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1 APRIL 2022
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ВОСПИТАНИЕ НОВОГО ПОКОЛЕНИЯ В ЭПОХУ ГЛОБАЛЬНОГО ПРЕОБРАЗОВАНИЯ
RAISING A NEW GENERATION IN ERA OF GLOBAL TRANSFORMATION •
1 APRIL 2022
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of knowledge [5]. For instance, in a BLTLE, it is true that a teacher plays a number of roles, and one of them
is being responsible for the whole process. Consequently, although students become active co-constructors
of knowledge during the discussions, a teacher provides them with necessary instructions during lessons.
Having analyzed the aforementioned features of blended learning systems, the system of improving the
writing skills can be developed by the following stages in tertiary education. ‘Introductory stage’ (1), a teacher
of EFL introduces basic functions and instructions of the BLTLE to students before starting lessons on the
competence as it is necessary for students to become acquainted with this language learning environment
in fact. In addition, as the online platforms of TEFL, SNSs are selected to make the environment convenient
for students, such as Google Forms, Instagram, Telegram, and YouTube can be implemented into practice
in a systematic way. Here, it is significant to highlight that social networking entails interaction between
participants involved in the communication context [6] which plays an integral role in increasing students’
EFLL progress remarkably. For instance, students as language learners can express their ideas in a written
form on the above-mentioned SNSs confidently and independently which enables them to use English more
actively through their writing skills. As a result, while explaining basic elements and tools of the BLTLE to
students, all the means are divided into certain types, such as presentation, discussion, testing, assessing
and feedback means by a teacher. After that, the next step which can be called ‘presentation stage’ (2) starts
with the help of certain types of study materials and methods of improving the writing skills. Presentation
stage serves to make the BLTLE more comfortable and innovative for students because a teacher uses a
variety of study materials for this part of the practice, for instance, slideshow presentations, video, audio
materials, masterclass videos on both platforms of blended learning. Following that stage, students can
access all the study materials whenever they want to consolidate their knowledge in tertiary education.
Moreover, providing students with the aforementioned study materials on both platforms serves to improve
the quality and content factors of the lessons as it is important to train future personnel according to
the basic theoretical and practical objectives of the writing skills. Therefore, tertiary education must be
united with more practical knowledge than theoretical one in this rapidly changing world. Then, ‘discussion
stage’ (3) is reached to hold discussions on both topics of the writing competence and strong/weak points
of students on their writing skills in the environment of blended learning. Actually, discussions are held
between a teacher and students according to their achievements while doing tasks and home assignments.
Given that home assignments are accomplished in an electronic version by students to submit through
online platforms, a teacher can check the tasks online and innovatively to provide students with corrective
feedback (electronic). Following that, discussions can be held both offline and online in the BLTLE to discuss
students’ strong and weak points which are related to their writing skills in practice. Besides, here, a teacher
aims to discuss not only students’ mistakes, but also teach them how to improve their writing skills on
certain language areas in a systemic way. As for the last stages of the BLTLE on improving the writing
skills in higher education, ‘testing knowledge stage’ (4) and ‘assessment and feedback stage’ (5) enable
both teachers of EFL and students to increase their collaborative working efficiency irrespectively. SNSs are
implemented to test students’ both theoretical and practical knowledge on their writing skills connectedly
and continuously in the BLTLE. Furthermore, dimensions of blended technologies, such as actions, groupings,
timings, spaces, texts, and tools must be taken into consideration to check students’ knowledge because
the writing competence may involve them to approach testing materials both theoretically and practically
simultaneously. Following that, ‘assessment and feedback stage’ can be set to obtain results through
innovative tools. After having received students’ tasks, a teacher assesses them based on certain criteria
which can be prepared by him or her or ready-made ones with which students must become acquainted in
advance for the task achievement. Assessment results are realized online, and the results of written tasks,
such as paragraph, essay or letter writing ones are presented with an electronic version of the corrective
feedback where solutions, namely links of sources to improve the writing skills will be attached by a teacher.
All in all, the whole process of blending foreign language learning technologies can be implemented into
the system of improving students’ writing skills at tertiary education as it is mentioned above.
To conclude, it is difficult to state exactly that blended learning technologies improve the system of TFL
at tertiary education because everything depends on teachers and students’ collaborative working activity
in fact. Hence, in general, teachers of FL must know what to use, how to improve, and when to provide in
the process of BLTLE currently, and as for students, they must follow the instructions in the right place at
the right time.
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