Abstract
Research studies dedicated to the application of blended learning in modern linguistics are on the rise. With the interdisciplinary nature of science and curricula, researchers are combining traditional methods with contemporary digital sources and text processing tools. Regardless of the many methods and approaches recommended, there is no set methodology widely proven to be successful, due to different student profiles, language competences and the learning environment. This paper presents the results of the blended learning approach taken at the University of Montenegro’s Faculty of Maritime Studies in Kotor. The traditional teaching approach has been combined with genre and discourse knowledge, with the support of digital and internet tools. The goal of the research is to demonstrate that students of the English for Specific Purposes (ESP) course may benefit from genre- and linguistics-based knowledge applied in the technical and digital environment. Moreover, it is argued that a corpus- and genre-based approach to teaching professional genres provides an opportunity to enrich ESP classes. This approach has primarily proved to be beneficial in teaching technical and engineering genres. Language precision is the essence of effective language competence.
Highlights
Technical solutions and internet technology have become widely promoted and used in modern classrooms
In view of the above concepts in teaching, this paper aims to explore the effectiveness of the blended approach in the English language classroom for students from technical departments, with the following research questions in focus: 1. What are the benefits of blended learning in teaching specialised genres in English? Does it present an exciting challenge to learn the specifics of different technical styles?
This study presents the empirical results of the introduction of blended learning into the English language course at the Faculty of Maritime Studies in Kotor during the 15 weeks of the winter semester in the 2018/19 academic year
Summary
Technical solutions and internet technology have become widely promoted and used in modern classrooms. Modern teachers are expected to incorporate technical knowledge into the teaching process, to use video material and online resources, and to support distance learning. A series of new practices – such as flipped classrooms and blended learning – involve increased interaction between teachers and students. These novelties have become a must of modern curricula in higher education institutions [13], [14], [27]. It must be noted that the term “blended”, used in this paper, depicts a mixed approach that combines traditional and modern technology-oriented learning
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