Blended learning technologies for a foreign language teaching the students of non-philological majors
Keywords:
learning management system; computer-supported collaborative learning; computers and learning; pedagogical experiment.
Abstract
Modern theories of foreign language teaching are getting developed. The constant society digitalization influences it. Generation Z students closely associate their lives with technology. Moreover, teachers must find ways to apply effectively information and communication technologies in the learning process. In our opinion, one of the ways is the concept of blended learning. It implies the optimal combination of traditional pedagogical technologies and distance, online learning. The purpose of our research is to examine the effectiveness of the concept of blended learning in the process of learning a foreign language for students of non-philological majors. For this purpose, we conducted a pedagogical experiment. It assumes the introduction of the concept of blended learning in the educational process of higher education. The research was carried out with Ukrainian students of non-philological majors during the study of English (offline and online). Also, international students who are studying Ukrainian as a foreign language were involved. Comparative analysis of students' readiness to learn using different blended learning tools was used. Methods of mathematical statistics (nonparametric Kruskal-Wallis and Mann-Whitney criteria) were utilized to analyse and process the experimental data. The results of the study indicate the effectiveness of blended learning technology usage in the process of foreign language teaching. Nevertheless, they show that the proposed tools help students better master a foreign language. Besides, students are both in active learning and passively reinforcing their knowledge using digital technologies during education. The authors consider it indisputable that blended learning tools should be used to some extent for students of all majors. The authors understand that the proposed tools are not exhaustive and definitive. Their list should be extended, and the use of specific tools depends on the teacher, students, the course, and other factors.
References
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Brook, C., & Pedler, M. (2020). Action learning in academic management education: A state of the field review. The International Journal of Management Education, 18(3), 100415. https://doi.org/10.1016/j.ijme.2020.100415
Chen, J., Wang, M., Kirschner, P. A., & Tsai, C.-C. (2018). The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis. Review of Educational Research, 003465431879158. https://doi.org/10.3102/0034654318791584
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Facer, K. (2013). The problem of the future and the possibilities of the present in education research. International Journal of Educational Research, 61, 135–143. https://doi.org/10.1016/j.ijer.2013.03.001
Fomyna A. S. (2014) Blended learning at a university: institutional, organizational, technological and pedagogical aspects. Theory and practice of social development. №21. 272–279.
Gelgoot, E. S., Bulakowski, P. F., & Worrell, F. C. (2020). Flipping a Classroom for Academically Talented Students. Journal of Advanced Academics, 1932202X2091935. https://doi.org/10.1177/1932202x20919357
Healey, D., Hegelheimer, V., Hubbard, P., Iannou-Georgiou, S., Kessler, G. and Ware, P. (2008) TESOL Technology Standards Framework, Alexandria, VA: TESOL Publications.
Helm, F., Arens, A. K., & Möller, J. (2020). Perceived teacher unfairness and student motivation in math and German: An application of the generalized internal/external frame of reference model. Learning and Individual Differences, 81, 101891. https://doi.org/10.1016/j.lindif.2020.101891
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Hrastinski, S. (2019) What Do We Mean by Blended Learning? TechTrends 63, 564–569. https://doi.org/10.1007/s11528-019-00375-5
Hubackova, S., Semradova, I., & Klimova, B. F. (2011). Blended Learning in A Foreign Language Teaching. Procedia - Social and Behavioral Sciences, 28, 281–285. https://doi.org/10.1016/j.sbspro.2011.11.054
Kukharenko V. M. (2016) Theory and practice of blended learning: Monograph Kharkiv: Miskdruk, NTU "KhPI". 284 p. (In Ukrainian)
Kushnir O., Pilipenko V., Yakovleva O. (2019) The Formation of Students Motivation: Problem or Opportunity. Herald of Kiev Institute of Business and Technology. 3 (42). 5-10 https://doi.org/10.37203/kibit.2019.42.01
Kyreev B.N. (2018) An overview on some results of the experiment on the use of blended learning in higher education institution. Teacher in XXI century. V. 3-1. 48-60 (In Russian)
Lee, C., Yeung, A. S., & Ip, T. (2017). University English language learners’ readiness to use computer technology for self-directed learning. System, 67, 99–110. https://doi.org/10.1016/j.system.2017.05.001
