FEATURES OF THE EDUCATIONAL PROCESS ORGANIZATION IN FOREIGN

LANGUAGE CLASSES WITH STUDENTS OF NON-LINGUISTIC SPECIALTIES

WHEN SWITCHING TO DISTANCE LEARNING

CARACTERÍSTICAS DA ORGANIZAÇÃO DO PROCESSO EDUCACIONAL EM

AULAS DE LÍNGUA ESTRANGEIRA COM ALUNOS DE ESPECIALIDADES NÃO

LINGUÍSTICAS AO MUDAR PARA APRENDIZAGEM A DISTÂNCIA

CARACTERÍSTICAS DE LA ORGANIZACIÓN DEL PROCESO EDUCATIVO EN

CLASES DE IDIOMAS EXTRANJEROS CON ESTUDIANTES DE ESPECIALIDADES

NO LINGÜÍSTICAS AL CAMBIAR AL APRENDIZAJE A DISTANCIA

Irina E. KOROTAEVA

Daria M. KAPUSTINA

ABSTRACT: This paper discusses the problems of working with students of non-linguistic

specialties in foreign language classes when switching to distance learning. The tasks have been

set to assess the advantages and disadvantages of distance learning. The following has been

noted among the aspects that have a positive effect on teaching a foreign language in a distance

format: activation of cooperation of teachers to improve the educational process; closer contact

between teachers and students; activation of students' independent work; mastering by teachers

of the skills of working in the learning management system (Moodle/lms.mai.ru) and the format

of video conferencing, etc. It is concluded that the distance format allows improving the

learning process. In the future, it is advisable to use the elements of the distance format in

combination with the traditional one to optimize teaching a foreign language.

KEYWORDS: Foreign language in a non-linguistic university. Distance learning. Information

and communication technologies (ICT). Learning management system. Virtual learning

environment. Video conference.

RESUMO: Este artigo discute a problemática do trabalho com alunos de especialidades não

linguísticas em aulas de língua estrangeira na transição para o ensino a distância. As tarefas

foram definidas para avaliar as vantagens e desvantagens do ensino a distância. Dentre os

aspectos que influenciam positivamente o ensino de língua estrangeira na modalidade a

distância, destacam-se: ativação da cooperação dos professores para a melhoria do processo

educativo; contato mais próximo entre professores e alunos; ativação do trabalho

independente dos alunos; domínio pelos professores das competências de trabalho no sistema

de gestão da aprendizagem (Moodle / lms.mai.ru) e do formato de videoconferência, etc.

Conclui-se que o formato a distância permite melhorar o processo de aprendizagem.

Futuramente, é aconselhável utilizar os elementos do formato a distância em combinação com

o tradicional para otimizar o ensino de uma língua estrangeira.

Moscow Aviation Institute (National Research University), Moscow – Russia. ORCID: https://orcid.org/0000-

0002-8300-0836. E-mail: irinakorotaeva@mail.ru

Moscow Aviation Institute (National Research University), Moscow – Russia. ORCID: https://orcid.org/0000-

0001-7236-8937. E-mail: popovski2003@mail.ru

PALAVRAS-CHAVE: Língua estrangeira em universidade não linguística. Ensino a

distância. Tecnologias de informação e comunicação (ICT). Sistema de gestão de

aprendizagem. Ambiente virtual de aprendizagem. Videoconferência.

RESUMEN: Este artículo analiza los problemas de trabajar con estudiantes de especialidades

no lingüísticas en clases de lenguas extranjeras cuando se cambia a la educación a distancia.

Las tareas se han establecido para evaluar las ventajas y desventajas de la educación a

distancia. Entre los aspectos que inciden positivamente en la enseñanza de una lengua

extranjera en formato a distancia se ha señalado lo siguiente: activación de la cooperación de

los docentes para mejorar el proceso educativo; contacto más estrecho entre profesores y

estudiantes; activación del trabajo independiente de los estudiantes; dominio por parte del

profesorado de las habilidades de trabajo en el sistema de gestión del aprendizaje (Moodle /

lms.mai.ru) y el formato de videoconferencia, etc. Se concluye que el formato a distancia

permite mejorar el proceso de aprendizaje. En el futuro, es recomendable utilizar los elementos

del formato a distancia en combinación con el tradicional para optimizar la enseñanza de una

lengua extranjera.

