Olesya M Tolstykh
@en.misis.ru
NUST MISiS
Scopus Publications
Scopus Publications
Olesya M. Tolstykh and Tamara Oshchepkova
Springer Science and Business Media LLC
Tamara Oshchepkova, Olesya M. Tolstykh, Ekaterina V. Panasenko, Natalia A. Nazarova, and Natalia V. Petrova
LPPM Universitas Syiah Kuala
As digital technologies continue to permeate all aspects of contemporary society, the educational domain, particularly foreign language teaching, has also significantly transformed. During the 1990s, the introduction of information and communication technologies (ICT) into language teaching was initially met with enthusiasm among educators. However, what originally started as integrating multimedia resources into the learning environment soon escalated into a comprehensive transformation, which included innovations such as online platforms and adaptive learning systems that became part of language teaching curricula. This evolution led to fundamental changes in pedagogical approaches, teacher-student communication, and the overall educational setting within classrooms. As digital technologies evolved and diversified, so did the attitudes of language teachers, whose initial enthusiastic welcome transformed into growing doubt. This research aimed to investigate how digital technologies within the domain of language instruction are utilized and to explore the prevailing attitudes regarding their implementation. The study spanned two decades: the periods from 1990 to 2000 and from 2013 to 2023. Semantic literature analysis of 300 scientific publications was used to determine the educators’ reactions toward the application of ICT, which were categorized into positive, negative, mixed, and research-oriented attitudes. Additionally, a survey of 88 foreign language teachers was conducted to collect empirical data. A clear trend is observed in how language educators perceive and apply technologies in their classrooms. The authors concluded that these tools remain popular among educators despite increasing skepticism and caution regarding ICT efficacy.
Ekaterina N. Shchaveleva, Olesya M. Tolstykh, and Guldana S. Saulembekova
IGI Global
The chapter explores the concept of culture in the context of course design in digital environments. With contemporary learning theories prioritizing individual learners' needs, digital environments have become an effective solution. As learners have long become major stakeholders in education, course designers strive to cater to their diverse needs, with culture being a key indicator. While culture is conventionally associated with national cultural settings, and people's learning is largely influenced by the contexts within which they live and learn, the authors suggest it should be expanded to include, and not be limited to, other aspects that shape the learning process, such as age, gender, personality features, social status, mental facilities, previous learning experience, and professional background. The authors' hypothesis is that learners' motivation and performance levels are largely determined by the above-mentioned culture factors. Therefore, course designers should practice a cultural approach to ensure optimal learning outcomes.
Olesya Tolstykh, Natalya Petrova, Viktoria Pankova, and Evgenia Krasnova
EDP Sciences
The pandemic spurred the rapid development of e-learning, making the hybrid learning model a highly relevant approach. However, this model still faces various technical, psychological, and methodological issues. This article explores these challenges and suggests potential solutions for organizing hybrid learning to enhance the ICT competence of future foreign language teachers. Through careful planning and a judicious integration of e-learning technologies in both online and offline classes, students can become active participants in their own education, effectively organizing hybrid learning and preparing themselves for a range of communicative and methodological tasks that require the use of ICT in a digital educational environment. Moreover, this approach fosters collaborative learning, facilitates the resolution of tasks, and promotes positive interactions among all participants in the educational process.
Olesya Tolstikh, Victoria Pankova, and Evgenia Krasnova
EDP Sciences
The article aims to synthesise researches on technology-based microlearning in teaching. The key themes emerged: microlearning methods of information delivery and principles; the impact of microlearning on students outcomes. The platform MS Teams described as the basis for the introduction of the technology into the process of teaching English to engineering specialities. The results of the technology application were described.
Olesya M. Tolstykh, Natalia V. Petrova, Yana Y. Shturba, and Svetlana G. Parastaeva
IEEE
Using the empirical method of investigation the authors developed a professionally oriented course of English based on the didactic potential of digital technologies. The approach includes the stages of teaching the language in integration with various forms of interaction between subjects of the educational process through persistent chat-based collaboration platform and online services. The authors determined the structural and informative characteristics of the educational footprint as a way to organise individual educational paths in the developed course. Practical use of the research results contributes to the improvement of teaching English to students of technical specialities.
Tatyana I. Lalova and Olesya M. Tolstykh
IEEE
The article considers the application of a hybrid learning strategy in higher education as a didactic tool for transition from the traditional educational model to an integrated one. The authors analyse possibilities to implement the model in teaching a foreign language to engineering students following the results of the survey conducted among them. The didactic principles of organising the the educational process based on hybrid learning are formulated in the article. The results of the experimental research on implementing the hybrid learning strategy are provided.