ICT IN TEACHING ESP TO FUTURE CIVIL ENGINEERS AT TECHNICAL UNIVERSITY

Erman Akıllı,Lesia Konoplianyk,Yuliia Pryshupa

doi:10.20535/2410-8286.148507

Erman Akıllı, Lesia Konoplianyk + Show 1 more

Open Access

https://doi.org/10.20535/2410-8286.148507

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Abstract

The paper analyses new technologies in teaching ESP to future civil engineers in their professional training. The research was held at the National Aviation University (Kyiv, Ukraine) and involved 86 second-year students majoring in “Civil Engineering” who study full-time. The distance learning profession-oriented course on the Moodle platform was applied in the experimental group as well as a set of intellectual games and brainstorming tasks. The study examined how students majoring in civil engineering perceive the implementation of ICT in the ESP learning environment and how these technologies improve students’ ESP proficiency and their readiness for self-educationand lifelong learning. A student survey was held at the end of the experiment. The analysis of the responses in the questionnaire with open-ended questions revealed that students had positive perceptions of using different forms of ICT in the ESP classroom. After establishing the appropriate psychological and pedagogical conditions, the number of students in the experimental group having the productive and creative levels of readiness to use English in their professional activity have significantly increased compared to the control group. On-line learning enhanced students’ motivation for self-study as well as improved their ESP proficiency.

Highlights

The dramatic changes taking place in the world and the crisis in educational systems require critical transformations in the paradigm of education, the principles of the organisation of the educational process, its content, and teaching methods
The introduction of reasonable pedagogical conditions to improve students’ English language proficiency in the system of higher engineering education and stimulate them for lifelong learning involved the implementation of the second stage of the experiment. 1) enhancing students’ internal motivation to intellectual activity and further self-education; 2) content and language integrated learning (CLIL); 3) developing and implementing multilevel tasks in the educational process using Information and Communication Technologies (ICT) ; 4) changing roles of a teacher and a student: a teacher becomes a tutor and students are engaged in active learning due to the use of ICT and interactive teaching methods
The research was carried out to examine how students majoring in civil engineering perceive the implementation of ICT in the English for Specific Purposes (ESP) learning environment and how these technologies improve students’ ESP proficiency and their readiness for lifelong learning

Summary

Introduction

The dramatic changes taking place in the world and the crisis in educational systems require critical transformations in the paradigm of education, the principles of the organisation of the educational process, its content, and teaching methods. The purpose of a modern higher technical educational institution is to train the intellectual and creative elite having scientific, analytical and organisational knowledge, as well as being able to develop and master new technologies using a foreign language in a multicultural environment, to change the types and forms of activity without decreasing its effectiveness Civil engineers have to be able to adapt quickly to the rapid changes occurring in their professional lives, which requires lifelong learning for self-improvement and development of their professional competence. They must be well-educated, well-trained and practice competently, and this

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