Flipped learning technology for teaching a foreign language at a technical university (in English)

IRINA V. VLASOVA

Samara, Russian Federation

Thus, innovative learning technologies are promising in the practice of learning objectives implementation. At the same time, their application has some specifics associated with the organization of teacher’s activity: increased workload, features of tutor support during the educational process, as well as complexities of educational work organization when using distance learning technologies [4; 7]. At the same time, despite some disadvantages, the use of innovative technology of flipped learning becomes a reason

ВЛАСОВА И.В.

ПЕРЕВЕРНУТАЯ ТЕХНОЛОГИЯ ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ

В ТЕХНИЧЕСКОМ ВУЗЕ

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Comparison of traditional and “flipped” approaches

Criteria Traditional approach «Flipped» approach Students Passivity, lack of initiative and desire for independent learning activity. «Listen, memorize, reproduce» scheme. Student involvement in learning process. Taking responsibility for learning. Collaboration with all participants in the learning process. Meaningful learning. Teachers Conveying knowledge, maintaining discipline and order in the classroom, monitoring students’ knowledge. Designing a learning situation, promoting responsibility for learning, building trust. ICT Use of technology and web-based tools in teaching. Changing the teaching and learning method through ICT. Techniques Passive delivery methods, where the information flows from the teacher to the students. Active and interactive teaching methods. Personality-centered approach. Lesson structure In the classroom the students listen to the teacher’s instructions. They do their homework when they go home after classes, often unsuccessfully and without having a chance to ask or get prompting. Students study a new topic independently using a textbook or online platform. In the classroom, they consolidate and work with the material. for accelerated competence development.

Conducting a survey of parttime engineering students who have completed a foreign language course using Moodle platform, we came to the following conclusions about the results of using the technology of flipped learning: 82% of students indicate an increase in efficiency, 79 % – noted a high level of activity, 85% – noted a high level of confidence, 75 % – noted increased use of video and audio materials. From this we can conclude that a methodologically correctly organized educational process using electronic educational resources can bring foreign language teaching to a qualitatively new level.