Empiric research related to information technologies application in professional English learning process for tourism specialty students

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National aviation university

Empiric research related to information technologies application in professional English learning process for tourism specialty students

Kyiv, Ukraine

Abstract

In this paper the role of globalization on society has been discussed and in particular, the consequences of globalization's direct impact on the process of learning English by tourism graduates in higher education. Also, during the conducted survey, it was emphasized that over the past few decades advancements in information technology have had a profound on the global landscape as well as on the progression of globalization. The goal of this research is to investigate the positive effects of the application of information technologies in the professional English learning process for tourism specialty students.

The research is focused on defining the benefits of incorporating them into the way of acquiring necessary language skills and abilities by tourism specialty students. The data used is collected from official documents, articles, reports, and the sources of organizations in the field of education. The findings of this research draw attention to the speedy infusion of information technologies into the field of education. Some of these outcomes are as follows: firstly, it has been discovered at this point that the active usage of information technology has become an integral part of the tourism students' preparation in the frame of tertiary education; secondly, it has been revealed and justified on the developed structural-functional model that the technology provides the means by which the English learning efficiency can be increased assisting tourism specialty students in competing and maintaining a completive professional advantage in the global environment and marketplace as well. Furthermore, the present article is an attempt to understand, analyze and provide an overall picture on basic aspects of English for Specific Purposes (English for Tourism): its definition, scope, characteristics and aims. Despite the English for Tourism teaching objectives, it also discusses the structural -functional model of modern information technologies usage in the educational process on the example of studying the module "Global tourism: International Benefits and Threats". Broadly speaking, the designed investigation related to information technologies application in professional English learning process for tourism specialty students has vividly witnessed its unbiased value and beneficial implementation in the higher education system. Our statement can be supported with a plenty of persuasive facts, such as follows: modern tools make English for Tourism learning process much more interesting, flexible, available; newest technologies are supposed to shape “soft skills” in tourism specialty students making them more competitive on the tourism global marketplace. To summarize, information technology benefits both traditional education institutions and online educational models of learning English for Tourism in fundamental ways.

Key words: globalization impact; tertiary education; information technology benefits; English for Tourism; teaching goals; foregn language skills, abilities; structural-functional model; tourism specialty graduates.

Анотація

Василишина Н.М., Національний авіаційний університет, Київ, Україна

У цій роботі розглянуто роль глобалізації для суспільства, зокрема, наслідки її прямого впливу на процес оволодіння англійською мовою студентами спеціальності «Туризм” у вищій школі. Також, під час проведеного дослідження було підкреслено, що за останні кілька десятиліть просування в галузі інформаційних технологій позначилося як на глобальному рівні, так і на прогресуванні глобалізації.

Мета цього дослідження - показати позитивні наслідки застосування інформаційних технологій у процесі навчання професійної англійської мови для студентів спеціальності «Туризм». Наукова робота зосереджена на визначенні основних переваг залучення інформаційних технологій до процесу формування мовленнєвих навичок у студентів спеціальності «Туризм». Результати дослідження були отримані на базі розгляду офіційних документів, статей, звітів та джерел організацій у галузі освіти. Наукові розвідки свідчать про швидку популяризацію інформаційних технологій у сфері освіти. Деякі з цих результатів такі: по-перше, нами було виявлено, що активне використання інформаційних технологій стало невід'ємною частиною підготовки студентів спеціальності «Туризм» в рамках вищої освіти ; по -друге, розроблена структурно-функціональна модель доводить, що саме ця технологія сприяє підвищенню ефективності навчання професійної англійської мови , в той самий час допомагаючи студентам спеціальності «Туризм» конкурувати та мати значну перевагу фахової підготовки в глобальному середовищі та на ринку праці.

