BILATERAL INTERPRETING COURSE IN BLENDED LEARNING: EXPERIMENTAL VERIFICATION
Keywords:blended learning, bilateral interpreting, e-learning, mediation, interdisciplinary approach, interdisciplinary terminology
The paper presents the research on the effectiveness of blended learning within the designed Moodle-based course of bilateral interpreting using interdisciplinary terminology. The authors analyse modern educational technologies and prospects for future professionals in the context of bilateral interpreting. The research reveals the outcomes of the experimental study conducted at the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” involving the students at the final stage of the bachelor’s degree programme proving the efficiency of modern approach based on blended learning concept. The study also proves the fact that integration of blended learning courses can help future professionals develop skills such as critical thinking, problem solving, agility and adaptability, initiative and entrepreneurialism, effective oral and written communication, accessing and analysing information that are considered to be critically important for the twenty-first century. The detailed analysis of modern scientific literature proves that modern information technologies and blended learning, in particular, become an integral part of today’s educational tendencies both in Ukraine and abroad, offering a wide range of possibilities for students.
Bonk, C. J. (2007). The handbook of blended learning: Global perspectives, local designs. San Francisco: Calif: Pfeiffer.
Brian North, E. P. (2016). Common European Framework of Reference for Languages: Learning, Teaching, Assessment Developing Illustrative Descriptors of Aspects of Mediation for the CEFR. Retrieved August 24, 2018, from https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/168073ff31
Buchbinder, V. A. (1986). Grundlagen der Methodik des Fremdsprachenunterrichts = Osnovy metodiki prepodavanija inostrannych jazykov. Leipzig: Verlag Enzyklopädie.
Dooly, M., & Sadler, R. (2016, 02 01). Becoming little scientists: Technologically-enhanced project-based language learning. Language Learning & Technology, pp. 54-78. https://doi.org/10125/44446
Elaine Allen, J. S. (2007, March). Blending In The Extent and Promise of Blended Education in the United States. Retrieved August 20, 2018, from Online Learning Survey: http://www.onlinelearningsurvey.com/reports/blending-in.pdf
Gmurman, V. (2004). Theory of probability and mathematical statistics. Moscow, Russia: Higher School.
Guryeyeva, L. (2016). Moodle-based course. Retrieved June 09, 2018, from New Education Technologies: http://vinec.net/moodle/
Hoyos, J. E. (2018, June 19). Error correction and repair moves in synchronous learning activities. International Journal of Educational Technology in Higher Education, 15(1). https://doi.org/10.1186/s41239-018-0105-2
Huber, J. M.-G. (2014). TASKs for Democracy: Developing Competences for Sustainable Democratic Societies. Strasbourg: Council of Europe Publishing.
Monteiro, K. (2014). An experimental study of corrective feedback during. Language Learning & Technology, 18(3), 56-79. https://doi.org/10125/44384
Scott, C. L. (2016). THE FUTURES of LEARNING 2: What kind of learning for the 21st century? Paris: UNESCO Education Research and Foresight [ERF Working Papers Series, No. 14].
Spielberger, C. D. (1983). Manual for the State-Trait Anxiety Inventory. Palo Alto, CA: Consulting Psychologists Press.
STAI. (n.d.). The State-Trait Anxiety Inventory (STAI). Retrieved August 19, 2018, from American Psychological Association, http://www.apa.org/pi/about/publications/caregivers/practice-settings/assessment/tools/trait-state.aspx
Tarnopolsky, O. (2012). Constructivist Blended Learning Approach to Teaching English for Specific Purposes (A. Borowska, Ed.) London, Great Britain: Versita Ltd. Retrieved August 15, 2018, from https://web2.mlp.cz/koweb/00/04/24/15/13/constructivist_blended_learning_approach.pdf
Volodko, A. (2017). Metody`ka navchannya majbutnix perekladachiv usnogo poslidovnogo naukovo-texnichnogo perekladu (nimecz`ka ta ukrayins`ka movy`) [Methodology of Teaching Future Interpreters of Consecutive Scientific and Technical Interpreting]. PhD dissertation, Kyiv, Ukraine.
Wagner, T. (2010). Overcoming The Global Achievement Gap. Overcoming The Global Achievement Gap. Cambridge: Mass., Harvard University. Retrieved July 16, 2014, from www.aypf.org/documents/Wagner%20Slides%20%20global%20 achievement%20gap%20brief%205-10.pdf
Ward, M. (2018, June 01). Qualitative research in less commonly taught and endangered language CALL. Language Learning & Technology, 22(2), 116-132. https://doi.org/10125/44639
Welzer, T. D. (2018). World Congress on Medical Physics and Biomedical Engineering. Cultural aspects in technology-enhanced education (pp. 885-888). Singapore: Springer. https://doi.org/10.1007/978-981-10-9035-6_165
Zinukova, N. (2018). Metody`chna sy`stema navchannya studentiv magistratury` usnogo perekladu u zovnishn`oekonomichnij sferi (na materiali anglijs`koyi ta ukrayins`koy[Methodological System of Training Interpreting in Foreign Economic Field to Masters (English and Ukrainian)]. Doctoral dissertation, Kyiv, Ukraine.
Copyright (c) 2018 Svitlana Kolomieets, Lyudmyla Guryeyeva
This work is licensed under a Creative Commons Attribution 4.0 International License.Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).