Peculiarities of using innovative technologies in FLT - Студенческий научный форум

XI Международная студенческая научная конференция Студенческий научный форум - 2019

Peculiarities of using innovative technologies in FLT

Ахметова Д.Д. 1
1Евразийский национальный университет им.Л.Н.Гумилева
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Introduction

It is known that Pedagogy is the science of education (from the Greek “peda” meaning child), the study of teaching methods, more specifically teaching person. Teaching means to help another person understand, to be able to see individual facts, needs, opportunities, and affections where others see a classroom of students. Also, when we talk and think about word, knowledge, the term language comes to our mind. Undoubtedly, in this highly developed century one of the most popular languages is English language. English is the language of 90% of information on the Internet, 85% of scientific conferences are conducted in this method of communication. Furthermore, it is a native language for 400 million people in the world, and other millions of people use English for communication as a target or foreign language.Nowadays teachers have the opportunity to use various types of technologies in teaching. In the 21st century, understanding and using technology will be a main part of virtually every aspect of daily life. Technology provides new possibilities for language teaching. Also, it is the school system’s responsibility to prepare students for this future. For example, in the special schools like the Nazarbayev Intellectual School, students often use new innovative technologies and programs that are designed to improve the quality of education. Therefore, every classroom must be equipped with technology to support teaching and learning. Every teacher must be knowledgeable and skilled in the use of these technologies in daily instruction. Unfortunately, many teachers focus mainly on language teaching methods without new technologies. This means that teachers and students lose out. Fortunately, new generation demands in new innovative technologies, which they use to improve by using different programs in the internet. This research presents a basic review of programs to teaching English Language and a discussion based on our own experience. Students can, for instance, use the learning applications whenever they want to or continue talking with foreign people online. Consequently, mobile devices also enhance students’ independence in foreign language learning.

The actuality of the research: determine the necessity and success of using new innovative technologies in Kazakhstan. Disassemble types of technologies and to disclose program based on EL learning.

The aim of the research: To identify peculiarities of different types of new technologies in FLT.

The task of the research: Points that need to be solved with the mentioned aim:

• to observe literature based on EL by using innovative technologies.

• to consider peculiarities of each technology in FLT.

• to investigate the types of technologies and their features in FLT.

• to expose certain technology in ELL.

The object is the peculiarities of technologies in learning English language.

The subject is the teaching process using innovative technologies.

The methods included questionnaire, interview and experiment.

CONTENTS

1. Innovative technologies in FLT

1.1. The brief history and meaning of technologies in English Language Learning

Learning is dependent on the pedagogical approaches teachers use in the classroom. A variety of pedagogical approaches are common in schools, but some strategies are more effective and appropriate than others. The effectiveness of pedagogy often depends on the particular subject matter to be taught, on understanding the diverse needs of different learners, and on adapting to the on-the-ground conditions in the classroom and the surrounding context. One of the most important point here is the nature of education. Unfortunately, it is easy to confuse education with schooling. Many think of places like schools or universities when seeing or hearing the word. They might also look to particular jobs like teacher or tutor. The problem with this is that while looking to help people learn, the way a lot of teachers work isn’t necessarily something we can properly call education. Learning is the acquisition of skills and knowledge through teaching or self-exploration. For the example, in the Eurasian National University every year the department of philology holds conferences on various topics related to the study of foreign languages ​​and new teaching methods. Theme of one important theme is “English Language” and its educational and developing opportunities. The article is about opportunities is English Language and new methods and technologies of teaching language. [20] Learning can happen at any age and the speed of learning depends on the motivation of the learner. Also, learning foreign languages is impossible to imagine without the use of new technologies. Of course, important tasks for the methodology of teaching foreign languages include providing opportunities to illustrate the actual process of communication in English, and creating an educational environment that provides real conditions for learning use of the target language. We define Learning by technologies as the broad range of communication, information and related technologies that can be used to support learning, teaching and assessment. Generational differences in learning techniques are apparent in how people of different ages approach technology. It has been said that we, the Net Generation, are closer to our grandparents—the Greatest Generation—in our work ethic and optimism about the future than to our parents' generation. Nowadays we frequently use new innovative technologies in a different aspects of learning foreign languages. "Technology is important, but it's really just the means to an end," Brian Greenberg said. Technologies such as applications, projectors, laptops and tables, which educators can employ in a classrooms. The notion of innovative technologies is not a new one, as it encompasses many types of systems that have been wildly used for some time, including e-mail, video conferencing, programs, applications and etc. For many years people employed traditional methods for education such as blackboard, chalk, whiteboard and flipcharts. The employment of computing technologies has resulted in the use of PowerPoint and Web-based course portals. There have been numerous articles written and studies done about the use of technology in classroom. The usage of computing technologies in education has been examined in numerous studies, and there is a sizable body of work on Web and online learning.