Крім того, представлена стаття - це спроба зрозуміти, проаналізувати та надати загальне уявлення щодо основних аспектів англійської мови за професійним спрямування (в даному дослідження сфери туризму), а саме: визначення поняття, характеристики та цілей. Крім виділення цілей навчання англійської мови за професійним спрямування, емпіричне дослідження також демонструє структурно-функціональну модель використання сучасних інформаційних технологій в навчальному процесі на прикладі вивчення модуля «Глобальний туризм: міжнародні переваги і загрози». Загалом, розроблене дослідження, пов'язане із застосуванням інформаційних технологій у навчанні англійської мови за професійним спрямуванням для студентів спеціальності «Туризм», яскраво засвідчило його неупереджене значення та застосування у системі вищої освіти.

Наше твердження може бути підтверджено великою кількістю переконливих фактів, таких як: сучасні інформаційні технології роблять процес навчання набагато цікавішим, гнучкішим, доступнішим; новітні технології повинні формувати комунікативні вміння у студентів, роблячи їх більш конкурентоспроможними на світовому ринку туризму. Підводячи підсумок, слід зазначити, що інформаційні технології відіграють велике значення як для традиційних навчальних закладів, так і для освітніх моделей он-лайн у процесі вивчення англійської мови для сфери туризму сучасними студентами..

Ключові слова: вплив глобалізації; вища освіта; переваги інформаційних технологій; англійська мова для туризму; навчальні цілі; майстерність; вміння та навички; структурно -функціональна модель; студенти спеціальності «Туризм».

Аннотация

Эмпирическое исследование относительно применения информационных технологий в процессе обучения студентов специальности «туризм» профессиональному английскому языку

Василишина Н.М., Национальный авиационный университет, Киев, Украина

В этой работе рассмотрена роль глобализации для общества, в частности, последствия ее прямого влияния на процесс овладения английским языком студентами специальности «Туризм» в высшей школе. Также, в ходе проведенного исследования было подчеркнуто, что за последние несколько десятилетий продвижения в области информационных технологий сказалось как на глобальном уровне, так и на прогрессировании глобализации.

Цель этого исследования - раскрыть положительные последствия применения информационных технологий в процессе обучения профессионального английского языка для студентов специальности «Туризм». Научная работа сосредоточена на определении основных преимуществ привлечения информационных технологий в процесс формирования речевых навыков у студентов специальности «Туризм». Результаты исследования были получены на базе рассмотрения официальных документов, статей, отчетов и источников организаций в области образования. Научные исследования свидетельствуют о скорой популяризации информационных технологий в сфере образования. Некоторые из этих результатов следующие: во-первых, нами было выявлено, что активное использование информационных технологий стало неотъемлемой частью подготовки студентов специальности «Туризм» в рамках высшего образования; во-вторых, разработана структурно-функциональная модель доказывает, что именно эта технология способствует повышению эффективности обучения профессионального английского языка, в то же время помогая студентам специальности «Туризм» конкурировать и иметь значительное преимущество профессиональной подготовки в глобальной среде и на рынке труда.

Кроме того, представленная статья - это попытка понять, проанализировать и дать общее представление об основных аспектах английского языка профессиональной направленности (в данном исследования сферы туризма), а именно: определение понятия, характеристик и целей. Кроме выделения целей обучения английскому языку по профессиональному направлению, эмпирическое исследование также демонстрирует структурно - функциональную модель использования современных информационных технологий в учебном процессе на примере изучения модуля «Глобальный туризм: международные преимущества и угрозы». В общем, разработанное исследование, связанное с применением информационных технологий в обучении профессиональному английскому языку для студентов специальности «Туризм», ярко показало его значение и применение в системе высшего образования. Наше утверждение может быть подтверждено большим количеством убедительных фактов, таких как: современные информационные технологии делают процесс обучения намного интереснее, гибче, доступнее; новейшие технологии должны формировать коммуникативные умения у студентов, делая их более конкурентоспособными на мировом рынке туризма. Подводя итог, следует отметить, что информационные технологии играют большое значение как для традиционных учебных заведений, так и для образовательных моделей онлайн в процессе изучения английского языка для сферы туризма современными студентами.

Ключевые слова: влияние глобализации; высшее образование; преимущества информационных технологий; английский язык для туризма; учебные цели; мастерство, умение и навыки; структурно - функциональная модель; студенты специальности «Туризм».

