Russian practice of English language teaching in e-learning management system in universities of economics (MESI and PRUOE)

Abstract

The article deals with topical issues of the using distance learning technologies, and blended model of studying foreign languages in universities. The authors investigated the possibility of distance learning technologies in the modern linguistic education. The practical side of blended model of foreign languages teaching is shown on the example of Learning Management System “Virtual Campus” at Plekhanov Russian University of economics and Moscow state university of economics, statistics and informatics. The purpose of the research is the following : 1) to analyze advantages of virtual campus in the Russian education system in teaching foreign languages in universities; 2) to demonstrate the difference between distance and e-learning in teaching foreign languages; 3) to demonstrate what language and speech competencies are developed with an electronic campus; 4) to describe the virtual campus tools; 5) to conduct a pedagogical experiment demonstrating virtual campus opportunities in teaching foreign languages; 6) to prove an innovative character and productivity of a blended learning model in teaching foreign languages. Material of the research. As a material of the research were used the following: 1) records of the lessons in the virtual campus (forums, tests, written tasks, commentaries); 2) paper and electronic text books; 3) students’ and teachers’ polls; 4) the results of students’ testing. Methods of the research. During the experiment the following methods were applied: descriptive, project, comparative and statistic methods. The results of the research. The following results have been obtained during the experiment - an innovation character and the productivity of a blended model usage in teaching foreign languages in universities which can be demonstrated in the following have been proved: 1) in developing communicative and language competencies; 2) in developing an individual student trajectory; 3) in expanding active and passive student vocabulary; 4) in expanding a socio-cultural potential at the lesson; 5) in developing an intellectual potential at the lesson; 6) in the intensification of educational process. Conclusions . 1. The usage of a blended learning project system based on а virtual campus raises the process of competencies development to a new level: 1) speech competencies (fi rst of all reading and writing); 2) language competencies (lexical and grammar); 3) cognitive с competencies. 2. We recommend a new blended learning system on the basis of a virtual campus in teaching foreign languages should be put into practice in education domain in Russian universities. 3. The usage of a blended learning system on the basis of a virtual campus in teaching foreign languages implies a change in a managerial approach in teachers’ activities. 4. The usage of a blended learning system in teaching foreign languages is feasible within a framework of a system approach in the education process.