Using interactive worksheets when teaching foreign languages by the "flipped class" technology

Abstract

The problem and the aim of the study. The "flipped class" technology is designed to enhance the cognitive activity of students; however, along with the undeniable advantages of this technology, there are a number of difficulties in its implementation when teaching foreign languages. The authors study the didactic potential of interactive worksheets to increase the effectiveness of the "Flipped class" technology using the example of studying the foreign language. Research methods: To obtain theoretical generalizations the analysis of scientific papers and interactive educational services and generalization of the results of processing empirical data and materials of interactive worksheets were used. The study was conducted at the faculties of foreign languages of Russian State Agrarian University-Moscow Timiryazev Agricultural Academy (Moscow). The experiment involved 81 students and was carried out during 2019-2020. Interactive worksheets were created in the Wizer.me service (https://app.wizer.me/editor/preview/1qjhycSmjJol). Statistical verification of the reliability of the obtained results was made using the Pearson's χ2 (chi-square) criterion. Results. The essence of the concept "interactive worksheet" and the features of implementation of the "Flipped class" technology when studying the foreign language are investigated. The potential of interactive worksheets regarding the formation of foreign language competence, the acquisition of practice in translating, the support of cognitive activities in the framework of the "flipped class" learning technology has been identified. The possibilities of interactive worksheets to increase the effectiveness of using the "Flipped class" technology are revealed by the authors on the example of the discipline "Foreign Language" for students of the training program "Tourism" when studying the module "Professional Communication Sphere". At the control stage of the experiment, statistically significant differences were found between the experimental and control groups in terms of the level of formation of foreign language competence χ2obser. 2 > χ2°crit 0.05 (8,58 > 7,82). Conclusion. Peculiarities of organizing classes in the foreign language using interactive worksheets in the framework of the "flipped class" technology were identified, which affect the perception of information, its qualitative analysis and critical analysis; the ability to apply theoretical knowledge of vocabulary, grammar in practice. The studied opportunities can improve the effectiveness of innovative educational technologies by increasing motivation, involving students in the educational process, implementing collaborative educational activities and the formation of elements of the personalized digital educational environment.