THE USE OF EDUCATIONAL COMPUTER PROGRAMS IN THE TRAINING OF

FOREIGN LANGUAGE TEACHERS FOR SPEECH ACTIVITY

O USO DE PROGRAMAS EDUCACIONAIS DE COMPUTADOR NA FORMAÇÃO DE

PROFESSORES DE LÍNGUA ESTRANGEIRA PARA ATIVIDADE DE DISCURSO

technology in teaching abroad and in the Ukrainian pedagogical practices. It was established

that implementation of educational computer programs, in contrast with traditional teaching

methods, has potential benefits as well as certain limitations. This research substantiates the

importance of considering these factors when aiming to improve professional skills of future

teachers and their linguistic competences. The conclusions drawn from the research findings

allow providing recommendations concerning the improvement of professional training of

foreign language teachers by means of educational computer programs.

KEYWORDS: Modern technologies. Virtual space. Pedagogy. Foreign language

communicative competence.

Zaporizhzhia National University, Zaporizhzhia – Ukraine. Full Doctor in Pedagogy, Professor. Department of

English Philology. ORCID: https://orcid.org/0000-0002-1427-1536. E-mail: t.pakhomova@ust-hk.com.cn

Zaporizhzhia National University, Zaporizhzhia – Ukraine. PhD in Pedagogy, Associate Professor. Department

of Foreign Languages for Specific Purposes. ORCID: https://orcid.org/0000-0003-3602-1164. E-mail: ann-

drach@nuos.pro

Zaporishshia National University, Zaporizhzhia – Ukraine. PhD Student. Department of English Philology.

ORCID: https://orcid.org/0000-0001-7142-6058. E-mail: o.piddubtseva@nuos.pro

inovadoras na educação. Os resultados revelam que existem algumas diferenças na aplicação

desta tecnologia no ensino no estrangeiro e nas práticas pedagógicas ucranianas. Foi

estabelecido que a implementação de programas educacionais de computador, ao contrário

dos métodos tradicionais de ensino, apresenta benefícios potenciais, bem como certas

limitações. Esta pesquisa corrobora a importância de se considerar esses fatores quando se

busca o aprimoramento das habilidades profissionais dos futuros professores e suas

competências linguísticas. As conclusões extraídas dos resultados da pesquisa permitem

fornecer recomendações sobre a melhoria da formação profissional dos professores de línguas

RESUMEN: El presente estudio analiza el uso de programas informáticos educativos en la

formación profesional de estudiantes de la carrera de Filología. Destaca la urgencia de nuevos

enfoques para mejorar el proceso educativo en respuesta a las exigencias de la realidad actual.

Este estudio se basa en una extensa investigación de corpus sobre el uso de tecnologías

competencias lingüísticas. Las conclusiones extraídas de los resultados de la investigación

permiten formular recomendaciones sobre la mejora de la formación profesional de los

profesores de lenguas extranjeras mediante programas informáticos educativos.

PALABRAS CLAVE: Tecnologías modernas. espacio virtual. Pedagogía. competencia

comunicativa en lengua extranjera.

alternative forms of education, such as computer programs, is being reformed.

through the introduction of information and communication technologies in educational

activities. This leads to an increase in public demand for highly qualified specialists in the field

of foreign language teaching, able to effectively conduct professional and educational activities

in a rich information space. In the modern educational sphere, in the appropriate pedagogical

support of professional training of future foreign language teachers by means of information

and communication technologies, there are strong historical traditions of language teaching

with the use of educational computer programs, starting with the creation of correspondent

schools.

language teachers has its own explanation. Computer training programs allows presenting on

environment, which can be used as a background for the formation of speech activity in foreign

language classes. Computer training programs are used at all stages of the learning process:

advantages: ensuring the individualization of learning; high motivation of the learning process;

as well as motivates speech activity.

training programs is an urgent need of the time, which is determined by the requirements for

education, informatization of modern society and educational environment.

problem under consideration. The use of educational computer programs in foreign language

education is increasingly attracting more attention. Theoretical and methodological aspects of

technologies are being developed (TITOVA, 2003; BELKINA, 2004; GOLUBEVA; REPIN,

the use of modern software products have been characterized (GLAZUNOV, 2016). Typologies

of computer exercises for foreign language learning have been created (ASOYANTS et al.,