In XXI century technology has risen to a new level, and already sweeping through classroom as, educators and developers create more and more products designed for using technologies to educate students. The interests in employing kinds of technologies stems not only from the unique pedagogical benefits, but also from the basic need to stay in tune with focus and strengths of today’s students. In New schools as NIS (Nazarbayev Intellectual Schools) student uses different programs and technologies to improve their knowledge in a particular subject. Although technologies like the blackboard and books are now taken for granted and are assumed to be part of every student’s educational experience, these technologies were viewed as radical teaching tools when they were first introduced. Over time, a variety of technologies such as film, radio, television, teaching machines, microcomputers and the Internet have been introduced to schools, each sparking controversy about its usefulness for schooling and effectiveness as a teaching and learning aid. With 2018 just around the corner, technology is already sweeping through classrooms as educators and developers create more and more products designed to enhance education. New technologies, machine learning, and educational software aren't just changing the field for students, they're shaking up the role of educators, creating philosophical shifts in approaches to teaching, and remodeling the classroom. Also, the problem of learning languages is very important today. Foreign languages are socially demanded, especially at the present time, when the progress in science and technology has led to an explosion of knowledge and has contributed to an overflow of information. To know English is absolutely necessary for every educated person, for every good specialist. Foreign languages are needed as the main and most efficient means of information exchange of the people of our planet, and for preparing students for their future teachers must use technologies in FLT. Learning an English language is not an easy thing. It is a long and slow process that takes a lot of time and patience. Reading books in the original, listening to the English channels, communicating with the English speaking people will help a lot. When learning a foreign language you learn the culture and history of the native speakers.

Nowadays importance of information technology in educational sector is well known. Information technology helps the students as well as the teachers in studying the course material easily because of fast access. Studying the subjects with the help of online libraries and dictionaries has made grasping and increasing the knowledge easy for the students. The inclusion of information technology in the syllabus in schools, colleges and universities has helped them in grasping the subject well and getting their basics cleared. Since, many educational centers have the online grading system, it has been a boon for the parents of the children to keep a tab on their performances. Parents can also get the details of the attendance record of their child. Also, role of teacher not in a last place. Teachers’ own skills of using the devices, the lack of devices for all students and problems with the internet were some examples of the problems that occurred in the teaching of the teachers. In addition, some teachers claimed that they do not know how mobile devices could be beneficially used in foreign language teaching. Since the teachers had problems with the use of devices, they should be provided with more training about how various devices can be used for teaching purposes. In addition to more training for teachers, teacher training should also provide future teachers with proper skills in using mobile devices. This way, they can be able to sufficiently teach their students with the use of mobile devices.

The use of technologies in language learning is extensive. Besides traditional devices such as computers, more modern mobile technologies have provided new ways of teaching foreign languages. However, according to the previous studies, they can cause various problems. Therefore, it is interesting to see to what extent teachers have integrated different technological devices into secondary school and high school English language teaching and how successfully. Also, by interviewing teachers from both secondary and high school, the answers can be compared and contrasted for similarities and differences.

1.2. The significance and types of innovative technologies in FLT

Learning foreign languages is impossible to imagine without the use of technologies. Of course, important tasks and information for the methodology of teaching languages we can find in books, but now opportunities to illustrate and simplify learning process is lighter. The XXI century, often called the information age, is bringing about changes to the traditional teaching of language. “In the modern world, young people need new knowledge that is relevant to world standards of information technology,” the President of the Republic of Kazakhstan stressed. The use of new innovative technologies in teaching in our time is of great importance. [2]

The most significant group of benefits is teaching the virtues of computer based training. For example, teachers use capacity of computers to input information to create simple learning program in the form of exercises or activity. The technical advantages of technologies are enormous. Sound cards allow developers to record their speech and then listen it for self-correction or compare it with the pronunciation of native speakers. Graphics capabilities of computers can represent any type of activity in the form of pictures or animation, and it particularly important for learning new vocabulary, as images on the monitor permit students to associate words with pictures. Moreover, the media and technologies are an excellent possibility for communication between different linguistic groups. This could be a global network of millions of users.

