Video Sketches as a Means of Introducing Blended Learning Approach in Teaching Foreign Languages at Technical Universities

Abstract

The topicality of the article is determined by the widespread use of blended learning approaches in higher education, especially in studying foreign languages. With the limited number of classroom hours proposed for teaching foreign languages at technical universities, it became very relevant to introduce various alternative out-of-class monitoring methods. The aim of the research is to investigate the effectiveness of introducing video sketches as the way to improve the process of foreign language studying at technical universities. The authors assume that recording video monologues could facilitate students’ speaking abilities, reduce the level of their anxiety compared to delivering monologues in class and could stimulate the effective use of classroom hours for teaching foreign languages. To prove this hypothesis the authors of the study conducted an experiment in Peter the Great St. Petersburg Polytechnic University during the autumn term of 2019-2020 academic year with the total number of 232 participants randomly chosen from 1-course students of technical specialties with different levels of English language proficiency. The possibility to record a monologue instead of delivering it face-to-face was considered as the IV (independent variable) of the experiment. Such research method as an open-close questionnaire was used afterwards to identify the students’ satisfaction with the proposed alternative as well as the analysis of the exam results at the end of the course. These results as the part of the students’ academic performance represented the DV (dependent variable) of the experiment. The obtained data showed that students of the experimental group passed their exam significantly better than the students of the control group. Thus, the present survey proved that students of the experimental group would prefer to record video sketches instead of delivering monologues face to face and that making video monologues improved their fluency and helped overcome some psychological barriers. On the basis of the research and the results obtained during the experiment, the authors conclude that the application of video monologues in the process of teaching foreign languages is highly promising.