Mobile learning as a component of the foreign language learning process for senior school students

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Mobile learning as a component of the foreign language learning process for senior school students

I.V. Vlasiuk

МОБІЛЬНЕ НАВЧАННЯ ЯК СКЛАДОВА ПРОЦЕСУ ВИВЧЕННЯ ІНОЗЕМНОЇ МОВИ ДЛЯ УЧНІВ СТАРШОЇ ШКОЛИ. І.В. Власюк

У статті розглядаються напрями використання мобільного навчання в сучасній освіті. Відзначається, що застосування "mobile-learning" дозволить створити більш природні умови для навчання та оптимізації процесу мовної підготовки учнів старшої школи. Мобільне навчання тісно пов'язане з електронним та дистанційним навчанням, відмінністю якого є використання мобільних пристроїв, а також при якому учні в будьякому місці і в будь-який час можуть розвивати і вдосконалювати навички та вміння володіння іноземною мовою (на основі засобів синхронної і асинхронної комунікації), формувати соціокультурну та міжкультурну компетенції з метою використання іноземної мови як засобу спілкування в соціально-побутовій сфері. У роботі подано визначення терміну "мобільне навчання", його методологічні основи та провідні принципи побудови процесу навчання. на основі використання мобільних пристроїв. Виконано аналіз робіт, пов'язаних з застосування мобільних пристроїв в навчанні та їх дидактичним функціям. Проаналізовано переваги та недоліки цього виду навчання, можливості та особливості впровадження мобільного навчання у загально освітніх школах. Розглянуто методичний потенціал мобільних технологій та відзначено, що при правильному їх застосуванню, вони можуть бути дидактичним засобом, що сприяє більш швидкому і якісному, в порівнянні з традиційними засобами, навчанню іншомовного спілкування. Розглянуто основні можливості використання мобільних гаджетів у навчальній діяльності під час візуалізації демонстраційного матеріалу, анкетування, тестування, а також під час дистанційного навчання. Зазначено системність використання мобільних девайсів із метою підвищення ефективності освітнього процесу. Обґрунтовано необхідність поєднання застосування мобільних пристроїв з традиційними методами навчання. Описано перспективи дослідження цієї теми в подальшому.

Зроблено висновки, що упровадження мобільного навчання сприяє реалізації особистісно-орієнтованого навчання іноземної мови, удосконаленню науково-дослідних умінь учнів, а також розвитку навичок командної роботи та співпраці, що сприятиме формуванню іншомовної комунікативної компетенції школярів.

Ключові слова: мобільне навчання, мобільні пристрої, мобільні технології, карти пам'яті, креативність, мобільні засоби, смартфон, мобільні додатки.

Introduction of the issue

According to scientists, mobile learning is a natural evolution of e-learning or a new form of distance learning. In addition, scientists believe that mobile devices are a common tool that promotes a meaningful combination of work, study and leisure (T. Georgiev, J. Tuymala, H. Turunen, A. Mostahdemin-Hossein, etc.). We agree with the opinion of scientists who have repeatedly covered the theoretical aspects of mobile learning in their works (domestic: S. Semerikov, Y. Trius, N. Rashevskaya, V. Tkachuk, Zolotareva, A. Trush, etc.), (foreign: J. Traxler, G. Dudney, V. Kuklev, H. Michian, S. Titova, A. Avramenko, etc.), and we believe that a significant advantage of mobile foreign language learning is that it promotes personalityoriented learning of students in secondary schools and provides many opportunities for differentiated, autonomous and individual foreign language learning in modern conditions.

The analysis of publications devoted to the researched question reveals unity in the views of scientists as to the fact that the use of mobile devices in a foreign language lesson helps to increase the motivation and organization of autonomous learning of students [2; 3; 5; 6]. Revealing the potential of mobile devices as a means of learning a foreign language, KV Kapranchikova notes that "regular use of mobile technologies in the process of learning a foreign language will contribute to better formation of aspects of foreign language communicative competence" [7: 93]. It should be noted that in comparison with foreign countries, in our country insufficient attention is paid to the use of the potential of mobile devices in foreign language classes.

Modernization of the educational process requires a foreign language teacher to introduce innovative pedagogical technologies into practice. In recent years, approaches to teaching a foreign language have changed significantly due to the gradual introduction of mobile technologies in the educational environment, which, combined with the inexhaustible potential of the World Wide Web, have become the basis for the emergence of mobile learning.

Mastering mobile learning allows for a more frequent use of applications for creating mind maps, which are best superimposed on the features of the mental activity of high school students, who are characterized by intense intellectual maturation.

When organizing a mobile approach to learning it is necessary to take into account the active influence of learning on the development of intelligence, will, emotions, personal needs, and if it is conducted at the appropriate level of difficulty it encourages students to think, to solve problems, and thus proceeds at a fairly rapid pace.