This examples and advantages allow us to conclude, that using technologies in teaching and learning is productive and advisable. Through the optimal combination of a number technology and having additional features, multimedia learning provides almost limitless opportunities for teaching and learning. To help our teachers confidently make the decision to embrace mobile technology in the classroom, also there is a list of 10 reasons why it will benefit for students.

Ten Reasons Why Students NEED Technology in the Classroom.

If used correctly, mobile devices and the applications they support, will help prepare students for passing tests or develop their skills.

Integrating technology into the classroom is an effective way to connect with students of all learning styles.

It gives students the opportunity to enhance the interaction with their classmates and instructors by encouraging collaboration.

Using technology in the classroom gives teachers and other faculty members the opportunity to develop their student's digital citizenship skills. It's one thing to use mobile devices, it's a completely other thing to know how to use them correctly and responsibly.

Integrating technology in education helps students stay engaged. Most students today have been using mobile devices like tablets and smartphones to play and learn since they could crawl. So it only seems logical to align today's classrooms with the way that your students want and are used to learning.

Combining new tech like VR (virtual reality) with traditional classroom instruction is one example of how the introduction of new technology can enhance the learning experience and create new opportunities.

When mobile technology is readily available and performing correctly in the classroom, students are able to access the most up-to-date information quicker and easier than ever before.

The traditional passive learning model is broken. With technology in the classroom the teacher becomes the encourager, adviser, and coach.

Technology helps students be more responsible. Owning your own device or borrowing the school's devices gives students the opportunity to improve their decision making skills as well as taking ownership of a valuable (and often times expensive) device. Again, this needs to be complemented by proper digital citizenship training to see the best results.

Technology transforms the learning experience. Students have access to an incredible amount of new opportunities. From learning how to code to learning how to better collaborate across teams and with their instructors--technology empowers students to be more creative and be more connected. New tech has super-charged how we learn today.

The language learning technologies can be divided according to different principles. Classroom Technologies have become essential in carrying out daily learning activities. Advance in technology makes it possible for incorporation into classroom activities, for example, to support group learning and flipped education.

Computer – based learning is the term used for any kind of learning with the help of computer. Learning by computer has many benefits. It can also be combined with traditional teaching methods. Developers can learn at a pace comfortable for them also they need to spend only the required time to learn the subject, and it is available all time in class or home.

Electronic whiteboards are one of effective type for group instructions. They are used for group presentations which enhance learning, and also students find it more compelling. Educators can use whiteboards to teach Languages, Social Studies, Sciences, and etc.

Mobile devices enable learners to take their classrooms anywhere. And learning by phonesis the teaching methods which helps to achieve progress by using them. Students can link their gadgets via the internet, and perform group or individual tasks.

Learning by applications is the estimate of programs for learning English. Learning by different programs is the new method of teaching and learning FL. Every student learns differently, and technology allows educators to accommodate unique learning styles. Applications can be download by AppStore, Play Market, and Google. Each program has its proper syllabus and curriculum, also methods of learning. Examples of applications: “English with Leo”, “Duplingo”, “Bright – learn fast”, and etc. Adaptive learning software is quickly replacing the role of textbooks in the classrooms and students are tackling subjects with the aid of tailor-made computer programs that assist their needs

New educational technologies are changing the way we learn, and education become too flexible and easy. Now technology for education is promoting individual learning and mobile learning. Some of the barriers in learning have been broken down by the new innovative technologies invents, and students can learn anywhere and teachers too. Technologies are improving students and prepares them for the future. As President of Republic Kazakhstan said: “The future of the people of Kazakhstan lies in the fluent use of Kazakh, Russian and English languages”. The students must learn and be able to speak and write fluently, because it is the international standard. [14]

