Digital tools in project-oriented English language teaching of students in management
Main Article Content
The article reveals how the use of digital technologies increase the efficiency of project-oriented foreign language teaching of professional topics to the students of management specialties in Ukrainian tertiary economic education. The algorithm of creating English language lessons using digital tools in project-based activities is analyzed on the example of ESP topic. The author grounds that project-oriented computer-assisted language learning develops critical thinking, creativity and collaborative decision-taking.
Andersson, V. & Clausen, H.,B. (2018). Alternative learning experiences: Co-creation of knowledge in new contexts. Innovative Practice in Higher Education, 2(2), 65–89.
Beckett, G. & Slater, T. (Eds.) (2019). Global Perspectives on Project-Based Language Learning, Teaching, and Assessment: Key Approaches, Technology Tools, and Frameworks. Routledge. DOI: https://doi.org/10.4324/9780429435096
Burgos, D., Tlili, A. & Tabacco, A. (Eds) (2020). Radical Solutions for Education in a Crisis Context: COVID-19 as an Opportunity for Global Learning. Springer Nature. DOI: https://doi.org/10.1007/978-981-15-7869-4
Clausen, H., B & Andersson, V. (2018). Problem-based learning, education and employability: a case study with master’s students from Aalborg University, Denmark. Journal of Teaching in Travel and Tourism. DOI: https://doi.org/10.1080/15313220.2018.1522290 DOI: https://doi.org/10.1080/15313220.2018.1522290
Dedja M. (2015). ICT in Foreign Language Teaching and Learning: Benefits and Challenges. European Journal of Language and Literature, 1(2), 42–47. DOI: https://doi.org/10.26417/ejls.v2i1 DOI: https://doi.org/10.26417/ejls.v2i1.p42-47
Dooly, M., & Sadler, R. (2016). Becoming little scientists: Technologically-enhanced project-based language learning. Language Learning & Technology, 20(1), 54–78.
OECD (2004). Learning for Tomorrow’s World: First Results from PISA 2003. Paris: OECD. DOI: https://doi.org/10.1787/9789264006416-en
Ogienko, O., Rolyak, A. (2010). Humanization as the basic tendency of teacher education: European Context. Education and Cultural Change. Helsinki, Finland (Network).
Roliak, A. (2021). Methodology of Professional Lexical Minimum Exercises Use in the English Language Course for Management Students. InterConf, 75(1), 44-49. DOI: http://dx.doi.org/10.51582/interconf. 19-20.09.2021.006 DOI: https://doi.org/10.51582/interconf.19-20.09.2021.006
Roliak, A.O. (2021). Moodle as Innovative Tool in English Language Teaching for Students in Economic Specialties. Theory and Practice of Science: Key Aspects. Scientific Collection «InterConf», 49, Rome, 226 – 230. DOI: https://doi.org/ 10.51582/interconf.7-8.04.2021.021 DOI: https://doi.org/10.51582/interconf.7-8.04.2021.021
Schleicher, A. (2006). The Lisbon Council. Policy Brief. The economics of knowledge: Why education is key for Europe’s success. Brussels: The Lisbon Council.
Thomas M. (2017). Project-Based Language Learning with Technology. N.Y.: Routledge. DOI: https://doi.org/10.4324/9781315225418 DOI: https://doi.org/10.4324/9781315225418