1993; CHEKAL et al., 2003). The possibility of using existing computer programs for different

types of speech and speech activities also did not go unnoticed by researchers (SARANA, 2003;

MOSKALETS, 2009). The efficiency of realization of modern methodical approaches in the

conditions of computer application was proved (TITOVA, 2003). In domestic linguodidactics,

the use of computer programs for the formation of competence was characterized in writing of

Rusnak (2009); Kamensky (2009); Synekop (2011); speakings of Chirva (2008);

Korobeynikova (2013); Drach (2015); readings and listenings of Radetska (2004); Cornwell, &

Cornwell (2006); Solomko (2014). These studies show a tendency to increase the role of

computer tools in foreign language education. However, the peculiarities of the use of

educational computer programs depending on the specifics of different types of speech

activities of future foreign language teachers have not yet been sufficiently reflected in the

foreign educational computer programs for the formation of different types of speech activities

the development of computer training programs. They try to systematize the software product

widely used. Their effectiveness in teaching foreign languages has been proven. They are

successfully used in the domestic system of language education. But it is noteworthy that these

in accordance with the specifics of different types of speech activities. Their developers focused

which different types of programs are used: educational, developmental, modelling. Among the

educational there are such types as:

(simulators; computer games; control programs);

systems);

environments) (SCHLICHTING, 1997).

related to the specifics of speech. But they are important because they solve common problems.

There is the greatest variety of programs that belong to the first group. Among the popular

educational computer programs aimed at solving certain educational tasks are the following:

compliance with the didactic purpose of learning.

tutoring programs. They are most often used at the stage of submission and control over the

assimilation of educational material, in particular for the presentation of educational material,

part, acquaint students with the tasks and the nature of the lesson. These are foreign language

Brush” (SCHLICHTING, 1997).

indicates the stage of their use. Their pedagogical value lies in the formation of certain

communication skills. Their solution requires the generalization of existing knowledge, skills,

and abilities, their transfer to the solution of a specific situation. Test programs for foreign

language teaching include both standard and non-standard tasks. Such programs are used in the

Examples of such programs are: “Certificate in Advanced English”, “Step UP”, “Lim English”.

purely technical aspects. This is, for example, the abuse of computer effects, the brightness of

colors. A more serious problem is the difficulty of adapting ready-made computer programs to

the traditional lesson, as they do not always correspond to the work program, methodological

goals and didactic principles of teaching. Nevertheless, it is generally accepted that computer-

based learning programs should be used in conjunction with traditional means and methods.

computer programs in language classes as: the use of ready-made multimedia products and

computer educational systems; development of own multimedia and educational programs;

creating your own multimedia presentations; use of educational computer programs in

extracurricular activities; use of Internet resources. It should be noted that despite all the

achievements, it has not yet been possible to sufficiently formalize all the criteria for the quality

of programs.

technologies. There are a huge number of such programs. Each of them is based on the use of

ready-made computer training courses, represented by exercises to consolidate the studied

popular with foreign language teachers. To do this, there are many computer programs for

of the appropriate level of quality. The participation of foreign language teachers in this process

is necessary. It is determined by the specifics of the discipline.

level of educational computer programs. From the existing criteria of quality of educational

applied: efficiency of feedback; the ability to quickly enter answers; availability of training and

didactic materials; accompanying documentation; possibility of repeated exercises; clearness.

These criteria are relevant to assessing the quality of all types of curricula, regardless of the

type of speech activity. It should be emphasized that the specifics of foreign language teaching

leave its mark on the system of performance indicators of educational programs, namely: each

of the types of speech activity requires its own special quality criteria, the systematic

development of which is still a matter of the future.

education today, computer training programs can be divided into two groups: programs for the

formation of skills in oral speech (speaking and listening) and programs for the formation of

appropriate competence in written speech. Other options are possible. The most appropriate

from the point of view of systematization is the division into such groups as: programs that

focus on productive types of communication, and receptive.