PALABRAS CLAVE: Lengua extranjera en una universidad no lingüística. La educación a

distancia. Tecnologías de la información y la comunicación (tic). Sistema para el manejo del

aprendimiento. Ambiente de aprendizaje virtual. Video conferencia.

Introduction

Forced self-isolation during the outbreak of the pandemic in the spring of 2020 has

become a serious test for the Russian education system, which has faced an urgent need to

switch to distance learning as soon as possible. Most educational institutions were not ready for

this. The unexpected situation caused stress for many teachers and students, which negatively

affected the educational process. As a result, a large number of complaints about the process

and quality of education began to be received from students and their parents, and a negative

attitude towards distance learning began to form.

The complex situation in the education system suggests that the prospects for distance

learning should be seriously considered in addition to the development of the traditional form

of education. Each discipline has its specifics, so it is more appropriate to refer to the prospects

considering the specifics of a particular discipline. Teaching a foreign language at a university

involves serious classroom work, direct contact between the teacher and the student, listening.

The experience of most universities has shown that the discipline "Foreign Language" has

successfully coped with a difficult situation, but there is still a lot of methodological work to be

done. The planned and rational implementation of distance learning in the modern educational

process in combination with the traditional one will help to avoid force major situations and

preserve the quality of education in case of the need to work remotely.

This approach may also fit in a normal situation, for example, in the case of temporary

disability of a teacher or student, when there is no possibility of working in the classroom, but

remote work will not interrupt the learning process.

Literature analysis

The current situation in the education system has contributed to the fact that the problem

of distance learning has become the subject of research by many scholars. Modern researchers

understand learning in which all or most of the educational process is carried out using modern

information and telecommunication technologies with the territorial disunity of the teacher and

students as distance learning (AKHMETZHANOVA; ABIEVA, 2019).

The main tool for remote interaction between teachers and "remote" students, in this

case, is the distance learning system – an educational Internet portal of an educational institution

that provides the implementation of a systematic approach to the organization and management

of the learning process, integrating various types of educational and methodological resources

(BORISOVA, 2012).

Experts note that distance learning has a positive impact on the development of various

skills in modern students (BEKETOVA et al., 2020).

The important role of distance learning in modern education, including in the study of

foreign languages, has been emphasized (LIU et al., 2020).

The positive aspects of the use of ICT in teaching students in the discipline "Foreign

language" have been noted. Firstly, active involvement in the communication process helps to

increase the motivation of students (and teachers). Secondly, due to the development of the

skills of searching, extracting, evaluating, and analyzing the necessary information, the

formation of an independent personality of the student has been observed. In addition, the

rationality of planning and organizing the educational process has been noted both in the

classroom and in the independent work of students. An important place has been given to the

development of the professional and communicative skills of students (ZAKHAROVA, 2020).

Some researchers consider the readiness of teachers to master innovations, which can

include the active use of ICT technologies, to be the main factor influencing the process of

innovation development in higher education institutions (PONYAEVA, 2021). Some authors

believe that teachers should be professionally prepared for continuous qualitative updating of

the educational process not only "technically"/"technologically" (possession of competencies

in the field of educational ICT technologies). Information-technology-rich forms of education

also imply new roles of the teacher in the pedagogical process (DYAKONOV; IGOSHEV,

2014). Several researchers, explaining the difference between the learning styles of the two

generations, suggest considering the constant changes in the social environment. There is a need

to change the approaches to the learning process and its content, introduce new technologies

and increase the degree of independence of students (ARTYUSHINA; ZHURBENKO;

SHEYPAK, 2021).

Note that the use of presentations can be productive in distance learning, and it is

necessary to pay attention to the development of presentation texts (ZHELTUKHINA et al.,

2019).

An interesting suggestion for teaching a foreign language in technical universities is the

use of the Google classroom platform. The advantages of using open educational resources for

working with students are explained, for example, effective allocation of class time; ensuring

more productive communication between the student and the teacher; ensuring an individual

learning trajectory. Such use of modern ICTs contributes to achieving the best results of

mastering the discipline (CHUKSINA, 2021).

