Pedagogical Design of the E-learning Course on Writing for Foreign Engineering Students

In the situation of active internationalization of higher education in Russia, the number of foreigners studying in Russian universities is rapidly increasing. The problem of forming discursive competence as a set of skills and abilities to create written and oral texts is particularly relevant, as its formation ensures the efficiency in professional training of future specialists. The focus of the study is to find approaches to implement foreign language training programs in accordance to the requirements of the Federal State Educational Standard of Higher Education (3++) and professional standards. The purpose of the article is to develop and put into action the pedagogical design of the electronic course to form writing skills of foreign Engineering students in the educational process of the technical University. The course was created on the Moodle platform; the advantage of that platform is the presence of various interactive features individualizing training according to the students' tasks and capabilities. The developed structure of the course is based on the modular principle of material organization (theoretical and practical modules). The chosen e-course model created conditions for activating three types of speech simultaneously: writing, reading, listening, and even speaking, provided that the joint reflection in the audience is organized. To determine the degree of writing skills, the criteria are identified, corresponding to reproductive, productive and interactive types of speech activities: knowledge of structural and logical textual schemes of different genres, reproduction of texts according to the schemes; choice of scheme and production of texts according to the given situation of speech, adequacy of reaction to the text-stimulus, mutual evaluation. The principles underlying the e-course design are described: ethno-orientation, psychological comfort, self-education, intensification. The criteria for evaluation of e-course pedagogical design efficiency were developed; the results of its practical implementation were analyzed: having conditions to organize effective independent work of students, repeated access to the course to practice and solidify acquired skills, successful results of final test by most students.

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