Among the computer training programs for the formation of competence in productive

2008), “Multimedia English for Economists” (KAMENSKY, 2009), “Switch on Your English”

(SYNEKOP, 2011), “English Business Contracts”). In educational computer programs for the

separately from reading (“Deutsch fur Jurastudenten” (SOLOMKO, 2014)), “English for

Economists (reading aspect)” (RADETSKA, 2004), “Living books” (SCHLICHTING, 1997),

“LANGMaster Interactive English Course”, Language Learning & Technology (MURPHY,

2007), “PolarFLE” (PERROT; PERROT, 2003)).

in productive speech activities (speaking, writing). Regarding receptive types, it should be

noted that the level of development of educational computer programs has not yet been reached,

such a means of organizing the material and the sequence of its presentation, which is

determined by the characteristics of speech activity (monologue or dialogue). All these

computer training programs are organically connected with the structure and content of work

programs and curricula in English, create favorable conditions for mastering the material using

the differentiation of skills and abilities. The material is authentic. The exercises included in

these computer programs are systematized, the training is carried out in stages. Programs are

so structured that they have a wide range of alternatives in action, conciseness in the

English” (MURPHY, 2007) provides for the prevention of typical errors or their elimination.

These programs are quite effective because the formation of foreign language competence goes

through all stages of the didactic cycle: from setting tasks and presenting material to training

Training and control tasks are formulated in such a way that they can be performed without

programs give students the opportunity to operate with a large amount of information, there are

(GLAZUNOV, 2016). It offers specialized texts for drawing up business contracts in English

enter answers without long coding and encryption, the learning function of the interface is fully

explains all the tasks. Regarding the adaptability of educational materials, there is no possibility

to choose the level of complexity, volume, format of information. Video and audio presentation

are also not used, which significantly reduces the didactic capabilities of the program.

competence. The authors have included to it both domestic and foreign programs on the

characteristic feature as phasing. The process of formation of speech competence is correlated

with three stages of learning: presentation and initial consolidation of new lexical units;

automation of speech actions of students with new lexical units in reading and listening;

improving receptive lexical competence at the text level. Comprehensive didactic materials

help to increase productivity and efficiency of the process of formation of competence in

listening and reading competence, consciousness and interest in learning a foreign language.

The accompanying documentation provides clear instructions for performing the exercises.

(reading aspect)” (KOROBEYNIKOVA, 2013). It meets the requirements for electronic texts,

aimed at developing students' skills and abilities of introductory and learning reading. It is also

very important that the program corresponds to the work program and is related to the English

language course. Using this training computer program is as simple as possible thanks to the

navigation capabilities of the system, which provide free movement through the training

student assistance system, the implementation of feedback. The model of reading instruction

includes acquaintance, training, reading and control over comprehension. However, this

difficult to perform without the use of a computer, there is no dynamic and static clarity. There

Interactive English Course” (MURPHY, 2007), “Language Learning & Technology”

1997) use both tools to perform tasks traditional for printed sources, and such presentation tools

includes computer exercises. These tasks are focused on the formation of learning motivation,

but the relevant reading skills and abilities are not included in their purpose. The possibility of

repeated exercises and the division of tasks into training and control exercises in this program

is not traced. Dialogue mode is not provided. The level of complexity of the tasks is not

material is presented based on the text, after which various speech exercises are offered. As for

the grammatical aspect, it is presented with the help of rules, exercises have a training character,

automation of actions with structures takes place at the sentence level. Feedback is provided by

posting correct/incorrect answers. In this program, task tools traditional for printed paper

materials are combined with specific computer types of tasks. Working with a computer training

program requires performing tasks in a dialogue mode. But, in this program, there are no means

of material presentation (sound, graphics, animation, video); there is no re-examination,

approaches to improve the educational process in response to the requirements of present

realities. This study draws upon extensive corpus research on the use of innovative technologies

in education. The findings reveal that there are certain differences in the application of this

technology in teaching abroad and in the Ukrainian pedagogical practices. It was established

that implementation of educational computer programs, in contrast with traditional teaching

methods, has potential benefits as well as certain limitations. This research substantiates the

importance of considering these factors when aiming to improve professional skills of future

teachers and their linguistic competences. The conclusions drawn from the research findings

communicative competence.

RESUMEN: El presente estudio analiza el uso de programas informáticos educativos en la

formación profesional de estudiantes de la carrera de Filología. Destaca la urgencia de nuevos

enfoques para mejorar el proceso educativo en respuesta a las exigencias de la realidad actual.

hora de intentar mejorar las habilidades profesionales de los futuros profesores y sus

competencias lingüísticas. Las conclusiones extraídas de los resultados de la investigación

permiten formular recomendaciones sobre la mejora de la formación profesional de los

profesores de lenguas extranjeras mediante programas informáticos educativos.

