learning - Academic Conferences Limited
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Ivana Cechova et al. Although this research was undertaken with distance students, the recommendations suggest several possibilities that could include other student groups. The research determines the strengths and weaknesses of ICT/LMS Barborka in language study and identifies the specific skills which distance students possess, enabling them to use technology effectively for learning English. However, the fundamental question remains: How to achieve balanced communicative competence of distance students and how to motivate them to practice all skills (speaking, listening comprehension, writing and reading comprehension) via the Internet in order to feel confident in English? 7. Material development The research findings show that the students predominantly miss integrated file of materials of military and management terminology with easy access. First we prepared authentic reading materials according to students needs. In the process of choice we have cooperated with teachers from specialized departments and methodologically processed them. We supplemented interactive exercises for vocabulary practice and comprehension check to provide students with appropriate feedback. This was only the first step. The following one in accordance with constructivist theory is to enable students’ active participation in the lessons. It is reflected by their own choice of vocabulary areas needed for their future specializations. Students of the 1st form of the master study programme were asked to use their knowledge of specialized military subjects as well as military training and help us with the creation of study supports for the courses of Military English and English for Management. They agreed with great enthusiasm because they can utilize the gained information and the knowledge from practical military training. In addition the chosen students have a very high level of English (Stanag SLP 3), they are interested in the military and have access to a plenty of authentic literature. Teachers and these students co-operate on a methodological processing of the authentic texts to tailor them for use in e-courses and a future e-book. The students’ involvement motivates both sides of the educational process and influences them qualitatively. Teachers profit from students’ specialized updated knowledge of the topics; students combine their knowledge from specialized subjects with English and ICT, and thus their knowledge becomes complex. From the pedagogical point of view, teachers and students become active partners in the educational process, so they both share the responsibility for students’ study, which is one of the basic goals of tertiary education (Berankova et al. 2011). In Figures 1, 2, and 3 there are examples of students’ involvement in creating study supports. Figure 1: LMS Barborka – military text 114
Figure 2: LMS Barborka – page with exercises Figure 3: LMS Barborka - Exercise Ivana Cechova et al. 115
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Figure 2: LMS Barborka – page with exercises<br />
Figure 3: LMS Barborka - Exercise<br />
Ivana Cechova et al.<br />
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