Experience of using information and communication technologies in foreign language learning process

Analysis of the results of the introduction of new information and communication technologies in education, through the development and use of electronic browser-based textbooks and teaching aids, training websites and other electronic products.

Рубрика Педагогика
Вид статья
Язык английский
Дата добавления 09.12.2018
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Experience of using information and communication technologies in foreign language learning process

Aleksei Ivanovich Gorozhanov, Ph. D. in Philology

Department of German Language Grammar and History

Moscow State Linguistic University

This article highlights the results of introducing modern information and communication technologies (ICT) into the foreign language learning process. The author shares his own experience of developing and using digital browser textbooks and sets of exercises, educational websites and other digital productsand comes to the conclusion that the introduction of modern ICT into the foreign language learning is a natural and irreversible process, which demands development of new competences from both students and teachers.

Key words and phrases: information and communication technologies; digital browser textbook; office application; cloud computing; self-checked exercises; JavaScript; HTML5.

В статье представлены результаты внедрения новых информационных и коммуникационных технологий (ИКТ) в процесс преподавания иностранного языка. Автор делится собственным опытом разработки и использования электронных браузерных учебников и учебных пособий, учебных вебсайтов и других электронных продуктов, а также заключает, что внедрение ИКТ в процесс преподавания иностранного языка - необратимый и закономерный процесс, требующий формирования новых компетенций как у обучающегося, так и у обучающего.

Ключевые слова и фразы: информационные и коммуникационные технологии; электронный браузерный учебник; офисные технологии; «облачные» технологии; упражнения с автоматической проверкой; JavaScript; HTML5. information education textbook website

Two years ago we launched a campaign for introducing modern information and communication technologies (ICT) into the learning process in the Department of German Language Grammar and History at the Faculty for German Language at our University. We faced the challenge of the information society, which has a great influence on development of the education system at the present time [4, c. 50].

Trying to create a complete and functional toolkit of digital products we wanted to understand what advantages new technologies can provide for such a conservative discipline as a foreign language.

Our toolkit included following pieces of ICT:

- digital browser textbooks and sets of exercises entirely based on HTML5;

- digital textbooks and sets of exercises based on Microsoft Office applications;

- educational websites as online support of the learning process; - offline tests (mostly with multiple choice tasks); - Google cloud technologies.

Digital browser textbooks and sets of exercises are the most complex digital products we have been dealing with. The latest products (e.g. “With German into the 21st Century”) are entirely HTML5 (HyperText Markup Language, ver. 5) based, supplied with JavaScript functions [3]. HTML5 provides a cross browser code operated by such popular browsers as Google Chrome, Opera, Safari and Firefox. In that way no installation on the hard drive is required.

The textbook looks like a local website with hyperlinks, illustrations and audio sequences.

Using a browser textbook allows us to represent textual information in different formats, to illustrate this information with pictures, but the most important thing is that HTML5 document can play audio sequences without opening additional windows or programs. The audio player is integrated into the browser and is activated by the HTML5 code (tag <audio>). The previous versions of HTML didn't have such option [2].

Every textbook must have exercises. In our case they can be static or interactive. Under static exercises we understand tasks that are not self-checked, in other words, the student checks his results in the keys section himself or the teacher does it. Static exercises are well known in traditional paper textbooks, the difference is in the interface with buttons (see on Pic. 1) that link you to the file with the key to the task, while in the traditional paper textbook you will have to open the corresponding page, and that takes more time:

Pic. 1.Static exercise with a “key” button

We think that placing some elements of the interface on the right side of the page is reasonable because it clears the left side of the document of technical components such as buttons.

Adding interactive exercises requires applying JavaScript functions. They allow you to make self-checked exercises of different types. The simplest ones are multiple-choice tasks that can be realized with radio buttons (see on Pic. 2):

Pic. 2.A multiple-choice task with radio buttons

Radio buttons technically provide only one correct answer. If you need to make an exercise with two or more correct answers you will have to use check boxes. The boxes can be “checked” or “unchecked” and the integrated JavaScript function will understand them as 1 or 0, or true or false (see on Pic. 3):

Pic. 3.A task with check boxes

Another type of self-checked tasks is a gap-filling one, the student types letters or whole words into the form. After inputting the answers to all questions the checking procedure is started by clicking on the “check” button. The result is shown in the browser alert box.

It is no use mentioning that the self-checked exercises are based on formal equivalence between input answers and the values that are input into the program by the teacher.

The open type tasks can be checked only by the teacher although the modern technology can provide this possibility as well. Our principle position is that the machine cannot replace the teacher, because the Human-to-Human communication means not only transmission of information but transmission of academic experience and tradition.

The role the machine can fulfill is to store the input answers and, if necessary, to count the characters in the student's text (e.g. according to the task the answer must contain between 100 and 200 characters).

Digital textbooks and sets of exercises made in Microsoft Office applications are based on the same didactic principles but are not so complicated in terms of technical skills. They can be browser operated or need Microsoft applications to be installed. The first are made in MS Word application and then saved as html documents. Any self-checked exercises are impossible; in that way this technology is good for those teachers who just start working with ICT or for textbooks on theoretical disciplines. Using MS Excel application you can make interactive exercises and tests [1].

There can also be mixed solutions, e.g. the theoretical part can be made in MS Word and the tests can be assembled in HTML5 with or without JavaScript functions. The files can be easily connected through hyperlinks.

The above mentioned digital products can be stored on Google cloud and be available for students or other users. We use Google cloud technologies for constructing educational websites and storing digital products, in that way we avoid copying data on flash drives or CDs.

So after two years of working at and with digital educational products we have come to the conclusion that the introduction of modern ICT into the foreign language learning is a natural and irreversible process which demands development of new competences from both students and teachers. Basic computer knowledge and skills belong to our life and the academic environment cannot be an exception.

Foreign language learning has always been using technical devices, but nowadays, single devices such as TV-sets or CD-players are not able to solve complex problems. It turns to new forms of learning process: blended learning, e-learning, m-learning, and foreign language teachers' professional society must find out if the integration of ICT leads to new didactic approaches or it means just a new form of the same substance.

References

1. Анищенко А. В., Горожанов А. И. Мультимедийное модульное учебно-методическое пособие по немецкому языку «Немецкий в интерактивных упражнениях» [Электронный ресурс] // Библиотека РТО на портале ОФЕРНиО. URL: http://ofernio.ru/rto_files_ofernio/17894.doc (дата обращения: 14.06.2012).

2. Веб-программирование в примерах [Электронный ресурс]. URL: http://easywebscripts.net/html/html5.php (дата обращения: 13.06.2012).

3. Горожанов А. И. Электронное учебное пособие по развитию коммуникативных умений на немецком языке «С немецким в XXI век» [Электронный ресурс] // Библиотека РТО на портале ОФЕРНиО. URL: http://ofernio.ru/rto_files_ofernio/18140.doc (дата обращения: 10.06.2012).

4. Любимова Н. В., Горожанов А. И. Технология «смешанного» обучения иностранным языкам: перспективы и проблемы // Вестник Моск. гос. лингвист. ун-та. Сер. «Языкознание». М.: МГЛУ, 2011. Вып. 610. С. 49-58.

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