Lo ́pez-Carril S., Anagnostopoulos Ch., Parganas P. (2020) Social media in sport management education: Introducing LinkedIn. Journal of Hospitality, Leisure, Sport & Tourism Education 27 (2020) 100262 https://doi.org/10.1016/j.jhlste.2020.100262
MacLeod, J., Yang, H. H., Zhu, S., & Li, Y. (2018). Understanding students’ preferences toward the smart classroom learning environment: Development and validation of an instrument. Computers & Education, 122, 80–91. https://doi.org/10.1016/j.compedu.2018.03.015
Manca S. (2020) Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook The Internet and Higher Education. Volume 44, 100707 https://doi.org/10.1016/j.iheduc.2019.100707
Mitsenko, D. (2019). «Blended learning» - the essence and features of implementation in higher education. Herald of Kiev Institute of Business and Technology, 42(3), 33-38. https://doi.org/10.37203/kibit.2019.42.05
Money, W. H., & Dean, B. P. (2019). Incorporating student population differences for effective online education: A content-based review and integrative model. Computers & Education. https://doi.org/10.1016/j.compedu.2019.03.013
Morris, N. P., Swinnerton, B., & Coop, T. (2019). Lecture recordings to support learning: A contested space between students and teachers. Computers & Education, 103604. https://doi.org/10.1016/j.compedu.2019.103604
Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: A dangerous idea? The Internet and Higher Education, 18, 15–23. https://doi.org/10.1016/j.iheduc.2012.12.001
Nalimova I., Valeev A. (2019) Possibilities of information technologies in blended learning for professionally oriented language at non-linguistic faculties. Azimuth of Scientific Research: Pedagogy and Psychology. V. 8. No 2(27). 168-171
Paulsen, J., & McCormick, A. C. (2020). Reassessing Disparities in Online Learner Student Engagement in Higher Education. Educational Researcher, 0013189X1989869. https://doi.org/10.3102/0013189x19898690
Popov N. P. (2018) Russian and American generations of the 20th century: where have Millennials come from? Monitoring of Public Opinion: Economic and Social Changes. No. 4. P. 309—323. https://doi.org/10.14515/monitoring.2018.4.15. (In Russian)
Romadhon, M. S., Rahmah, A., & Wirani, Y. (2019). Blended Learning System Using Social Media for College Student: A Case of Tahsin Education. Procedia Computer Science, 161, 160–167. https://doi.org/10.1016/j.procs.2019.11.111
Rospigliosi, P. asher. (2019). The role of social media as a learning environment in the fully functioning university: preparing for Generation Z. Interactive Learning Environments, 27(4), 429–431. https://doi.org/10.1080/10494820.2019.1601849
Ruliene L.N. (2017) Integration of technologies of electronic and classroom training as a factor of modern educational process development. PNRPU Linguistics and Pedagogy Bulletin No. 4 2017 https://doi.org/10.15593/2224-9389/2017.4.9
Singh, H., & Miah, S. J. (2020). Smart education literature: A theoretical analysis. Education and Information Technologies. https://doi.org/10.1007/s10639-020-10116-4
Smith K. & Hill J. (2019) Defining the nature of blended learning through its depiction in current research, Higher Education Research & Development, 38:2, 383-397, https://doi.org/10.1080/07294360.2018.1517732
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What Forty Years of Research Says About the Impact of Technology on Learning. Review of Educational Research, 81(1), 4–28. https://doi.org/10.3102/0034654310393361
Vanslambrouck, S., Zhu, C., Lombaerts, K., Philipsen, B., & Tondeur, J. (2017). Students’ motivation and subjective task value of participating in online and blended learning environments. The Internet and Higher Education, 36, 33–40. https://doi.org/10.1016/j.iheduc.2017.09.002
Vogler, J. S., Munsell, S. E., & Knutson, D. (2019). LOLsquared: When laughing-out-loud and learning-on-line intermingle in a computer-mediated classroom discussion. Computers & Education, 140, 103597. https://doi.org/10.1016/j.compedu.2019.103597
Zydney, J. M., Warner, Z., & Angelone, L. (2019). Learning through experience: Using design based research to redesign protocols for blended synchronous learning environments. Computers & Education, 103678. https://doi.org/10.1016/j.compedu.2019.103678
Asarta, C. J., & Schmidt, J. R. (2020). The effects of online and blended experience on outcomes in a blended learning environment. The Internet and Higher Education, 44, 100708. https://doi.org/10.1016/j.iheduc.2019.100708
Aynutdinova I.N. (2015). Topical issues of using blended learning technology in teaching foreign languages at a university. Society: sociology, psychology, pedagogy, (6), 74-77. (In Russian)
Boelens, R., Voet, M., & De Wever, B. (2018). The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning. Computers & Education, 120, 197–212. https://doi.org/10.1016/j.compedu.2018.02.009
Bonk C. J., Graham Ch. R. (2006) The Handbook of Blended Learning: Global Perspectives, Local Designs / foreword by M.G. Moore, J. Cross. John Wiley & Sons Ltd. 624 p.
