Development of sportsman students’ autonomy in the educational environment of electronic information and foreign language teachers’ readiness to this process

The study addresses the major factors preventing foreign language (FL) teachers from effective use of electronic information educational environment (EIEE) at the institutes of higher learning (IHL) in Russia to develop learner autonomy. Upon holding interviews and taking polls of 60 respondents from three universities helped the authors find out that these factors include: sketchy knowledge of information and communication technologies among foreign language teachers; poor standards of material and technical resources capability at universities; inadequate readiness of FL teachers to apply new information and communication technologies; insufficient level of FL teachers motivation to use innovative ITs at work. The contributors have worked out a number of pedagogical conditions that should be provided at the IHL to clear the barriers mentioned above: gradual development of FL teachers readiness to use the EIEE (the IT competence acquisition based on learning management systems (LMS); FL teachers activity stimulation to work in the EIEE through creating modular courses); setting up the EIEE in the IHL, which can translate all e-learning possibilities into action, the LMS, software and documentation among them. The said pedagogical conditions have successfully been tested and implemented at RUDN University. © Faculty of Education. University of Alicante.

Chernova O.E. 1 , Litvinov A.V. 2, 3 , Gorbunova L.N.4 , Telezhko I.V. 5 , Nizamutdinova S.M.6
Номер выпуска
  • 1 Department of Foreign Languages, Academy of Engineering, Peoples’ Friendship University of Russia (RUDN University), Moscow, Russian Federation
  • 2 Department of Foreign Languages, Faculty of Economics, Peoples’ Friendship University of Russia (RUDN University), Moscow, Russian Federation
  • 3 Department of Foreign and Russian Philology, Moscow State University of Psychology and Education (MSUPE), Moscow, Russian Federation
  • 4 Department of Psychology and Pedagogy, Moscow Economic Institute, Private Educational Establishment of Higher Education, Moscow Economic Institute, Moscow, Russian Federation
  • 5 Department of Russian Language, Medical Institute, Peoples’ Friendship University of Russia (RUDN University), Moscow, Russian Federation
  • 6 Department of Music, Moscow City University, Moscow, Russian Federation
Ключевые слова
Country-specific features; ESP students; Learner autonomy; Life-long learning; Motivation; Sport activities
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