STUDENTS MOTIVATION INCREASE WHEN THEY WORK IN ELECTRONIC EDUCATIONAL ENVIRONMENT IN FOREIGN LANGUAGE CLASSES

In connection with the changes in the system of Russian education, the ratio of classroom and independent work of students in any discipline has changed. It should be noted that the use of the electronic educational environment allows the teacher to integrate him/herself into the modern learning process, providing the opportunity to organize independent work so that students can regularly receive necessary knowledge at convenient time and place and form the skills of independent work. The success of mastering discipline certainly depends on the quality of independent work organization, but the motivation of students for independent work plays no less important role. The purpose of this article is to present the results of the experimental work how it is possible to increase the student motivation for independent work in the electronic environment in foreign language classes in a non-linguistic university and the formation of students self-educational competence. As a result of the experiment, which was conducted during the 2016/2018 academic year on the basis of Kuzbass state technical university named after T.F. Gorbachev, a number of principles were formulated, aimed to increase the students motivation and formation of students self-educational competence. Firstly, the principle of educational environment comfortability, when the electronic environment can be regarded itself as a motivating factor, because allows students to work in a familiar, close to them environment. Secondly, the principle of promoting «badging», when the «honors board» demonstrats presentations of the course successful graduates having certain achievements in educational and public activities. This factor can also become a motivating one for active work. Thirdly, the principle of control (when students probably do not do their work themselves) is to motivate students to work in electronic environment, it is necessary to include mini-check in each classroom. Fourth, the principle of self-control, when students see their progress and can plan what tasks they need to perform in order to gain the required number of points. Fifth, the principle of self-organization allows students to motivate themselves to carry out tasks in proper time. This can be done by limiting the time for the tasks. The principle of feedback allows to establish communication with a teacher, students know that their work will be checked, the teacher will point out remarks and note the positive aspects of the work. Of course, this will motivate students to continue their work. Summarizing all the above, we note that the application of the principles formulated during the pedagogical experiment as a set of conditions will allow to increase the level of motivation and, consequently, the quality of education.

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