PALABRAS CLAVE: Tecnologías modernas. espacio virtual. Pedagogía. competencia

comunicativa en lengua extranjera.

O processo de integração do espaço educacional europeu estimula o interesse

profissional de uma pessoa em aprender línguas estrangeiras como meio de comunicação,

expandir as relações internacionais e tentar estabelecer novos padrões de relações entre os

países. Assim, a formação especial de futuros professores de língua estrangeira em formas

tradicionais e alternativas de educação, como programas de computador, está sendo reformada.

por meio da introdução de tecnologias de informação e comunicação em atividades educativas.

Isso leva a um aumento da demanda pública por especialistas altamente qualificados na área de

ensino de línguas estrangeiras, capazes de realizar efetivamente atividades profissionais e

educacionais em um rico espaço de informação. No âmbito educacional moderno, no apoio

pedagógico adequado da formação profissional de futuros professores de língua estrangeira por

meio de tecnologias de informação e comunicação, há fortes tradições históricas de ensino de

línguas com o uso de programas educacionais de computador, a começar pela criação de escolas

correspondentes.

computacional permitem apresentar no display elementos de diferentes naturezas, para

demonstrar as características do ambiente, que podem ser usados como pano de fundo para a

computacional são utilizados em todas as etapas do processo de aprendizagem: ao explicar novo

muda toda a estrutura de uma aula e seu propósito. Trabalhar com esses programas não só ajuda

educativas de acordo com o grau de complexidade, além de motivar a atividade da fala.

de programas de formação computacional é uma necessidade urgente do tempo, que é

determinada pelos requisitos para a qualidade do desenvolvimento profissional, aprovação de

um novo paradigma da educação pedagógica superior, informatização da sociedade moderna e

do ambiente educacional.

contexto do problema em questão. O uso de programas educacionais de computador na

desenvolvidos aspectos teóricos e metodológicos do domínio prático de uma língua estrangeira

com o uso de tecnologias de informação e comunicação (TITOVA, 2003; BELKINA, 2004;

GOLUBEVA; REPIN, 2004; BOVTENKO, 2005). Os critérios de qualidade da formação da

cultura comunicativa com o uso de produtos modernos de software têm sido caracterizados

(GLAZUNOV, 2016). Foram criadas tipologias de exercícios de computador para

aprendizagem de línguas estrangeiras (ASOYANTS et al., 1993; CHEKAL et al., 2003). A

possibilidade de utilização de programas de computador existentes para diferentes tipos de

atividades de fala também não passou despercebida pelos pesquisadores (SARANA, 2003;

MOSKALETS, 2009). Foi comprovada a eficiência da realização de abordagens metódicas

modernas nas condições de aplicação de computador (TITOVA, 2003). Na linguagem nacional,

o uso de programas de computador para a formação de competência foi caracterizado na escrita

de Rusnak (2009); Kamensky (2009); Synekop (2011); nas falas de Chirva (2008);

Korobeynikova (2013); Drac (2015); nas leituras e escutas de Radetska (2004); Cornwell, &

papel das ferramentas de computador na educação em línguas estrangeiras. No entanto, as

peculiaridades do uso de programas de computador educacional, dependendo das

estrangeira, ainda não foram suficientemente refletidas na literatura pedagógica.

O conceito de programas de treinamento de computador e requisitos para eles

A experiência europeia de usar programas de treinamento computacional para ensinar

línguas estrangeiras: “Rosetta Stone”, “Deutsch Gold 2000”, “Der Die Das”, “Wlingua”,

“Hello Pal”, “Busuu”, “Learn Italian Phrasebook”, “Memrise” (Italy), etc. Hoje, vários

computador. Eles tentam sistematizar o produto de software de acordo com os objetivos de sua

eficácia no ensino de línguas estrangeiras foi comprovada. Eles são usados com sucesso no

sistema doméstico de educação linguística. Mas vale ressaltar que esses produtos de software

ainda não formaram uma tradição de desenvolvimento de programas de computador

educacional de acordo com as especificidades de diferentes tipos de atividades de fala. Seus

desenvolvedores se concentraram não tanto no aspecto linguístico, mas nos requisitos

geralmente aceitos, alinhados aos quais diferentes tipos de programas são utilizados:

educacional, desenvolvimento, modelagem. Entre os educacionais há tipos como:

educacionais (simuladores; jogos de computador; programas de controle);