There are several definitions of the term Mobile learning / m-learning [7]:

- mobile learning is the transfer of knowledge to a mobile device (phone or laptop) using WAP or GPRS technology (i.e. the main thing is the ability to access the Internet);

- mobile learning is a technology that allows you to organize the learning process using mobile devices such as mobile phones and communicators (the ability to access the Internet is not key here);

- mobile learning is a learning process that is a type of distance learning for which knowledge is transferred to personal devices (laptop, PDA or mobile phone).

Methods of transmitting information can be varied. This form has a number of advantages:

- the learning process has no limits, which thanks to modern wireless technologies (WAP, GPRS, EDGE, Bluetooth, Wi-Fi) allows you to easily distribute learning materials among users;

- individualization of learning;

- visual learning, allows you to actively use interactive and simulated visual aids;

- promotes the interaction of the teacher with students in real time;

- gives the opportunity to receive education to people with additional needs;

- does not require the purchase of a personal computer or printed educational materials, which is economically justified;

- by presenting information in a multimedia format "promotes better learning and memorization of material, increasing interest in the learning process" [7];

- provides an opportunity to study without being tied to a specific place, and in some cases the time of classes;

- helps to perform work with the use of software in classrooms that are not equipped with computer equipment.

Despite the undeniable advantages of the introduction of mobile learning, the use of mobile devices for educational purposes has certain disadvantages too:

- lack of technical means with the necessary set of functions for some students;

- weak methodological preparation of teachers for the introduction of mobile devices in the educational process;

- insufficient amount of available mobile resources and programs for students who have different areas of educational activity;

- mobile devices provoke students to engage in various entertaining activities during the learning process (games, communication, watching video and audio resources).

Here are the specific forms and methods of implementing mobile technologies in the educational process:

The mobile device provides access to the online resources with educational information used as a form of distance learning. One of the most common ways to use a mobile phone in the learning process is to access the global network.

A mobile phone is a means of playing audio, text, video, and graphics files that contain educational information. For teaching purposes special programs for cell phone platforms are used. These can open office program files, such as Office Word, PowerPoint, Excel, and text documents in various formats (txt, pdf). An example of the successful use of this method is a number of training programs in China and Japan. The mobile phone and its functionality allow you to organize learning using adapted electronic textbooks, training courses and files of specialized types with educational information tutorials are developed directly for mobile phone platforms.

Outline of the unresolved issues brought up in the article. As was noted, the possibilities of using mobile devices in a foreign language class are very diverse. At the same time, such classes must be carefully planned. First of all, it is necessary to determine for what purpose smartphones and tablets will be used in class and what competencies will be formed during the implementation of the proposed tasks.

Aim of research is to identify possible and special ways of practical use of m-learning in foreign language classes in secondary school. To consider some key questions concerning methodical, pedagogical, In addition to this mobile application, you can also use other applications to create mind maps, such as: Schematic Mind Free, Mind Meister and others.

Didactic, social, technical bases of integration of mobile technologies in teaching of foreign languages.

Gives access to shared editing of the map in real time, as well as the ability to customize individual access to the map and its individual parts;

Differs from other platforms for creating mind maps by its presentation mode and the ability to embed YouTube videos.

Fig. 2. The basis of creating an intelligence map using the application "MindMeister"

- drill the topic vocabulary;

- develop skills of monologue speech on the topic

Goal:

Practical: to teach students to understand unfamiliar words based on context, to teach students to talk about "Culture Time. Education" in the scope of 10-12 sentences based on the speech situation.

General educational: to form the students' ideas about education in Ukraine and Great Britain.

Developmental: to develop intelligence, attention, visual memory of students, the ability to express their thoughts using reference schemes, memory maps, to use mobile applications for creation of the mind maps.

Educational: to cultivate love for the English language.

Equipment: textbook "New

Destinations. B2", board, handouts (pencils, markers, colored pens, A4 paper), smartphones and mobile applications for creating mind maps.

The structure and content of the lesson

Lesson stages:

Organizational stage 2min

Main part:

- homework check 6 min

- consolidation of vocabulary on the

- topic with the help of intelligence maps 10 min

- development of monologue speech skills on the topic "Culture Time. Education” based on a mind map and creation of final memory maps with the

Purpose: to set students up for active speech activity.

Techniques: a short conversation about the weather and daily affairs.

Good morning, pupils. Sit down, please, and be attentive. How are you getting on? Do you like today's weather? Why yes (not)? Did anything interesting happen to you yesterday?

2. Main part:

Purpose: consolidation of vocabulary and development of monologue speech skills on the topic "Culture Time. Education System".

Techniques: performing exercises

№ 1, 2, Art. 3 from the appendix to the textbook; exercise with intelligence maps.