Introduction

Materials and Methods

This study was conducted in the largest tertiary education institution in Ukraine, on the Faculty of International Relations with students on specialty “Tourism” which among other programs provides well- acknowledged internationally accredited higher education in tourism. The purpose of the research is to study contemporary educational needs and to increase tourism students' knowledge, skills and abilities of their professional English language necessary for work in tourism business and determine opportunities for curriculum development on the basis of developed structural-functional model.

Furthermore, the presented research is based on the background of modern methodology, in particular is grounded on the bundle of several methods of scientific research. Under the method we mean the way of theoretical study and the practical implementation of information technologies in English for Tourism learning process.

Also, method is a tool for solving the main task of discovery of objective laws of education reality. The method is an abstract-theoretical expression of the laws between some facts and the process of cognition itself, that is, the way of knowing, based on a certain set of previously received total knowledge.

In addition, the method is a set of special techniques, rules, procedures that regulate the process of cognition and provide solutions to the research problem related to foreign language competence of tourism specialty students increase.

Specifically, we applied such methods as: analysis (English for Tourism study is divided into parts and each of them is investigated separately; synthesis - parts of the dismembered object come together and the object is known as holistic formation and simulation is a method of cognition that is to replace the object under study its analogue (model), which checks the characteristics of the original, namely structural-functional model of learning English for Tourism.

Results

Over the last decades, discussion regarding the quality of education and its correspondence to the needs of industry has been on the agenda worldwide. Under the influence of globalization and the world-wide economic downturn, it is especially important to create or update curricula so that they would correspond to rapidly changing market needs and would help educate employees who will be working in situations that are currently difficult to predict.

The strategic document “Europe 2020” points to three priorities in order to overcome the problems and face the future: smart growth, sustainable growth and inclusive growth. This means the development of `economy based on knowledge and innovation', promoting a green, efficient and competitive economy and “fostering a high-employment economy”. In order to attain this goal it is necessary to create new curricula and adapt the existing ones so that they would ensure social cohesion and be innovative and develop creative personalities. To do this, higher education institutions try to establish close contacts with the industry to follow all changes and development [27].

The World Tourism Organization “Ted Qual” program, whose objective is to improve the quality of tourism education, training and research programs, has defined evaluation criteria for tourism curricula. Among other components the degree of incorporation of stakeholder needs, both the needs of the tourism industry and its students, into the programs are evaluated. In this respect, Tourism Education Futures Initiative has formulated a set of five values-based principles that tourism students should embody upon graduation in order to become responsible leaders and stewards in their field: ethics, stewardship, knowledge, professionalism, and mutuality. According to the principle of ethics, students should be able to identify sources of power, provide ethical leadership and initiate changes for the better. Knowledge includes creativity, critical thinking and networking through complex of reasoning, learning, communication, a association and application. Describing stewardship, Tourism Education Futures Initiative emphasizes that students should be encouraged to question everything, including what their professors say. Professionalism is defined as a complex of leadership skills, practicality, reflexivity, team working and partnership building skills, and proactivity. It means not only the skills, competences or standards, but also attitude and behavior. Mutuality is characterized as self-respect and respect for others, which could be developed through open interactions, constructive communication and discussions, conflict avoidance and management, empathy and acceptance [27].

To conform to the requirements of the five aforementioned principles, improvements are needed in the spheres of the learning and teaching environments, curricula revision and development. Tourism curricula have to be updated, reflecting a more realistic view of the industry [27].

H. Stern distinguished four types of ESP teaching objectives: proficiency, know- ledge, affective, and transfer. Proficiency objectives concern mastery of skills such as reading, writing, listening, and speaking. Knowledge objectives concern the acquisition of linguistic and cultural information, where linguistic knowledge objectives include language analysis and awareness of the systematic aspects of language, cultural knowledge objectives include control of socio-cultural rules i.e. mastery of the norms of society, values, and orientations and the ability to recognize culturally significant facts, knowing what is acceptable and what is not. Affective objectives concern the development of positive feelings toward the subject of study; they include attitudes toward attaining second language competence, socio-cultural competence, and language learning. Transfer objectives concern the ability to generalize from what has been learnt in one situation to other situations [21].

