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.
Highlights
The digitalization of society has led to the emergence of new challenges for language teachers
The way based on modern technologies to modernize the educational process is blended learning (Allen, 2007; Smith & Hill, 2019; Hrastinski, 2019)
Huge study says the computer technology usage helps students in learning (Tamim et al 2011), computersupported collaborative learning were analised by Chen et al (2018), Our interest is in the peculiarities of applying the blended learning technologies in the process of foreign language teaching (Fomyna, 2014; Aynutdinova, 2015; Chilingaryan and Zvereva, 2017)
Summary
The digitalization of society has led to the emergence of new challenges for language teachers. The newest technologies that surround Generation Z are stimulating the emergence of new requirements for foreign language classes. The way based on modern technologies to modernize the educational process is blended learning (Allen, 2007; Smith & Hill, 2019; Hrastinski, 2019). «Blended learning» is a learning system that combines traditional face-toface learning with computer-mediated technology (Bonk and Graham, 2006). Applying information technology in foreign language teaching methodology dates back to the 80s of the last century. Teachers of Ukrainian educational institutions use information and communication technologies to help students master the material much faster for more than 20 years (Kukharenko, 2016). Our study aims to test the effectiveness of blended learning technologies in the process of foreign language teaching for students of nonphilological majors.
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