Brook, C., & Pedler, M. (2020). Action learning in academic management education: A state of the field review. The International Journal of Management Education, 18(3), 100415. https://doi.org/10.1016/j.ijme.2020.100415
Chen, J., Wang, M., Kirschner, P. A., & Tsai, C.-C. (2018). The Role of Collaboration, Computer Use, Learning Environments, and Supporting Strategies in CSCL: A Meta-Analysis. Review of Educational Research, 003465431879158. https://doi.org/10.3102/0034654318791584
Chilingaryan, K., & Zvereva, E. (2017). Methodology of Flipped Classroom as a Learning Technology in Foreign Language Teaching. Procedia - Social and Behavioral Sciences, 237, 1500–1504. https://doi.org/10.1016/j.sbspro.2017.02.236
Crilly, P., & Kayyali, R. (2019). The use of social media as a tool to educate United Kingdom undergraduate pharmacy students about public health. Currents in Pharmacy Teaching and Learning. https://doi.org/10.1016/j.cptl.2019.11.012
DeBoer, J., Ho, A. D., Stump, G. S., & Breslow, L. (2014). Changing “Course.” Educational Researcher, 43(2), 74–84. https://doi.org/10.3102/0013189x14523038
Facer, K. (2013). The problem of the future and the possibilities of the present in education research. International Journal of Educational Research, 61, 135–143. https://doi.org/10.1016/j.ijer.2013.03.001
Fomyna A. S. (2014) Blended learning at a university: institutional, organizational, technological and pedagogical aspects. Theory and practice of social development. №21. 272–279.
Gelgoot, E. S., Bulakowski, P. F., & Worrell, F. C. (2020). Flipping a Classroom for Academically Talented Students. Journal of Advanced Academics, 1932202X2091935. https://doi.org/10.1177/1932202x20919357
Healey, D., Hegelheimer, V., Hubbard, P., Iannou-Georgiou, S., Kessler, G. and Ware, P. (2008) TESOL Technology Standards Framework, Alexandria, VA: TESOL Publications.
Helm, F., Arens, A. K., & Möller, J. (2020). Perceived teacher unfairness and student motivation in math and German: An application of the generalized internal/external frame of reference model. Learning and Individual Differences, 81, 101891. https://doi.org/10.1016/j.lindif.2020.101891
Horn M. B., Staker H. (2011) The Rise of K-12 Blended Learning. Innosight Institute – Charter School Growth Fund – Public Impact, 2011. 17 p.
Hrastinski, S. (2019) What Do We Mean by Blended Learning? TechTrends 63, 564–569. https://doi.org/10.1007/s11528-019-00375-5
Hubackova, S., Semradova, I., & Klimova, B. F. (2011). Blended Learning in A Foreign Language Teaching. Procedia - Social and Behavioral Sciences, 28, 281–285. https://doi.org/10.1016/j.sbspro.2011.11.054
Kukharenko V. M. (2016) Theory and practice of blended learning: Monograph Kharkiv: Miskdruk, NTU "KhPI". 284 p. (In Ukrainian)
Kushnir O., Pilipenko V., Yakovleva O. (2019) The Formation of Students Motivation: Problem or Opportunity. Herald of Kiev Institute of Business and Technology. 3 (42). 5-10 https://doi.org/10.37203/kibit.2019.42.01
Kyreev B.N. (2018) An overview on some results of the experiment on the use of blended learning in higher education institution. Teacher in XXI century. V. 3-1. 48-60 (In Russian)
Lee, C., Yeung, A. S., & Ip, T. (2017). University English language learners’ readiness to use computer technology for self-directed learning. System, 67, 99–110. https://doi.org/10.1016/j.system.2017.05.001
Lo ́pez-Carril S., Anagnostopoulos Ch., Parganas P. (2020) Social media in sport management education: Introducing LinkedIn. Journal of Hospitality, Leisure, Sport & Tourism Education 27 (2020) 100262 https://doi.org/10.1016/j.jhlste.2020.100262
MacLeod, J., Yang, H. H., Zhu, S., & Li, Y. (2018). Understanding students’ preferences toward the smart classroom learning environment: Development and validation of an instrument. Computers & Education, 122, 80–91. https://doi.org/10.1016/j.compedu.2018.03.015
Manca S. (2020) Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook The Internet and Higher Education. Volume 44, 100707 https://doi.org/10.1016/j.iheduc.2019.100707