2 Experimental stage in using IT in ELT

2.1. General overview and demonstration of application “LinguaLeo” in secondary schools

LinguaLeo is an educational online platform of English language learning service, and initially a Russian- language service. The company is named after its mascot, Leo the Lion. LinguaLeo is available as an app for iOS, Android and Windows Phone. Also, there is a browser and a web version in Google Chrome. Program based on Self-Study language learning program, and using in a classrooms for investigate new material. The application has a large number of categories, which based individually for users own preferences. Every utilizer has the opportunity to fill out a form with personal information, where need to provide information about full name, age, gender, and level of English (beginner, elementary, pre-intermediate, intermediate, upper- intermediate, expert). The app has four main designations: home, study, dictionary and jungle. Home is the main page, which contains four sections and diagram of users progress. First section is training, exercises for listening, reading, and new words. Listening unit compose of two activities. Second section is recommendation of the day, this recommendations are based on users preferences, for instance sport, art, music and etc. This section consist of video material as, TED Talks and motivational texts. Third section is course, the main aim of section is to practice in grammar and improve knowledge by theoretical part. Fourth section is grammar, section has two categories theory and practice. Category theory consists of grammar rules, phrasal verbs, modal verbs and etc. Training is the practical part with different types of activities as reading, listening, vocabulary trainings and grammatical constructions. The training part contains exercises for improving reading skills by activities as, restoring the text, it develops speed reading and understanding. Also organizing the words and gaps, which improves lexical memory and teaches proper sentence structure, and boosts linguistic intuition. Third part of application is dictionary. Dictionary is a folder of new words, which is updated by the student and program. After passing the test, the program independently replenishes the educators’ dictionary. Also, application has proper word sets such as Top 100 adjectives, time, nationalities, human structure and etc. The main part of the application is named Jungle. The general part consists of five parts, which are also composed according to the preferences of apprentices. The final part consist of materials which educator start to investigate, recommendation and famous TedTalks and collection of TED Music.

In a experimental stage used the three methods, as the questionnaire, interviewing and the experiment in this experimental stage. The aim of my course work is applying the knowledge gained about the innovative technologies. So, I chose a questionnaire, an interview and an experiment to get the above information and results in the end. Also, I will explain the process of my work using all the methods that carried out.

First is a questionnaire or an online survey refers to a quantitative method, because of the information that is collected in numbers. So, the results are cumulative in percentages and accurate, exact statistics. To determine the role and impact of the program on users with a high level of English, we used a questionnaire (Appendix A). The questionnaire consists of 8 questions that are presented in the appendix of research work. The survey was created in a program names after SurveyMonkey. This program provides a questionnaire and makes an analysis of student responses. The survey is completely ananonym , so that students respond honestly and are not afraid of the critics of teachers or students.

Practice of the application in a class of students. Due to lack of practice in secondary schools, I conducted a practical lesson in the group FL-35. List of students (Appendix B) After a new language application has been introduced and presented by teacher, and practiced by students the lesson is far from over. The teacher must evaluate the students to make sure that they are performing the new technology correctly and then provide activities that require students to take what they have practiced in class and try to apply it correctly in “real life” situations. The “real life” situation is a lessons in a classes by using application “LinguaLeo”, and for lesson teacher must use plan (Appendix C).

Besides searching for information, playing educational games was also mentioned by the teachers while talking about the use of smartphones. Firstly, in order to get general information about the topic we use different internet sources and books from libraries to collect background information about theme. As there was a lot of information in the internet about particular themes, students have been facing the issue seems to be a worldwide importance, however some of the information was not authoritative enough for reading and there must be key information about date, author, and etc. They provided an easy access to different kinds of game applications, which could be used in teaching. One of this application is “LinguaLeo”, first of all educators must download the application “LinguaLeo” from official sides in Play Market or in AppStore. As a result of questionnaire in a experimental stage of the research work used theme fully connected with TED Talks. First of all students needs one notebook per student of the exercises and notes. It is important for all students to have successful experiences in language learning, even though their language skills might be lacking. Since technological devices provided an easy access to information, students could easily use them for their own purposes during a lesson. Even if they were advised to do specific tasks, it was difficult for the teachers to keep track on everything that happened in a classroom. Thus, rather than doing their tasks, students used social media or did other things they were not supposed to with their devices. Therefore, they lost their concentration on the subject and disturbed the lesson. For the lesson teacher has an opportunity to choose topics from TED Talks, for example: “Can art amend history?”, “4 reasons to learn a new language”, “How to let altruism be your guide”. The technological devices and application offered to students special list of words with transcription and translation. Teacher should dictate the following themes of texts or write them of TED Talk on the board for students. And, explain that themes are all related to today’s lesson theme. Students must discuss their ideas in their groups and make suggestions about the theme of TED Talk. Students has an opportunity to discuss themes in a pairs or small groups. Then, tell students that you are going to show them a poster about themes. Before they read the poster they are going to do a preparation activity. Students do the preparation activity from the worksheet focusing on vocabulary from the text. Also, after reading texts TED Talks has any after riding activities. Activities are based on the theme of certain TED Talk. In a lesson students work in pairs or small groups to classify the eight questions from the most useful part of TED Talk. Explain that they can include more than one question in any position. Teacher should conduct feedback as a whole class, elicit ideas for other information for certain theme and encourage all pairs or groups to make a project. Later on, students will make projects and perform in front of the audience or maybe students. Each pair or group of students has a time for performance. Students make a project activity to practice the vocabulary they have learnt. As a result of the extensive use of technological devices, online materials had become available for teaching purposes. The work the teachers used to do with paper and pencil was mostly done on computer or other devices. Since material could be found online or saved to computers for further use, the teachers saved a lot of time compared to previous working methods, when technology was not so extensively used. Technology provided ways to teach cultural phenomena and knowledge in multiple ways. It also provided a new way to teach geography, since it was for example possible to make a walk through a city by using technology. Thus, it gave the students a more genuine picture of the surroundings of cities. It also brought authenticity to the teaching, since rather than looking at pictures, they got an overall view of the surroundings. Besides making walks through cities, authenticity could be increased with the help of exercises.

