Organization of Subject-to-Subject Interaction while Studying a Foreign Language in the Conditions of Distance Learning

Abstract.

ORGANIZATION OF SUBJECT-SUBJECT INTERACTION DURING FOREIGN LANGUAGE TEACHING IN THE CONTEXT OF DISTANCE LEARNING

Yuliia Kolos

Department of General Linguistics and Foreign Languages, National University “Yuri Kond­ratyuk Poltava Polytechnic”, Poltava, Ukraine.

Maya Kupar

Department of General Linguistics and Foreign Languages, National University “Yuri Kond­ratyuk Poltava Polytechnic”, Poltava, Ukraine.

Abstract

Background:

During the COVID-19 associated quarantine period, distance learning became the only form of education which is carried out by means of information and communication technologies. Although distance learning has many undoubted advantages, there are a lot of difficulties for both teacher and student as well. The main problems are lack of motivation, absence of direct communication especially during foreign language teaching where it is vital, computer-associated problems etc.

Purpose: to determine the advantages and disadvantages of distance learning, the role of subject-subject interaction in the process of distance learning of foreign languages and the factors contributing to it, to analyze tools for assessing interaction and types of educational work in terms of their applicability.

Results: Distance learning is a promising form of educational process organization, which, in our opinion, will occupy an increasingly strong position in the market of educational services. However, to achieve successful results, distance courses developers and instructors should look for effective combinations of techniques and forms, make full use of the potential of information and communication technologies, focus on all 4 types of interaction. They also ought to pay special attention to subject-subject interaction in the mode of teacher-student and student-student relations, provide timely feedback, and utilize interactive learning methods.

Discussion: We see prospects for further research in the development of methods of distance foreign languages teaching with a comprehensive and systematic use of interactive techniques by means of information and communication technologies.

Keywords: subject-subject interaction, distance learning, communicative approach, active learning.

Vitae. Yuliia Kolos is a Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of Department of General Linguistics and Foreign Languages at National University “Yuri Kondratyuk Poltava Polytechnic”. Her areas of research interest include formation of future translators’ professional competence, use of computer technologies in foreign language teaching.

Correspondence: yulia.kolos@gmail.com

Vitae. Maya Kupar is a Lecturer of Department of General Linguistics and Foreign Languages at National University “Yuri Kondratyuk Poltava Polytechnic”. Her areas of research interests include theory and practice of foreign language teaching, use of computer technologies in education.

Correspondence: maiia.kupar@gmail.com

Article.

References.

1. Bouhnik Dan, Marcus Tali. Interaction in distance-learning courses. Journal of the American Society for Information Science and Technology, 2006. 57(3). P. 299–305. Print.

2. Han S. Y., Hill S. R. Collaborate to learn, learn to collaborate: Examining the roles of context, community, and cognition in asynchronous discussion. Journal of Educational Computing Research, 2007. 36(1). P. 89–123. Print.

3. Haythornthwaite C. Exploring multiplexity: Social network structures in a computer-supported distance learning class. Information Society, 2001. 17(3). P. 211–226. Print.

4. IU – Teaching Online. Thinking About Learning Activities. Web. 08 Oct. 2020.

5. Johnson S. D., Aragon S. R., Shaik N. & Palma-Rivas N. Comparative analysis of learner satisfaction and learning outcomes in online and face-to-face learning environments. Journal of Interactive Learning Research, 2000. 11(1), 29–49. Print.

6. Kovalev G. A. Tri paradigmy v psihologii – tri strategii psihologicheskogo vozdejstvija. (Tree paradigms inPsychology – three strategies of psychological influence). Obshhenie i dialog v praktike obuchenija, vospitanija i psihologicheskoj konsul’tacii (Communication and dialog in practice of teaching, mentoring and psychological consulting). Mosсow, 1987. 4–16. Print.

7. Moore M. G. Three types of interaction. The American Journal of Distance Education, 1989. 3(2). P. 1–6. Print.

8. Rendyuk S. P. Sub’yekt-sub’yektna dydaktychna vzayemodiya vykladacha i studentiv u navchal’no-vykhovnomu protsesi tekhnichnykh universytetiv (Subject-subject didactical interaction of teacher and student in technicaluniversitys’ education). Imidzh suchasnoho pedahoha (Modern pedagogue’s image), 2016. (5). 32–34. Print.

9. Thurmond V. A., Wambach K. Understanding Interactions in Distance Education: A Review of the Literature. International Journal of Instructional Technology and Distance Education, 2004. 1(1). Web. 08 Oct. 2020.

10. Vonderwell S., & Zachariah S. Factors that influence participation in online learning. Journal of Research on Technology in Education, 2005. 38(2). P. 213–230. Print.

11. Zolotukhin S. A. Tipy vzaimodejstvija s obuchajushhimisja v komp’juterno-oposredovannom obuchenii. (Forms of students interactionin computer-mediated education). Sovremennye issle­dovanija social’nyh problem (Modern Research of Social Problems). 2013. 5(25). Web. 08 Oct. 2020.