In its turn, H. Basturkmen describes the five broad objectives in ESP teaching:

1) revealing subject-specific language use;

2) developing target performance competencies;

3) teaching underlying knowledge;

4) developing strategic competence and

5) fostering critical awareness [16], [17].

Revealing subject-specific language use is linked to the linguistic knowledge objective and to the cultural knowledge objective in the categorization of H. Stern.

Teaching oriented to this objective aims to show how English is used in the target environment and to impart to students the knowledge about it that has been revealed by linguistic research in the field. Developing target performance competencies can be described as an approach focused on developing the ability to perform the activities of an occupation and function to the standards expected of those employed in that occupation.

She also adds that teaching oriented toward this objective presents language operationally in terms of what people do with language and the skills they need to do it. Courses are organized around core skills and competencies that are also subdivided into micro-skills and more specific competencies. This orientation can be categorized as a proficiency objective, according to H. Stern's classification [28].

Teaching underlying knowledge means that the ESP teacher should be aware of the fact that using a second or foreign language for workplace or study purposes requires not only linguistic proficiency and knowledge but also knowledge and understanding of work-related and disciplinary concepts. Developing strategic competence refers to a three-part model of specific-purpose language ability comprising language knowledge (grammatical, textual, functional, and sociolinguistic), background knowledge, and strategic competence (assessment of the external context and engaging a discourse domain) [28].

As D. Douglas argues, strategic competence acts as a “mediator” between the external situational context and the internal language and background knowledge that is needed to respond to the communicative situation. Strategic competence is the link between context of situation and language knowledge and can be defined as the means that enables language knowledge and content knowledge to be used in communication. Fostering critical awareness means in this context to help English language learners meet the demands and expectations of the target environment, to close the gap between the students' present state of skills and knowledge and the level required by members of the tar-get environment. Instructions aiming at raising students' critical awareness would involve discussion how norms and communicative practices in the target environments become established, encouraging students to critique any negative aspects, and making them aware of ways to try to change or modify the situation so as to position them-selves better in relation to it [28].

To add, H. Widdowson points to two different approaches to the term student needs. The first approach is result-oriented. In this respect student needs are connected with their long-term goals. For example, a longterm goal might be to have work or study opportunities. The second approach to the aforementioned term is process-oriented. It is connected with the whole study process and it is comprised of definite tasks (attending lectures, working on home assignments, participating in seminars, passing tests and examinations, undergoing internship training, collaborating with peers and professors) students have to fulfill in order to become professionals in the field [29].

As tourism graduates work in multicultural organizations and are in contact with international tourists of various nationalities and ethnic groups, they must acquire knowledge and develop skills that will enhance their ability to adapt to different unpredictable situations. The development of mobile technology and the proliferation of smart phones have enabled many of us to access the internet and a huge variety of apps on the go. Learners benefit too, from apps like WIbBu, and podcasts like Luke's English Podcast - Learn British English with Luke Thompson - nominated for an ELTons award in the category of digital innovation.

Teachers are also able to build on their teaching knowledge and skills by listening to podcasts like The TEFL Commute or join 50,000 teachers from more than 200 countries and watch webinars or archived videos of talks by TEFL teachers on EFL Talks. Both are nominated for an ELTons for innovation in teacher resources.

And if teachers and students are gaining so much from their mobile devices, why ban them from classrooms? It seems that getting students to bring their own devices to class is fast becoming a game- changer in ELT practice [30].

For teacher C. Jones, tools like WhatsApp and Padlet help build channels of communication beyond the classroom. She says that she doesn't often have the hardware or the connectivity in teen classes to use internet, so students using their own devices is great - and it means they have a record of the resources we've used to check back on after class [30].

So, the findings of the information technology application are presented in the following implementations.

Information technologies implementation №1: Communicating with people online. The ability to communicate online with people outside the classroom via Skype and similar tools has enabled students to meet and interact with others in English. In monolingual classes (i.e., most English classrooms around the world), this could give much-needed motivation to students who otherwise might not have the opportunity to interact with anyone in English. And as for teachers, the ability to converse with students face-to-face online has opened up a whole new market for Skype lessons and online classes [30].

