The impact of visualization tools in distance english language learning: the experience of the russian university teachers

  • Tatyana Ilinichna Golubeva Russian State Social University, Moscow, Russia.
  • Elena Vladimirovna Skudnyakova K.G. Razumovsky Moscow State University of Technologies and Management (First Cossack University), Moscow, Russia.
  • Natalia Nikolaevna Kasatkina Demidov Yaroslavl State University, Yaroslavl, Russia.
  • Svetlana Vladimirovna Dandanova Demidov Yaroslavl State University, Yaroslavl, Russia.
  • Oxana Innokentyevna Dagbaeva Peoples’ Friendship University of Russia (RUDN University), Moscow, Russia.

Resumo

The article is aimed at a detailed examination of the prerequisites for the introduction of visual content into the educational process in the foreign language course during distance learning and at defining a list of prerequisites for its successful processing by students. The article proves that the search for new trends and approaches to education leads to new goals and new types of knowledge. All innovations in higher education contribute to the formation of a new image of future professionals. The relevance of the problems of higher education technologization is associated with the countless number of innovations, among which the authors single out the visualization of educational information in distance learning. The article shows the importance of visualization in distance education. The given technology includes both visual presentations of information and the development of visual thinking during the educational process. Educational material and an effective visual teaching method allow making the educational process interesting and non-standard and increasing students’ motivation to learn English. Thus, the visualization of educational information is a tool for distance learning technology. The article identifies the preferable visualization tools based on the survey of students based on the results of the use of visualization in distance English language learning. According to the summary of the results of distance English language learning, it is proposed to divide the visualization process into several stages.

Biografia do Autor

Tatyana Ilinichna Golubeva, Russian State Social University, Moscow, Russia.
Elena Vladimirovna Skudnyakova, K.G. Razumovsky Moscow State University of Technologies and Management (First Cossack University), Moscow, Russia.
Natalia Nikolaevna Kasatkina, Demidov Yaroslavl State University, Yaroslavl, Russia.
Svetlana Vladimirovna Dandanova, Demidov Yaroslavl State University, Yaroslavl, Russia.
Oxana Innokentyevna Dagbaeva, Peoples’ Friendship University of Russia (RUDN University), Moscow, Russia.

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Publicado
2021-07-26
Como Citar
Golubeva, T. I., Skudnyakova, E. V., Kasatkina, N. N., Dandanova, S. V., & Dagbaeva, O. I. (2021). The impact of visualization tools in distance english language learning: the experience of the russian university teachers. Revista Tempos E Espaços Em Educação, 14(33), e16111. https://doi.org/10.20952/revtee.v14i33.16111
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Publicação Contínua