Mitsenko, D. (2019). «Blended learning» - the essence and features of implementation in higher education. Herald of Kiev Institute of Business and Technology, 42(3), 33-38. https://doi.org/10.37203/kibit.2019.42.05
Money, W. H., & Dean, B. P. (2019). Incorporating student population differences for effective online education: A content-based review and integrative model. Computers & Education. https://doi.org/10.1016/j.compedu.2019.03.013
Morris, N. P., Swinnerton, B., & Coop, T. (2019). Lecture recordings to support learning: A contested space between students and teachers. Computers & Education, 103604. https://doi.org/10.1016/j.compedu.2019.103604
Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: A dangerous idea? The Internet and Higher Education, 18, 15–23. https://doi.org/10.1016/j.iheduc.2012.12.001
Nalimova I., Valeev A. (2019) Possibilities of information technologies in blended learning for professionally oriented language at non-linguistic faculties. Azimuth of Scientific Research: Pedagogy and Psychology. V. 8. No 2(27). 168-171
Paulsen, J., & McCormick, A. C. (2020). Reassessing Disparities in Online Learner Student Engagement in Higher Education. Educational Researcher, 0013189X1989869. https://doi.org/10.3102/0013189x19898690
Popov N. P. (2018) Russian and American generations of the 20th century: where have Millennials come from? Monitoring of Public Opinion: Economic and Social Changes. No. 4. P. 309—323. https://doi.org/10.14515/monitoring.2018.4.15. (In Russian)
Romadhon, M. S., Rahmah, A., & Wirani, Y. (2019). Blended Learning System Using Social Media for College Student: A Case of Tahsin Education. Procedia Computer Science, 161, 160–167. https://doi.org/10.1016/j.procs.2019.11.111
Rospigliosi, P. asher. (2019). The role of social media as a learning environment in the fully functioning university: preparing for Generation Z. Interactive Learning Environments, 27(4), 429–431. https://doi.org/10.1080/10494820.2019.1601849
Ruliene L.N. (2017) Integration of technologies of electronic and classroom training as a factor of modern educational process development. PNRPU Linguistics and Pedagogy Bulletin No. 4 2017 https://doi.org/10.15593/2224-9389/2017.4.9
Singh, H., & Miah, S. J. (2020). Smart education literature: A theoretical analysis. Education and Information Technologies. https://doi.org/10.1007/s10639-020-10116-4
Smith K. & Hill J. (2019) Defining the nature of blended learning through its depiction in current research, Higher Education Research & Development, 38:2, 383-397, https://doi.org/10.1080/07294360.2018.1517732
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What Forty Years of Research Says About the Impact of Technology on Learning. Review of Educational Research, 81(1), 4–28. https://doi.org/10.3102/0034654310393361
Vanslambrouck, S., Zhu, C., Lombaerts, K., Philipsen, B., & Tondeur, J. (2017). Students’ motivation and subjective task value of participating in online and blended learning environments. The Internet and Higher Education, 36, 33–40. https://doi.org/10.1016/j.iheduc.2017.09.002
Vogler, J. S., Munsell, S. E., & Knutson, D. (2019). LOLsquared: When laughing-out-loud and learning-on-line intermingle in a computer-mediated classroom discussion. Computers & Education, 140, 103597. https://doi.org/10.1016/j.compedu.2019.103597
Zydney, J. M., Warner, Z., & Angelone, L. (2019). Learning through experience: Using design based research to redesign protocols for blended synchronous learning environments. Computers & Education, 103678. https://doi.org/10.1016/j.compedu.2019.103678
Published
2020-08-31
How to Cite
ZelenskyiM., NesterenkoI., VolovikN., & MytsenkoD. (2020). Blended learning technologies for a foreign language teaching the students of non-philological majors. Herald of Kyiv Institute of Business and Technology, 44(2), 4-10. https://doi.org/10.37203/kibit.2020.44.01
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