scholarly journals IMPLEMENTATION OF DIGITAL INTERACTIVE TECHNOLOGIES AND E-LEARNING TOOLS IN ENGLISH LANGUAGE TEACHING FOR THE DEVELOPMENT OF TRANSLATORS’ PROFESSIONAL COMPETENCES (On The Basis of Higher Educational Institutions of Kazakhstan)

2019 ◽  
pp. 283-292
Author(s):  
Seri Lazzat
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Educational Institutions ◽  
Learning Tools ◽  
Higher Educational Institutions ◽  
Interactive Technologies ◽  
E Learning ◽  
Higher Educational

scholarly journals USE OF E-LEARNING TOOLS ON HIGHER EDUCATION INSTITUTIONS

2020 ◽  
Vol 8 (12) ◽  
pp. 805-810
Author(s):  
Alka Sharma ◽  
◽  
Hina Jain Gupta ◽  
Keyword(s):  
Higher Education ◽  
Quality Education ◽  
Educational Institutions ◽  
Learning Tools ◽  
Higher Educational Institutions ◽  
E Learning ◽  
Higher Educational ◽  
Almost All ◽  
The Impact ◽  
Quantitative And Qualitative Methods

In the last two decades, technology has evolved at a great pace and has influenced almost all spheres of life and education is no exception to it. Nowadays, most of the educational institutions are using various tools and equipments to impart education to the students. This paper has tried to explore the impact of e-education tools on thestudents in higher educational institutions. The sample consists of students enrolled in higher educational institutions. Both quantitative and qualitative methods have been adopted for data collection including questionnaires, semi-structured &open-ended interviews. Use of computer and internet was found to be one of the most important e-learning tools. The findings are expected to assist the higher educational institutions in framing their policies to impart quality education to the students.

scholarly journals FORMATION OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF STUDENTS OF NON-LINGUISTICS HIGHER EDUCATIONAL INSTITUTIONS BY THE METHOD OF INNOVATIVE DICTATIONS

2019 ◽  
Author(s):  
Natalia Baranenkova ◽  
Natalia Lashuk
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Educational Process ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Interactive Technologies ◽  
Effective Activity ◽  
Motivation For Learning ◽  
Higher Educational ◽  
Different Levels

The article deals with the issue of the effectiveness of using dictogloss as a way of enhancing communicative speech activity, critical thinking and creative potential of students of non-language higher educational institutions in ESP classes. The key stages of the traditional dictogloss are considered: 1) preparation; 2) dictation; 3) reproduction; 4) analysis and reflection, comparing texts created by subgroups with the original or with texts of other subgroups. The main principles (such as the principle of cooperation training and the use of interactive technologies, the principle of the curriculum and the educational process connection, the principle of diversification, the principle of the development of mental, mnemic and perceptual processes, the principle of emotionality, the principle of systematicity and consistency) aimed at ensuring the outcomes and effectiveness of innovation dictations and the ways of their implementation are outlined. The main modified versions of the dictogloss are analyzed and recommendations for their preparation in ESP classes are provided: dictogloss-negotiations, «student-control» dictogloss, student-student mode, «Summary» dictogloss, «Express your own opinion», «Reodering dictogloss», «Add details», «Picture» dictogloss. Dictogloss is determined to be an effective activity for teaching ESP, since it can be applied to different levels of foreign language proficiency and adapted for any specialism. The advantages of the dictogloss are emphasized: it can be used to represent a new topic, to revise and practice vocabulary or grammar material; it does not require more time for preparation than other types of activity; the teacher can change the forms of dictations, adding a competitive element or element of the gamification; it can become a source of motivation for learning a foreign language and a way of diversifying pedagogical techniques and technologies.

Use of e-learning at higher educational institutions in Bangladesh

2019 ◽  
Vol 11 (2) ◽  
pp. 210-223 ◽  
Author(s):  
Md Fouad Hossain Sarker ◽  
Rafi Al Mahmud ◽  
M. Saiful Islam ◽  
Md Kabirul Islam
Keyword(s):  
Learning Technologies ◽  
Primary Data ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Technical Problems ◽  
Content Type ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms ◽  
Higher Educational

