Abstract
Nowadays, the flipped classroom technology has become popular in the educational institutions of developed countries. However, in Russia this approach has not been widely practiced yet due to objective reasons. The purpose of this article is to analyze the effectiveness of using the flipped classroom technology in the system of higher education and specifically in foreign language courses. This article presents the results of the experiment on the implementation of some elements of flipped classroom technology in Kazan Federal University (Russia). The experiment was held with the students of the Law Faculty (60 people) through the course "Foreign language (French) in the sphere of jurisprudence". The idea of making the experiment came after getting very low students’ exam results at the end of the course. In this group traditional methods of SL teaching were used according to state educational standards such as reading professional texts and communication on professional topics. After thorough analysis of the results, the following reasons for unsatisfactory assessments were identified: systematic absence of the students at classes, systematic failure of completing homework assignments, and abuse of electronic translators. Thus, the need to use different teaching approaches became obvious. Taking into account the situation, the authors decided to use the flipped classroom technology to develop students’ core competencies and to improve their language skills.
Highlights
Modern society is characterized by virtualization of social activities and interpersonal relations
The experiment with the students of the Law Faculty consisted of using elements of flipped learning in foreign language classes in order to improve the quality of mastering program materials
To increase the motivation of students it was necessary to make more attractive content, more interactive learning process, individualize training and to take into account the level of complexity of assignments depending on the level of foreign language proficiency, to use such kind of home tasks, the failure of which would greatly complicate the work in the classroom, to conduct oral input control for the performance of the homework and to develop creative tasks and diversify forms of control
Summary
Modern society is characterized by virtualization of social activities and interpersonal relations. Information and communication technologies are abundantly used in economic, management, medicine and cultural spheres. The implementation of digital technologies into learning process leads to the reconsideration of traditional methods and technologies of education. Teacher is far not the only source of information nowadays. To improve the quality of education it is necessary to implement new learning approaches more adopted for the needs of students. If previously the main aim of training was the mastery of a certain amount of knowledge, nowadays the development of thinking, mind and personal qualities of students by means of a specific training subject is at the forefront (Faina et al, 2017)
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