(sistemas de referência);

ambientes orientados a assuntos) (SCHLICHTING, 1997).

diretamente relacionados com as especificidades da fala. Mas eles são importantes porque

resolvem problemas comuns. Há a maior variedade de programas que pertencem ao primeiro

determinadas tarefas educacionais estão: tutoria; modelagem de simulação; controle. A

estudo de regras e regulamentos, formas de resolver o problema. Eles começam com a parte

software de língua estrangeira como: “Professor Higgins”, “Learn Speak English”, “Reward

Reading”. O palco principal da aula sobre a atividade da fala de aprendizagem é considerado

em detalhes em programas de simulação. Seu principal objetivo é recriar o curso de vários

experimentos linguísticos na forma de simulação computacional. No entanto, eles não são muito

comuns devido à complexidade de sua criação e uso na prática. Tais programas incluem “Tell

Learn English”, “Dash of the Brush” (SCHLICHTING, 1997).

indica o estágio de seu uso. Seu valor pedagógico está na formação de certas habilidades de

comunicação. Sua solução requer a generalização dos conhecimentos, habilidades e

competências existentes, sua transferência para a solução de uma situação específica. Os

programas de teste para ensino de línguas estrangeiras incluem tarefas padrão e não padrão.

Tais programas são utilizados em sala de aula para consolidar o material estudado, bem como

em trabalhos extracurriculares sobre o tema. Exemplos desses programas são: “Certificate in

Advanced English”, “Step UP”, “Lim English”.

aspectos puramente técnicos. Este é, por exemplo, o abuso dos efeitos do computador, o brilho

das cores. Um problema mais grave é a dificuldade de adaptar programas de computador

prontos à aula tradicional, pois nem sempre correspondem ao programa de trabalho, às metas

metodológicas e aos princípios didáticos de ensino. Todavia, é geralmente aceito que programas

de aprendizagem baseados em computador devem ser usados em conjunto com os meios e

computador educativos em aulas de idiomas como: o uso de produtos multimídia prontos e

educacionais próprios; criando suas próprias apresentações multimídia; uso de programas de

Há um grande número desses programas. Cada um deles se baseia no uso de cursos de

fonético, gramatical e léxico estudado. Tais programas de computador educativos incluem:

didático nesses programas muitas vezes contém duas partes: teórica e prática, ou seja, o

treinamento é baseado em aulas interativas sobre vários aspectos das línguas estrangeiras. Eles

são recomendados para uso em todas as etapas. Contudo, os principais tipos de exercícios

envolvem apenas escolher a resposta certa e preencher os espaços em branco.

computador também é popular entre professores de língua estrangeira. Para isso, existem muitos

etc.), que contêm exemplos, instruções. Se seguir consistentemente essas recomendações, é

possível criar um produto do nível adequado de qualidade. A participação de professores de

línguas estrangeiras nesse processo é necessária. É determinado pelas especificidades da

disciplina.

o nível de programas educacionais de informática. A partir dos critérios existentes de qualidade

dos programas de computador educacional para formação de competência de língua estrangeira,

as seguintes vezes são aplicadas: eficiência do feedback; a capacidade de inserir respostas

rapidamente; disponibilidade de tarefas de treinamento e controle; implementação da função

educacional da interface; complexidade dos materiais didáticos; documentação de

acompanhamento; possibilidade de exercícios repetidos; clareza. Esses critérios são relevantes

para avaliar a qualidade de todos os tipos de currículos, independentemente do tipo de atividade

no sistema de indicadores de desempenho de programas educacionais, ou seja: cada um dos

tipos de atividade de fala requer seus próprios critérios especiais de qualidade, o

Análise de programas de computador educacionais existentes para preparar futuros

Entre os programas de treinamento computacional para formação de competência em

tipos produtivos de atividades de fala estão aqueles dedicados à fala (“Speak up English”

(CHIRVA, 2008), “Multimedia English for Economists” (KAMENSKY, 2009), “Switch on

Your English” (KOROBEYNIKOVA, 2013) bem como letras separadas (“Improve Your

2014)), “English for Economists (reading aspect)” (RADETSKA, 2004), “Living books”

(SCHLICHTING, 1997), “LANGMaster Interactive English Course”, Language Learning &

Technology (MURPHY, 2007), “PolarFLE” (PERROT; PERROT, 2003)).

competência em atividades produtivas de discurso (fala, escrita). Em relação aos tipos