Purpose Although e-learning has already been accepted globally as an effective medium of delivery of quality education and ensure optimum student participation, Bangladeshi higher educational institutions are still at a very early stage of adopting such technologies. Therefore, the purpose of this paper is to critically examine the suitability of implementing effective e-learning through learning management system (LMS) at the tertiary educational institutions in Bangladesh, and how both students and teachers experience and respond to this new learning platform. Following mixed-methods techniques, data for this study were collected from students and respective course teachers of a private university in Bangladesh by administering questionnaires and in-depth interviews. The findings of this paper reveal that e-learning has been well accepted by most of the students as they are found routinely spending time on the LMS on a regular basis for watching lecture videos, viewing course information, reading postings of the fellow students in the forum. However, there are constraints as well, since the learning materials are poorly designed that do not allow much interaction between students and lecturers. There are also some technical problems such as poor internet connection which restrict access to e-learning platforms. To harness the optimum benefit of e-learning, this paper recommends a concerted effort by all stakeholders, such as students, lecturers, administrators and policy makers so that each of their priorities and expectations are reflected in the designing and implementing e-learning platforms. Design/methodology/approach This paper is based on the qualitative evaluation of Education 3.0 platform. Primary data were collected from the students using a well-structured survey questionnaire, and the findings of the survey have subsequently been cross-referred and supplemented by non-participatory observations with semi-structured interviews which allowed a better in-depth understanding of the issue at hand. Findings The findings of the study suggest that a majority of the students are found to be highly enthusiastic about the online courses. They are eager to participate and interact in the online platforms, which are somehow limited in the traditional classroom settings. However, there are several institutional, administrative and technical limitations of implementing e-learning in Bangladesh. It is recommended that better orientation of the users, quality content distribution though user-friendly systems and enhanced asynchronous interaction between the lecturers and students are the key pre-requisites to harness the optimum benefit from e-learning technologies in Bangladesh. Originality/value The data have been analyzed and discussed using qualitative framework which allows an in-depth understanding of the opportunities and challenges of the use of e-learning technologies at the higher educational institutions in Bangladesh.

THE USE OF INTERACTIVE TECHNOLOGIES FOR IMPROVING COMMUNICATIVE COMPETENCE IN LISTENING AND SPEAKING OF STUDENTS OF HIGHER EDUCATIONAL INSTITUTIONS

2018 ◽  
pp. 36-39
Author(s):  
Yaroslava Krapchatova ◽  
Oksana Holovko
Keyword(s):  
Cooperative Learning ◽  
Communicative Competence ◽  
Educational Institutions ◽  
Specific Information ◽  
Higher Educational Institutions ◽  
Interactive Technologies ◽  
Grammatical Skills ◽  
Higher Educational ◽  
Kagan Structures ◽  
Teaching Of Listening

The article analyzes interactive technologies for the teaching of speaking and computer technologies for the teaching of listening, which are used to improve the foreign communication skills of students of higher educational institutions. The test tasks for checking the English listening competence at each of the stages of working with audio text are introduced as well as the most widely - spread Cooperative Learning structures known as Kagan Structures, particularily the strucutresTeam Statement, Three-Step-Interview, Inside-Outside Circle, which can be effectively used for developing speaking skills at the foreign language lesson, as the goal of Cooperative Learning is to provide the students with ample opportunities of using the language. So they are more likely to attain fluency or communicative competence. Computer tests are offered to improve students’ listening skills and abilities. Various computer exercises are used to check, assess and evaluate lexical and grammatical skills, language and semantic anticipation, understanding of the gist, details and specific information of the text. The stages of working with a listening text (pre-listening, while-listening and post-listening) are provided. The analysis of the “Hot Potatoes” software is given. The following types of computer exercises: multiple choice, multi-select, gap-filling, matching and jumbled-sentence are described and elaborated. A certain computer exercise is used at a certain stage to check and assess a particular skill or ability.

scholarly journals Environmental Impact of Educational Quality Preparation of Students in Higher Education

2017 ◽  
pp. 17-21
Author(s):  
Yu. Atamanchuk
Keyword(s):  
Higher Education ◽  
Information Technologies ◽  
Professional Competence ◽  
Educational Institution ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Institutions ◽  
Learning Tools ◽  
Higher Educational Institutions ◽  
Higher Educational

The article deals with the creation of unified information-educational environment of an educational institution, requirements to it, the organization of the educational process based on it, as well as all its constituent parts presented in an educational institution. A promising field of research of the problem of information technologies usage in students' learning activities can become the experimental study of the beliefs of students, scientific-pedagogical and pedagogical staff of higher education institutions on e-learning tools and their application in the educational environment. Moreover, it is worthwhile to mention that the problem of effective use of modern ICT disciplines is studied by many professors of higher educational institutions. However, its incorrect usage leads to the substitution of the learning objectives. Nowadays it is possible to reduce the educational process in universities not only by knowledge mastering, but also teaching students to learn and apply their new knowledge and information as effective, as it is possible. Numerous theoretical and practical research characteristics of the information technology in the students’ educational process claim that this approach is a response to students’ social demands and needs, since it contributes to the formation of professional competence of future professionals. One of the most important factors that significantly effects the quality of education is the usage of modern information technologies. Modern graduate students should have special professional tools and solve working problems, using information systems. Thus, the introduction of innovative information technologies in higher educational institutions enables future professionals to expand their potential abilities and encourages active learning.

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