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‘COMPUTERIZED SUPPORT’ IN TEACHING ENGLISH
Н.И. Малыхина, Н.М. Шишкина
Воронежский государственный университет
Аннотация:
в статье описывается опыт использования технологиче-
ского ресурса в создании расширенных возможностей обучения студентов. 
Авторы убеждены, что «компьютерная поддержка» помогает организовать 
самостоятельную работу студентов и тем самым позволяет им лучше разви-
вать языковые способности.
Разработаны три видеокурса на базе обучающей среды Moodle для сту-
дентов естественно-научных факультетов Воронежского государственного 
университета, изучающих английский для общих целей и английский для 
специальных целей.
Ключевые слова:
 
самостоятельная работа студентов; электронный 
учебный курс на базе Moodle; языковые виды деятельности в формате 
computer-based. 
‘Computers have become so widespread in schools and homes 
and their uses have expanded so dramatically that the majority of 
language teachers now think about the implications. Technology 
brings about changes in the teaching methodologies of foreign 
language’ [1, p. 625].
To exploit computers’ potential we need language teaching 
specialists who can promote a complementary relationship between 
computer technology and appropriate pedagogic programs [2].
‘Clearly, the ‘work’ of language teachers is now seen to increasingly 
revolve around introducing new media and text types’ [3, p. 57].
The paper is focused on sharing some experience in using 
technological resource in creating enriched language learning 
opportunities for students. 
Undoubtedly, today access to the wealth of resources found on 
the Web helps to promote the development of students’ independent 
learning skills and improve their English both in the classroom 
environment and outside the classroom. Such a blended approach 
© Малыхина Н.И., Шишкина Н.М., 2019

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makes person-centered teaching and learning more effective and 
effi cient since it aims to achieve intellectual as well as social, cultural 
and personal development by combining the benefi ts of face-to-face 
encounters with online learning.
It should be mentioned that the use of technology is never the 
goal, but rather a tool for helping learners use the target language to 
accomplish authentic tasks.
As far as it has been able to ascertain, the process of learning 
in the classroom is accelerated by adjusting Web-based technology, 
namely by adjusting three Moodle-based English video courses for 
students of Science Departments of Voronezh State University that 
have been designed and applied in teaching the English language. The 
two courses named ‘Everyday Life’ and ‘Social Life’ have been created 
for the fi rst-year students learning English for General Purposes. The 
course ‘English Guide for IT Specialists’ is intended for students doing 
a Master’s degree in such academic fi elds as: Applied Mathematics 
and Informatics and Computer Science and Information Technology 
[4–8].
According to the curriculum of the English language the courses 
are composed of different thematic modules. In addition, each module 
consists of educational material, a series of tasks which students carry 
out through a range of exercises such as matching, multiple choice, 
true/false statements, gap fi lling and completion, cloze procedure, 
sequencing and crosswords [4, p. 96]. 
Note, that the educational material and a wide variety of 
exercises aim to develop and promote reading and writing skills as 
well as language communication skills [8, p. 359].
Moreover, the courses incorporate «Video Viewing» modules 
that introduce the students to video episodes, telling about different 
events and situations, as well as video-based tasks that are aimed 
at broadening the students’ mind. For a generation brought up on 
screens, video can boost motivation and engage teenage students. 
Combining a visual context with a spoken language, there is no doubt 
that video is a powerful medium for both learning and teaching a 
foreign language. It brings the outside world into the classroom since 
we can see people’s facial expressions and body language [4, 5].

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The suggested courses that we can name ‘Computerized Support’ 
provide audio-video material that can be paused, repeated and 
played more. Thus, each student can tailor their learning experience 
to their individual needs and in so doing get hands-on experience 
that will enhance their understanding on certain issues. Besides, 
Moodle-based English video courses are very good at what is known 
as 
drill and practice
. What’s more, as an alternative to the web where 
students can wander with little or no guidance, these courses present 
information in a more compact and reliable form. 
It should be noted that the content of the three Moodle-based 
English video courses is accessible and consistent across different web 
browsers and devices. However, it remains the case that connections 
can be slow or unstable especially during ‘rush hours’ when lots of 
people are online. There may be a problem with the cost or simple 
availability of technological resources such as the Internet. 
Anyway, we have observed many benefi ts of such computer-aided 
both teaching and learning English.