Information technologies implementation №2: Using online authentic materials. One of the biggest benefits of the internet for language learners is the sudden widespread availability of authentic resources. As D. Deubelbeiss points out, that this enables teachers to use content with messages students want to hear. But with so much content available to us, choosing the right online materials is crucial for efficient and effective learning. Keynote by National Geographic Learning, makes use of TED talks to develop a pedagogically sound approach to language learning, while Language Learning with Digital Video looks at how teachers can use online documentaries and YouTube videos to create effective lessons. Both resources are nominated for this year's ELTons awards [30].

Information technologies implementation №3: the IWB (interactive white board). The IWB started appearing in classrooms in the early parts of this century and has now become a staple of many classrooms in Britain and around the world. It allows us to save and print notes written on the board, control the classroom computer from the whiteboard, play listening activities on the sound system, use the screen as a slide for presentations, access the internet, and so on. The possibilities seem endless. But the addition of an IWB to a classroom does not automatically make for a better learning experience. Indeed, unless teachers use them skilfully to complement teaching and learning, they are little more than a distraction. As teacher D. Dodgson explains, some people 'love the shiny stuff, believing that simply standing in front of an IWB is effective integration of education technology.

Information technologies implementation №4: Dogme approach: materials-light teaching. For teachers like M. Noble, discovering the Dogme approach to language teaching was 'galvanizing'. A communicative approach that eschews published textbooks in favor of conversational communication between learners and teacher, Dogme signals a departure from a one-size-fits-all approach to classroom materials.

For many teachers, this “unplugged” approach represents a new way of looking at the lesson content, and the chance to break free from self-contained language points and give more time to student-generated language.

Information technologies implementation №5: Students steering their own learning. Over the last couple of decades, learning has gradually been moving from a teacher-centered top-down approach to a student- centered, bottom-up one. The trend has accelerated rapidly in recent years with the growing quantity and quality of information on the internet. In many respects, this has changed the teacher's role from that of knowledge-transmitter to consultant, guide, coach, and/or facilitator [30].

One example is the “negotiated syllabus”, previously the domain of the business English teacher, who would conduct a needs analysis before tailoring a course to suit the participants. But we've come to recognize that there is nothing general about the general English learner either, and increasingly, teachers involve students in decisions about what to do in the classroom [30].

The ELTons-nominated Connections E-textbook takes this a step further and involves the students in the design of their e-textbook, allowing them to make decisions on page layout and the clarity of task instructions.

Information technologies implementation №6: Teaching soft skills and critical thinking skills. As English cements its position as the world's lingua franca, many of our students are now learning English to oil the wheels of communication in the worlds of business, trade, education, and tourism. To enable our students to become better communicators, we should perhaps go beyond grammar, vocabulary and pronunciation, and look at helping them communicate effectively in international settings.

Learner resources nominated for an ELTons award this year include Richmond Business Theories (Richmond ELT), which features online resources that help teachers and students with soft skills like problemsolving, presentation skills, time management and decision-making. Academic Presenting and Presentations (Levrai and Bolster) looks specifically at the communication skills needed when making a presentation at college or university.

Another ELTons nominee is The Thinking Train, which believes in starting young. It helps children develop critical thinking skills that could support them not just in their English learning but in the learning of other subjects and life skills.

And perhaps it is this ability to think and reflect that will enable us as teachers and learners to take any innovation out there and make it work in our context for our students. After all, he is confident that it's never the tool, but the user that makes the difference [30].

To sum up, this part of our study has showed that both the students and the tourism professionals are considered to possess the such most important knowledge, skills and abilities for successful operation in the tourism business as follows: the knowledge of communication psychology, abilities to communicate with clients and colleagues, English language skills, the ability to work in a multicultural team, a positive attitude to work, organizational skills, the ability to apply theoretical knowledge in practice, official language skills, IT skills, initiative, and strategic approach to entrepreneurship and creativity. Indeed, based on work experience the employers, contrary to the students, find the knowledge of marketing, finances, and accounting very significant.