EMP: in search of optimal mode of delivery

Abstract

Introduction. The use of digital technologies in tertiary education is one of the most pronounced modern trends. The digital component of education in the university context is rapidly developing and tends to replace traditional campus-based forms. However, the variety of aspects of this problem addressed in publications indicates that ready-made decisions on how much and in what form to introduce the online component in the practices of each specific university does not exist. The decision has to be made based on the analysis of a number of real and projected factors. The aim of the article is to identify the optimal mode of delivery for teaching English for medical purposes, taking into account the digital resources available, and to propose a new vector for increasing the efficiency of their use. Materials and Methods. The material for the paper was digital resources used in teaching English: LMS-hosted courses of Russian medical universities, Massive Open Online Courses, virtual worlds, online communities in social networks, mobile applications and relevant publications on the issues considered. The paper uses the descriptive method coupled with systematization method based on the SECTIONS model. Results. The relevance of introduction of digital tools, services, and online delivery models highly relies on, firstly, the specificity of the subject – its primary focus on the development of productive speech skills, the features of conventional communication in medicine and the associated need for learning from authentic materials; secondly, on the specifics of electronic resources intended for learning a foreign language – their suitability for developing communication skills, supporting conventional communication, access to authentic language input, opportunities of learning from mistakes, monitoring the development of productive speech skills, and monitoring students’ work with resources; thirdly, from the willingness and ability of educators to create or select the necessary educational content and combine it with classroom experience, and the readiness of the students to capitalize on it. Conclusion. We suggest a number of steps for EMP course aimed at more effective use of online learning content, such as unification, balancing face-to-face work and self-study, restructuring face-toface class and providing continual guidance for students and faculty.