MOBILE LEARNING AS A COMPONENT OF THE FOREIGN LANGUAGE LEARNING PROCESS FOR SENIOR SCHOOL STUDENTS
DOI:
https://doi.org/10.35433/pedagogy.3(102).2020.114-130Keywords:
mobile learning, mobile devices, mobile technologies, memory cards, creativity, mobile tools, smartphone, mobile applications.Abstract
The article deals with the directions of using mobile education in modern educational system. It is noted that the use of "mobile-learning" will create more natural conditions for learning and optimizing the process of language training of high school students. Mobile learning is closely linked to e-learning and distance learning, the difference between which is the use of mobile devices, and in which students anywhere and at any time can develop and improve skills and abilities to speak a foreign language (based on the means of synchronous and asynchronous communication), to form socio- cultural and intercultural competencies in order to use a foreign language as a means of communication in the social sphere. The work defines the term "mobile learning", its methodological foundations and the guiding principles for constructing a learning process, based on the usage of mobile devices. The analysis of the articles which are related to the use of mobile devices in teaching and their didactic functions is carried out. The advantages and disadvantages of this type of training, possibilities and features of introduction of mobile education in general educational schools are analyzed. The methodical potential of mobile technologies is considered and it is noted that if properly used, they can be didactic means, which helps to learn more foreign language more quickly and qualitatively, in comparison with traditional means. The main possibilities of using mobile gadgets in teaching activity during visualization of a demonstration material, questioning, testing, and also during distance learning are considered. The systematic use of mobile devices is indicated in order to increase the efficiency of the educational process. The necessity of combining the usage of mobile devices with traditional methods of training is substantiated. Prospects for the study of this topic in the future are described.
It is concluded that the introduction of mobile learning contributes to the implementation of personality-oriented foreign language learning, improving research skills of students, as well as the development of teamwork and cooperation skills, which will contribute to the formation of foreign language communicative competence of students.
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