Flipped learning model in the course «Culture of Oral and Written English»

Abstract

It has been сreated a course «Culture of Oral and Written English» with the implementation of blended learning, which makes it possible to form professionally oriented communicative competence of students enrolled in the master’s programme. It has been considered micro-, meso- and macro-levels of course introduction and function. It is argued that the practical implementation of the blended learning (henceforth BL) technology is the organization of educational process within the course «Culture of Oral and Written English», where face-to-face interaction (traditional learning) in the classroom is supplemented by distance learning in the web environment and independent learning that includes classroom independent work, during which problem-based tasks are performed, as well as extracurricular asynchronous, synchronous, asynchronous-synchronous independent work through the Microsoft Teams application and the chatbot СhatGPT. The course implementation context is described with the information on the conditions, curriculum and the need for it in the master’s program. It is outlined the way of developing the course, which includes its structure and specific tasks. It has been elaborated the tasks for the formation of professionally oriented speech competence in writing as a subcompetence of professionally oriented communicative competence of prospective English university teachers. It has been inferred that the peculiarities and technological advantages of the BL technology are due to the active use of the flipped learning (FL) model that inverses the methods of traditional teaching, implements the material presentation outside the educational institution and determines practical cooperation in the classroom as a leading form of learning activities organization. The value of the FL model is the ability to regulate students’ independent learning, which they carry out individually or together in pairs/mini-groups, and classroom learning for group classes, where students can check their understanding and correct comprehension of the topic content, exchange opinions, debate, and the teacher becomes a facilitator, who directs the work of the whole group and each student towards their individual learning trajectory. Different types of prospective teachers’ independent work for their skills development in writing texts of academic genres (articles and essays) are demonstrated on the example of tasks for the development of English professionally oriented speech competence in writing.