Blended learning approach to teaching ESP case study of TED talks
- Autores: Rudneva M.A1, Valeeva N.G1
-
Afiliações:
- Peoples’ Friendship University of Russia (RUDN University)
- Edição: Volume 26, Nº 4 (2018)
- Páginas: 454-460
- Seção: Environmental education
- URL: https://journals.rcsi.science/2313-2310/article/view/342072
- DOI: https://doi.org/10.22363/2313-2310-2018-26-4-454-460
- ID: 342072
Citar
Texto integral
Resumo
This work analyzes implementation of TED talks as a part of ESP blended learning training for fostering students’ listening comprehension skills. We present a case study of 12 lower proficiency nonlinguistic students who were assigned listening to a designated TED talks each week and performing listening comprehension tasks that were later checked in the classroom. TED lectures were offered as a part of academic and specific English course for undergraduate students of the ecological faculty and were aimed at enhancing learner autonomy, enriching academic vocabulary, developing listening comprehension skills and promoting scholarly journal writing in a long-term perspective. The results were formally assessed by pre-test and post-test as well as by individual anonymous surveying of the students upon completion of the course. We looked into the results of the survey and overviewed pros and cons of implementation of TED talks into ESP curriculum.
Palavras-chave
Sobre autores
Maria Rudneva
Peoples’ Friendship University of Russia (RUDN University)
Autor responsável pela correspondência
Email: rudneva_ma@rudn.university
Candidate of Philology, Associate Professor of the Department of Foreign Languages of the Environmental Faculty of the Peoples’ Friendship University of Russia (RUDN University).
6 Miklukho-Maklaya St., Moscow, 117198, Russian FederationNailya Valeeva
Peoples’ Friendship University of Russia (RUDN University)
Email: valeeva_ng@rudn.university
Candidate of Pedagogical Sciences, Professor, Head of the Department of Foreign Languages of the Peoples’ Friendship University of Russia (RUDN University) Ecological Faculty
6 Miklukho-Maklaya St., Moscow, 117198, Russian FederationBibliografia
- Sharma P, Barrett B. Blended Learning. Oxford: Macmillan; 2007.
- Tomlinson B, Whittaker C. (eds.). Introduction. Blended Learning in English Language Teaching: Course Design and Implementation. 2013: 11-23.
- Aguilar M. Blended learning and the language teacher: a literature review. Colombia Applied Linguistics Journal. 2012;14(2): 163-180.
- Nation SP, Newton J. Teaching ESL/EFL listening and speaking. New York: Routledge; 2008.
- Nunan D. Designing and adapting materials to encourage learner autonomy. In: Benson P, Voller P (eds.) Autonomy and independence in language learning. London: Longman; 1997: 192-203.
- Vandergrift L. The Cinderella of communication strategies: Reception strategies in interactive listening. Modern Language Journal. 1997;81(4): 494-505.
- Feyten CM. The power of listening ability: an overlooked dimension in language acquisition. Modern Language Journal. 1991;75(2): 173-180.
- Wolvin AD. Listening and human communication in the 21st century. Malden, MA: WileyBlackwell; 2010.
- Wolvin AD, Coakley CG. Listening education in the 21st century. International Journal of Listening. 2000;14(1): 143-152.
- Pintrich PR. The role of goal orientation in self-regulated learning. In: Boekaerts M, Pintrich PR, Zeidner M (eds.). Handbook of self-regulation. San Diego, CA: Academic Press; 2000: 451-502.
Arquivos suplementares