However, practice shows that many teachers still do not fully possess the ICT

competence necessary for the implementation of their professional activities in the information

educational environment and involves the following aspects: search/collection/assessment

/selection/analysis/organization/view/stream information; teamwork; planning individual and

group activities of students based on ICT (SAJGUSHKINA; BAKACH; SHUTKO, 2017). The

experience of implementing distance learning based on computer telecommunications shows

that some Russian teachers do not have sufficient knowledge in the field of information

technology. The main task is to involve teachers in the new methodology, which is based on

changing the nature of the relationship between teachers and students. This is especially

important since students in the distance learning system are given the greatest freedom

(CHERDAKLI, 2020). Qualified university teachers and ICT specialists are actively engaged

in the design of electronic educational resources for their use in the educational process. The

updated Federal State Educational Standards focus universities on the development and use of

innovative teaching technologies, on a qualitative change in the role of the teacher, who is no

longer the only translator of knowledge (NARCISSOVA; MAKLAKOV, 2019).

It has been noted that a modern teacher needs to increase media competence, strive for

close dialogue with colleagues and students, and make maximum use of Internet resources for

online learning for educational purposes. The development of the teacher's media competence

will contribute to the successful development of his/her students in this direction. The formation

of general requirements for teachers, employees, and the administration of an educational

organization on the level of proficiency in modern ICT allows planning the direction of

professional development of employees and the development of the institution itself

(KUZMINA, 2014).

The organization of distance learning requires the creation of electronic educational

content and teachers' knowledge of the ICT complex.

The work experience gained during the forced transition to distance learning will

contribute to the expansion of the electronic space and the integration of new technologies into

the activities of the university, contributing to the improvement of its academic and information

culture. Therewith, it has been noted that a complete replacement of the real educational

environment with a virtual one is impossible (NIKITINA; PIGOREVA; BOLDYREVA, 2020).

Methods

The following research methods were chosen in this paper:

1. Observation;

2. Questionnaire survey.

The survey was attended by teachers of the Department I-11 "Foreign Language for

Aerospace Specialties" of the Institute of Foreign Languages of the Moscow Aviation Institute

(NRU MAI).

The main objectives of the survey are to collect and analyze information about the level

of proficiency of teachers in ICT technologies, their attitude to the process of distance learning

(assessment of advantages and disadvantages), their assessment of the prospects of distance

learning, and the process of interaction with students.

Results and discussion

One of the systems often used in Russian universities for organizing distance learning

is the Moodle virtual learning environment. Distance learning of students during quarantine

(self-isolation) was organized in the Moodle/lms.mai.ru (UKHOV et al., 2020) the system at

the Moscow Aviation Institute.

The English language classes used electronic courses developed several years ago in

this training system and used as a computer component to the main program of the discipline

"Foreign language". Classes were held mainly in the Moodle/lms.mai.ru system during the

transition of MAI to the distance learning mode.

One of the active methods of testing knowledge of a foreign language in distance

learning in the Moodle system is testing. Testing is a modern high-quality method of knowledge

assessment (ZUBANOVA; BODROVA; KRUCHKOVICH, 2020).

The experience of conducting classes in a remote format allows identifying two key

areas:

1. Independent work of students in the Moodle system/lms.mai.ru.

2. Virtual classes-video conferences (Moodle/lms.mai.ru, Zoom, Microsoft teams, etc.)

Let us present the results of the study. The survey showed that teachers faced the main

difficulties at the initial stage of working in a remote format. Consider what is the reason for

that (Fig. 1).

Figure 1 – The main difficulties of teachers' work with students at the initial stage of distance

learning using ICT technologies

Source: Devised by the authors

25 %

37 %

49 %

18 % 21 %

33 %

10%

20%

30%

40%

50%

60%

Organization of connection to

Moodle/Zoom/Microsoft teams

Mastering the Moodle/Zoom/Microsoft

teams interface

Organization of students' work

Work on increasing students' motivation

at distance education

Conducting oral interviews of students

Distribution of teacher's working time

Analysis of the results of the study showed that it was most difficult for teachers to

organize the work of students at the initial stage. Note that the teacher was assigned the role of

the organizer: forming the groups in Moodle/lms.mai.ru, notifying students about the format

and time of classes, determining the criteria for admission, and evaluation of students' work,

etc.