2.2. Experimental stage of the application in a form of questionnaire and lesson in a secondary schools of Astana.

Firstly, I will describe the results of the questionnaire. Student survey is one of the most important parts in learning a language with new programs. According to surveys results, we can recognize the strengths and weaknesses of new applications or technology. The first question of the online survey connected directly with respondents’ age. The main aim was to know the exact age of student in the first question of the online survey.

As you can see from the pie chart below (Figure 1), the majority of participants were in a age of 19-21. Their proportion had 91% from the whole chart. In comparison with this percentage, students in a age 16-18 had much smaller proportion. There were not students in a age of 10-15.

Figure 1. Age of the respondents.

In a second question the participants answer to the question about their aims in learning English Language. The general aims and positions of users in learning English language are increasing vocabulary, studying abroad, travelling and speaking fluently. Furthermore, only 84% of users know about application “LinguaLeo”, other 16% never used application before experiment.

The users choice of their activeness in the program “LinguaLeo” (Figure 2).

The question five, the stakeholders answer for the question at the expense of using the program. The 52% of respondents picked the answer “1-2 times a week”, 35% picked the answer “3-5 times a week”, while other 13% choose an answer “Every day”.

Figure 2.Users activeness in the program “LinguaLeo”.

The information about students self-assessment, each section of skill (speaking, listening, reading and vocabulary) has scale of rating. The owner of highest rating is listening section with percentage of 56%, next Reading 53% and Speaking 50%. Moreover, I wanted to know which section is most effective for the respondents, and the most effective section in a application is the TED Talks 75% effectiveness, second is the Dictionary of “LinguaLeo” 42% effectiveness and last place for Listening and TED Music 25% effectiveness. According to this information which based on a new application “LinguaLeo” teachers has an opportunity to single out important sections for students.

According to answers, the proportion of the respondents who were familiar with the new application “LinguaLeo” was for 84%. So, 16 % of stakeholders were no acquainted with this kind of program and method of teaching. It explains the fact that, respondents had not the opportunity to learn with program, because their teachers did not use or inform the applications while teaching.

Second part of the research was practical lesson and interview in a class. Firstly, I would like to show the results of the participants from the experimental group. In the project work that was taken after the lesson, the participants answered correctly for all questions in total. To be more specific, 8 students answered 10 questions of 12. It was the figure of 84% of participants (Figure 3). As in a plan educators decided into three groups, for four, four and three student in each group. Theme of first group was “Can art amend history?”, and members of first group were: Daliya, Aksuls, Assel and Gulnaz. Theme of second group was “4 reasons to learn a new language”, and participants of this group were Zhanel, Aidana, Moldir, and Aidana. The last groups members were Shyryn, Arailym and Aruzhan, and there theme was “How to let altruism be your guide”. The first task was to compose eight questions to the topic of TED Talk. Moreover, all participants have the Intermediate and Upper Intermediate levels of English language. On the other hand, the students with the level of Upper Intermediate showed a little bit better results.

Figure 3. The project works results of the experimental groups.