- homework check

Your home assignment was to translate words from Ex. 1 p. 3. Let's check them. Very good. Now we'll work with the verb “look” and its phrases with the help of mind-maps. I think, it'll be interesting and exciting. Take your mind-maps (see pic. 13) and work in pairs in the following way:

- translate the phrases into Ukrainian;

- make up sentences of your own using them;

- ask questions using the phrases;

- make up short funny stories based on the information on the maps.

Great, you're the best. Now we'll turn to our textbooks and continue our work on the vocabulary.

- consolidation of vocabulary on the topic

Write a short dialogue with the words from Ex. 1 p. 135 and role-play it. Nice! creation of intelligence maps in different ways and practice in monologue speech based on intelligence maps.

We are going to create our mindmaps, the first group with the help of your smartphones, the second group with the help of pencils, pens, etc. You have only 10 min.

We are going to practice our monologue speech skills by working with the mind-map "Culture Time. Education". Follow the steps.

Look at the map of "Culture Time. Education" and describe it using the vocabulary below the map. Work in pairs.

Read the short passage about "Culture Time. Education System" and translate it.

Ask questions about the education systems and describe the pictures.

Act as an expert. Tell about the education systems in the UK and UA.

Make up a short dialogue

"Education System in my Country".

Work in groups and ask questions about the education systems in the UK and UA.

Put aside the mind maps and try to reproduce the maps themselves from your memory.

Evaluation.

Dear pupils, you have worked very hard. So, your marks for this lesson ...

Hometask.

Your home assignment will be to finish working with the mind map "Education System" (drawing a map of your own and reproducing it afterwards) and write a short story with the words from Ex. 4.

Conclusion of the lesson.

I believe you have learnt a lot of interesting things about the education systems in еру UK and UA. Besides you have become familiar with the verb "to look" and its phrasal verbs. As you see the mind maps help us remember the material better. So practice doing them at home.

Mind-map is an example of easy and effective technique in the educational process, which requires a minimum of effort and time, but brings the most positive result, and with the help of mobile applications, the process of creation and memorization becomes even faster and more efficient.

The experiment involved 18 students of 11th grade (control (CG) and experimental (EG) groups) 9 students in each group. EG used the above mentioned mobile applications to create intelligence maps (Fig. 5, 6, 7). CG used traditional methods of creating memory cards (Fig. 8, 9, 10). Both groups worked with the textbook "New Destination. B2" and studied the same material. At the final lesson, students were asked to create intelligence maps for the studied topic "Culture Time. Education".

- translation of texts using an electronic dictionary;

- watching video and listening to audio in a foreign language online;

- demonstration of presentations, slide shows, mini-movies and clips;

- search for the necessary information on the topic;

- online testing;

- use of various applications for more effective learning of a foreign language;

Fig. 9. Mind-mind "Culture Time. Education in Uk vs UK"

References

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2. Golitsyina, I.N., & Polkovnikova, N.L. (2011). Mobilnoe obuchenie kak novaya tehnologiya v obrazovanii [Mobile learning as a new technology in education].

3. Obrazovatelnyie tehnologii i obschestvo Educational technology and society, № 3, 56-64 [in Russian].

4. Goryunova, L.V. (2013). Mobilnost kak printsip modernizatsii vyisshego pedagogicheskogo obrazovaniya [Mobility as a principle of modernization of higher pedagogical education]. Izvestiya Yuzhnogo federalnogo universiteta. Pedagogicheskie nauki Bulletin of the Southern Federal University. Pedagogical Sciences, № 6, 237-242 [in Russian].

5. Kilkist korystuvachiv smartfoniv v Ukrayini zrosla na 150 % [The number of smartphone users in Ukraine increased by 150%]. www.epravda.com.ua. Retrieved from https: //www.epravda.com.ua/news/2016/09/12/605197/ [in Ukrainian].

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7. Orlov, S. (2012). CitrixSynergy 2012: oblaka i mobilnost [CitrixSynergy 2012: Cloud and Mobility]. Zhurnal setevyih resheniy LAN LAN Networking Journal, № 11. Retrieved from http://www.osp.ru/lan/2012/11/13032372 [in Russian].

8. Birkenkrahe, M., DimitriSchild, D., & Trofimov, V. (2012). UNIVERSITY 2.0. Part of the IADIS Multi conference on computer science and information systems 2012: IADIS International conference eLearning 2012, Lisbon, Portugal [in English].

9. Petryk, A. (2013). 10 mobilnyx dodatkiv dlya vyvchennya inozemnoyi movy [10 mobile applications for learning a foreign language]. Retrieved from http://www.uamodna.com/articles/10mobiljnyh-dodatkiv-dlyavyvchennyainozemnoyi-movy/ [in Ukrainian].