It is important to emphasize that the teamwork of the entire teaching staff of the

department has acquired special importance. Weekly online meetings of the department were

organized to solve and discuss emerging problems related to remote work, in particular, with

the development of the virtual learning environment Moodle/lms.mai.ru. and various ICT

technologies, planning tasks for each week of the semester. This made it possible to organize

the work in strict accordance with the curriculum. At the initial stage, some teachers had

difficulties with working with the electronic course and organizing video conferences.

Colleagues provided each other with constant technical assistance in mastering ICT, and

because of such joint work, each teacher of the department became confident users of the

necessary services. Teachers noted that it was easier to organize the lesson, as they more often

began to turn to Internet resources (electronic libraries, electronic dictionaries, etc.) and use

them in video conferences in addition to the electronic course. Teachers also noted that this

organization of work has allowed maintaining the quality of foreign language classes at a high

level (Fig. 2).

Figure 2 – Teachers' assessment of the quality of classes in the distance learning format

Source: Devised by the authors

10 %

75 %

5 %

The quality of classes in the remote format has decreased significantly

The quality of distance learning classes has not changed compared to face-to-face classes

The quality of classes has become higher

Certain difficulties arose when conducting the final certification of students at the end

of the semester, as the maximum objectivity of the knowledge assessment in conditions of

limited communication was required. The department developed a formula for calculating the

final assessment of the student's knowledge, which included:

1) The results of the student's work in the Moodle/lms.mai.ru system: the systematic

performance of exercises following the curriculum; the results of intermediate tests; the results

of the final test;

2) Activity and results of students' oral responses at video conferences

(Moodle/lms.mai.ru, Zoom, Microsoft teams, etc.).

Therewith, special attention was paid to oral communication at video conferences, since

only this format allows the teacher to objectively assess the student's real knowledge of a

foreign language.

Most of the teachers noted that with the distance format, they had more options for

communicating with students, but this rather complicated the work, as it led to a shortage of

free time for the teacher. Students turned to the teacher not only during the class according to

the schedule but also during extracurricular time in the Moodle/lms.mai.ru chat system, by

email, in the WhatsApp group, etc. Special difficulties arose when the student and the teacher

were in different time zones. The teacher could not ignore the students' questions, and, as the

teachers noted, remote work meant "being in touch with the students around the clock".

It was noted among the positive aspects that due to online classes, students have reduced

the psychological barrier to communication with both the teacher and fellow students, which

led to an increase in their activity in the classroom. Students began to ask more questions, which

contributed to the development of oral speech skills.

Conclusion

The analysis of the experience of the Department of Foreign Languages working with

students of Aerospace specialties of the MAI allowed identifying the following positive aspects

of using the distance learning format:

• Activation of joint work of the department staff to improve the educational process;

• Activation of joint work of teachers and students;

• Activation of independent work of students;

• More rational planning and organization of the educational process (classroom

activities and independent work of students);

• Mastering the skills of teachers to work not only with text editors but also in the

learning management system (Moodle/lms.mai.ru.), in the video conferencing format

(Moodle/lms.mai.ru, Zoom, Microsoft teams, etc.);

• Development of professional and communicative skills of students;

• The development of teachers and students' interest in modern Internet resources

(virtual learning environment, search engines, electronic dictionaries, electronic libraries, etc.).

Some difficulties of remote work have also been identified:

• Insufficient classroom activities for the implementation of the curriculum, as students

have more questions in the process of remote communication, including organizational ones;

• Problems with the quality of the Internet for some students and teachers (inability to

enter the training system, turn on sound or a webcam);

• Reduced free time for the teacher due to the need to answer students' questions after

class or contact the student outside the schedule grid due to time zone differences;

• Increasing the time to prepare for classes at the initial stage of the transition to distance

learning;

• Disorganization of some students and additional time spent on explaining the features

of the distance learning format to them.