Secondly, I will show the results of each group members. In the group №1 there were 4 student with the same levels of English (Appendix B), all members of group with level Intermediate, and result of group was 92%, in total 11 right answers out of 12. The Group №2 also had 4 members with different levels, but only 1 participant had the Intermediate level. The group had a highest score 12 right answers out of 12. Last Group № 3 consist of 3 students, also with different levels of English, but only one student had the Upper Intermediate level, and other 2 participants had the level Intermediate. In the comparison of three groups, the level of the Group №3 is obviously lower. Furthermore, their project work was not informative and speaking skills were downscale, as the speed of their work. For the other two groups needed more time to present there project, because they had a lots of information and used all new vocabulary in the task. Also, some of girls in the Group №1 had the grammatical mistakes in speech. For example, mistakes in the correct grammatical form of the verbs, but the project was rated high for originality. The bar charts gave the information about the results of the project work after teaching them by the use of the topics in TED Talks and Interview questions (Appendix D).

Group №1

Group №2

Group №3

Daliya

Aksulu

Assel

Gulnaz

Zhanel

Aidana

Moldir

Aidana

Shyryn

Arai

Aruzhan

10/10

9/10

9/10

10/10

9/10

10/10

10/10

10/10

9/10

8/10

8/10

Table 1. The assessment of students according to two tasks by points from 1 to 10

There were variety of correct answer points from 8 marks to 10. In total, 5 participants scored 10 points. It was the equal half (45%) of the students. The level of these people were Upper Intermediate. The students with Intermediate level answered correctly for 8 and 9 questions out of 10, as you can see below in the Table 1 and Figure 4.

Figure 7. The result of points.

The difference in the scores depended not only on the tasks of the lesson, but also on the students’ level of English. The students were trained new application LinguaLeos’ section TED Talks, dictionary and activities. The results of experimental part of the program “LinguaLeo”, was new for students and peculiarity of this application is the ability to use video and audio materials to focus on language learning.

Finally, both groups participating in the experiment reached the main goal of the lesson. In addition, all students participated in the project work, interviewing and try to carry out and catch the information which were given in a form of TED Talk, new words in a vocabulary and brainstorming in a interviewing part. For the conclusion of experimental part, members of the Group 2 were more active and interested in themes in the applications’ section TED Talk, so the lesson was held with their use.

Conclusion

Nowadays for learning a foreign language there are a lot of aids, methods, techniques and programs that contribute to productive results. As now is the century of the technology educators have the opportunity to learn through programs and applications which designed for easy and useful learning of the languages. The increased usage of technologies in learning has enabled learners to more readily afford the conversations that help to create opportunities for learning. We are able to use technologies and applications that have been created for learning languages. The course work by theme “The innovative technologies in FLT” is extensive and results are useful in teaching teenagers in schools of lyceums and gymnasiums of cities in a territory of Kazakhstan. Studying a lot of new information about the types of technologies and applications, their features and main functions is one of the important topics of the course work. Therefore, it is important to explore the technologies and select one of the current type to discuss and investigate. Many teachers and professors of the CIS countries are studying new methods of using innovative technologies in beginners, secondary and high schools. In the scientific work, the chosen theme of applications as the new innovative technology that is designed for language learning, namely the application is LinguaLeo.

LinguaLeo is the new application for teaching schoolchildren and adults. Applications are also notable in language learning. Also, teachers can note important advantages and distinctive features of program LinguaLeo:

Developing all four skills by learning with different activities;

Practicing of lexical and grammatical materials in special sections;

Reading and watching video materials and articles;

Learning be game form activities;

Doing some tasks during the lesson, in order to increase the interest and enthusiasm of the students.

For the analysis of all the collected materials in the theoretical part of the course work and the results of questionnaire, interview and experimental stage, at the result using new applications in classes are one of the additional and auxiliary elements of language teaching. Also, teacher can use this types of lessons in a way to conduct unusualness for the lesson and giving to students a more comfortable atmosphere.

For the conclusion, obtaining truthful and reliable results will be necessary for making decision about lesson where teachers can use applications with schoolchildren. Also, this additional information helps to get results that will be needed for practicing in a schools as an English teachers. Generally, research works taught future teachers and students to surf the internet for collecting materials that can be used in the theoretical parts of researches or scientific works. In addition, me as a student gained a lot of experience in writing scientific papers and practiced in preparing a lessons’ plan, activities and conducting an experiment with students. And to practice more and to provide lessons by using different technologies and applications.

