Implementation of Blended Learning Model to the Non-English Major Students in EFL Setting in the Russian Arctic

Abstract

The article considers a blended teaching of English to non-English major students in the Russian Arctic. The relevance of this study is due to the fact that new technologies are being introduced into the education system in order to improve the quality of education. Blended learning is understood as a hybrid learning integrating online education and in person education. The article provides an overview of the research conducted on blended learning abroad in the context of English as a foreign language (EFL). It presents a blended learning model that consists of 3 blocks: methodology, learning process and assessment of learning outcomes. In general, this model consists of face-to-face instruction and digital platform Skyes. The pilot training was conducted to prove the effectiveness of the discussed blended learning model. 100 non-English major bachelor students of the 1st year students from the North-Eastern Federal University, the Arctic State Institute of Culture and Arts and the Arctic State Agrotechnological University took part in the pilot training. The students were divided into 2 experimental and 2 control groups of 25 students. The students of the control groups attended traditional classes with a distance learning format while the students of the experimental groups studied English in a blended learning format. The pilot training lasted for one semester. During the training 4 English skills were tested in students: 1) listening 2) vocabulary 3) grammar 4) reading. The results before and after the pilot training are presented. The results of pilot training prove the effectiveness of the implemented blended learning model in comparison with face-to-face instruction