Summing up, it should be noted that despite the difficulties encountered, in general, the

distance format not only did not hurt teaching a foreign language but also improved it. Teachers

began to take a more thoughtful approach to the organization of classes to qualitatively explain

and verify the results of mastering the necessary material. There is an increase in interest in a

foreign language among students. All this suggests that in the future it is necessary to optimize

teaching a foreign language using a combination of traditional full-time and distance learning

formats.

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How to reference this article

KOROTAEVA, I. E.; KAPUSTINA, D. M. Features of the educational process organization in

foreign language classes with students of non-linguistic specialties when switching to distance

learning. Rev. EntreLínguas, Araraquara, v. 7, n. esp. 4, e021075, Nov. 2021. e-ISSN: 2447-

3529. DOI: https://doi.org/10.29051/el.v7iesp.4.15612

Submitted: 09/02/2022

Required revisions: 20/05/2022

Approved: 05/09/2022

Published: 10/11/2022

CARACTERÍSTICAS DA ORGANIZAÇÃO DO PROCESSO EDUCACIONAL EM

AULAS DE LÍNGUA ESTRANGEIRA COM ALUNOS DE ESPECIALIDADES NÃO

LINGUÍSTICAS AO MUDAR PARA APRENDIZAGEM A DISTÂNCIA

FEATURES OF THE EDUCATIONAL PROCESS ORGANIZATION IN FOREIGN

LANGUAGE CLASSES WITH STUDENTS OF NON-LINGUISTIC SPECIALTIES

WHEN SWITCHING TO DISTANCE LEARNING

CARACTERÍSTICAS DE LA ORGANIZACIÓN DEL PROCESO EDUCATIVO EN

CLASES DE IDIOMAS EXTRANJEROS CON ESTUDIANTES DE ESPECIALIDADES

NO LINGÜÍSTICAS AL CAMBIAR AL APRENDIZAJE A DISTANCIA

Irina E. KOROTAEVA

Daria M. KAPUSTINA

RESUMO: Este artigo discute a problemática do trabalho com alunos de especialidades não

linguísticas em aulas de língua estrangeira na transição para o ensino a distância. As tarefas

foram definidas para avaliar as vantagens e desvantagens do ensino a distância. Dentre os

aspectos que influenciam positivamente o ensino de língua estrangeira na modalidade a

distância, destacam-se: ativação da cooperação dos professores para a melhoria do processo

educativo; contato mais próximo entre professores e alunos; ativação do trabalho independente

dos alunos; domínio pelos professores das competências de trabalho no sistema de gestão da

aprendizagem (Moodle / lms.mai.ru) e do formato de videoconferência, etc. Conclui-se que o

formato a distância permite melhorar o processo de aprendizagem. Futuramente, é aconselhável

utilizar os elementos do formato a distância em combinação com o tradicional para otimizar o

ensino de uma língua estrangeira.

PALAVRAS-CHAVE: Língua estrangeira em universidade não linguística. Ensino a

distância. Tecnologias de informação e comunicação (ICT). Sistema de gestão de

aprendizagem. Ambiente virtual de aprendizagem. Videoconferência.

ABSTRACT: This paper discusses the problems of working with students of non-linguistic

specialties in foreign language classes when switching to distance learning. The tasks have

been set to assess the advantages and disadvantages of distance learning. The following has

been noted among the aspects that have a positive effect on teaching a foreign language in a

distance format: activation of cooperation of teachers to improve the educational process;

closer contact between teachers and students; activation of students' independent work;

mastering by teachers of the skills of working in the learning management system

(Moodle/lms.mai.ru) and the format of video conferencing, etc. It is concluded that the distance

format allows improving the learning process. In the future, it is advisable to use the elements

Instituto de Aviação de Moscou (Universidade Nacional de Pesquisa), Moscou – Rússia. ORCID:

https://orcid.org/0000-0002-8300-0836. E-mail: irinakorotaeva@mail.ru

Instituto de Aviação de Moscou (Universidade Nacional de Pesquisa), Moscou – Rússia. ORCID:

https://orcid.org/0000-0001-7236-8937. E-mail: popovski2003@mail.ru

of the distance format in combination with the traditional one to optimize teaching a foreign

language.