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Appendix A

Questionnaire

The primary purpose of the questionnaire is to evaluate the effectiveness of the application among users.

Please, answer the following questions and return your form to me. Your comments will be of great help.

What is your aim/position in learning languages?

How many languages do you speak?

Do you know program “LinguaLeo”?

Are you enrolled in a “LinguaLeo” program?

Have you taken a course in English before you started using program?

Has your English improved since you started using program?

How often do you use app “LinguaLeo”?

How would you rate your English after using “LinguaLeo”?

Which part of application “LinguaLeo” is the best?

How likely is it that you would recommend application to your friends or family members?

How satisfied are you with the reliability of this application?

Thank you for completing this questionnaire.

Appendix B

List of students:

Name

Level

Role

1.

Abylkas Daliya

Intermediate

Student

2.

Akisheva Aksulu

Intermediate

Student

3.

Bakyt Assel

Intermediate

Student

4.

Bayalinova Gulnaz

Intermediate

Student

5.

Zhumabek Zhanel

Intermediate

Student

6.

Imantaeva Aidana

Upper Intermediate

Student

7.

Yerzatova Moldir

Upper Intermediate

Student

8.

Palmanova Aidana

Upper Intermediate

Student

9.

Sultangazinova Shyryn

Upper Intermediate

Student

10.

Tolkimbekova Arailym

Intermediate

Student

11.

Ussenova Aruzhan

Intermediate

Student

Appendix C

Lesson plan:

This lesson in a motivating way by using applications, allowing students to discuss issues, share their opinions and ideas and then do some online activities to finish the lesson or as a homework task.

Aims:

to develop students’ spoken fluency and use of modals for advice.

to develop higher level critical thinking skills by ranking a series of tips in order of importance.

to encourage students to think about the importance of learning English by applications.

Age: Teenagers

Level: CEF level A2 and above

Time: 50-60 minutes

Materials: Mobile device, notebook, program “LinguaLeo” and poster.

Procedure:

Before the lesson

Download the application “LinguaLeo” from

https://lingualeo.com/ru/mobile

You will need one notebook per student of the exercises and notes.

1.Warmer (5-10

minutes)

Dictate the following themes of texts or write them of TED Talk on the board for students.

Explain that these themes are all related to today’s lesson theme.

Students discuss their ideas in their groups and make suggestions about the theme of TED Talk.

2. (20-30

minutes)

Tell students that you are going to show them a poster about themes. Before they read the poster they are going to do a preparation activity. Students do the preparation activity from the worksheet focusing on vocabulary from the text.

Students then look at the themes (on the list of TedTalks) and do activities. Activities are based on the theme of certain TED Talk.

3. (10-15

minutes)

Students work in pairs or small groups to classify the eight questions from the most useful part of TED Talk. Explain that they can include more than one question in any position.

Conduct feedback as a whole class. Elicit ideas for other information for certain theme. Encourage all pairs or groups to make a project.

4. (15 minutes)

Let students make their own project about there theme.

5.Performanse (10- 15 minutes)

Give each pair or group of students a time for performance.

Students make a project activity to practice the vocabulary they have learnt. If necessary, model the activity with a strong student.

6. Extension

Optional extras or suggested homework activity:

There are more activities and other tasks on LinguaLeo. All the material has online exercises and worksheets that you can print:

https://lingualeo.com/ru/jungle/can-art-amend-history-539355 - TED Talk on a theme “Can art amend history?”

https://lingualeo.com/ru/jungle/4-reasons-to-learn-a-new-language-488726 - TED Talk on a theme “4 reasons to learn a new language”

https://lingualeo.com/ru/jungle/how-to-let-altruism-be-your-guide-373424#/page/1 - TED Talk on a theme “How to let altruism be your guide”

Appendix D

Questions for interviewing

Books

Do you like books/reading? Why/why not?

What kind of books do/did you like?

What is your favorite book? Why?

What was the last book you read?

Do you believe reading books/literature is more important than reading stuff online? Why/why not?

2. Problems

How do you deal with your problems?

What problems do you come across in your work or life?

Do you feel that problems are opportunities? Why or why not?

What was the last problem you solved and how did you do it?

“Problems don’t matter. Solutions do.” Do you agree or disagree?

3. Movies

What was the last movie you saw? How was it?

What is your favorite movie? Why?

How are the movies in your country? What are the best ones?

How often do you watch movies in English?

If there were a movie about your life, what kind of movie would it be? Why?

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