Features of E-learning in language training of students

Features of E-learning in language… 
Серия «Педагогика». № 2(78)/2015 
279 
Specific feature of foreign language teaching is that students acquire the language in an artificial lan-
guage environment due to the lack of natural. This situation suggests the widespread use of computer tech-
nology and various means of training. Therefore, it is quite natural that in the teaching of a foreign language 
new information and communication technologies have found their application.
The main objective of foreign language teaching is the formation and development of communicative 
culture of students, and their practical language acquisition. The task of the teacher is to activate the cogni-
tive activity of the student in learning foreign languages, create the conditions of practical language learning 
for each student in order to choose such training methods that would allow each student to show their activi-
ty and creativity.
A wide spread of electronic language-teaching materials are available to the teachers nowadays. One of 
the greatest possibilities of electronic materials is the increase in motivating some learners. Therefore online 
and CD-ROM coursebook support attracts students, brings some novelties instead of working through the 
same old exercise in the same old coursebook. A lot of electronic materials have similar content of exercises 
or tests in books and designed for learners who find using a mouse and keyboard more motivating than writ-
ing. They also provide instant feedback. Games especially appeal to younger learners as an alternative to tra-
ditional classroom-style teaching. Many young teenage learners enjoy games for their own sake, but this is 
not always the case with adults. If teachers want learners to play games, they should explain why and what 
benefit they will derive from it. Even with younger learners, teacher should tell them why they are playing 
the game and afterwards test them on the language that was covered by it. A further motivating factor is that 
learners may feel empowered: they can work through materials at their own speed. For example, learners 
decide how many times they wish to listen to an audio clip and how many attempts they need to finish an 
exercise. They can choose their own pathway through the material, so they may choose whether to work 
systematically in a linear way or take advantage of the non-linear aspect of a CD-ROM, for example.
Listening using podcasts, online audio or CD-ROM can be integrated into any part of a language 
course, provided the facilities are available. Teachers can use online listening in the classroom; learners can 
listen individually through headphones in a self-access centre; learners can listen at home or in the office as
self-study or homework. Using computer technologies at foreign language lessons can be presented in vari-
ous forms: working with specialized sites, search for information on the Internet, watching authentic movies, 
the use of training programs, games and so on. At the present time one of the effective and relatively afford-
able methods for teaching of foreign languages is the use of the electronic textbook. Electronic textbook al-
lows to implement the principle of differentiated and individualized approach to learning. With the help of 
the electronic textbook such kinds of speech activities as listening and reading can be effectively carried out 
and checked, as well as to form and develop grammatical, lexical and audio-pronunciation skills of students.
However, developing high-quality, interactive, innovative, and motivating resources is essential to the 
success of teaching and learning no matter what mode of delivery is being used. The availability of technol-
ogy, equipment, and software has created interesting resources with audiovisual elements and effective feed-
back easier. Also learner expectations are also increasing constantly, so tutors may need more time to keep 
resources relevant and in a high quality. Within educational organizations, developing resources is often the 
responsibility of individual lecturers or, in a few cases, departments. Individuals often cite to the lack of time 
as the reason of not created new resources. However, electronically once created resources can be updated 
much quicker, keeping them fresh and up to date. The advantages of including audio files, hyperlinks, imag-
es, videos quickly outweight development of time, and sharing resources with colleagues can reduce the time 
individuals need to gather a full set of teaching materials. Creating interactive resources that promote active 
learning is important as uploading original text-based resources to online learning environments is no more 
than retrofitting to technology, resulting in factually dry «electronic page- turning». Well-designed techno-
logically enhanced activities encourage and support different levels of thinking and analysis, which can help 
learners critically analyze and understand concepts more deeply. 
Scholars state that creating, developing, and updating resources are often quicker and easier when tech-
nologies are utilized; however, preparing learning objects for delivery online is more complex than tradition-
al session planning. Lower achievement in online courses, often due to less effective pedagogical strategies, 
can be improved by enabling personalization and differentiation through nonlinear structure and including a 
variety of activities, modules in different configurations, time for reflection, and audiovisual stimulation. 
Time needs to be allowed to compose the layout of online resources effectively to enable information to be 
understood at a distance without overloading from solid blocks of text; sufficient description is also needed 
to remove the need for lecturer explanations. Software is readily available to develop interactive, motivating 

E.S.Ibrayeva 
280 
Вестник Карагандинского университета 
resources. The process of verbal or written feedback in a traditional setting needs to be translated into a form 
that supports learners in isolation. Many lecturers spend their time by creating elaborate resources, and then 
spend no time composing feedback for quiz and assessment elements. Many resources do not contain more 
than «congratulations» or «try again» for correct or incorrect responses, respectively, which can de-motivate 
achievers and frustrate individuals who are struggling. Comprehensive comments in quizzes provide oppor-
tunities for learners to reflect and think critically regardless of whether they respond correctly or not. Extrin-
sic feedback (which, for the purpose of this chapter, relates to shallow, simplistic verification comments) 
offers individuals a pleasantry at best, usually failing «to assess deep learning». Intrinsic feedback (which, 
for the purpose of this chapter, relates to deeper, elaborate comments that are responsive to learners’ reason-
ing and initiate a further thought process) includes clarification details, directions to further information to 
encourage further learning and improve the chances of correct answers or links to higher level questions, ex-
tension tasks, and encouragement to reflect, deepen understanding, and keep enthusiasm high. The e-learning 
sessions receive positive comments in relation to their breadth and the fact that, despite being classroom 
based, the delivery utilizes technologies and action learning to create constructive experiences for all staff. 
However, there is a genuine issue of staff not having time to attend training, so an alternative solution needs 
to be established [1]. 
Nevertheless, the changes in the educational landscape to include technology are a natural evolution 
that enhances learning. It is evident that teaching environments, because of their commitment to learning, 
accessibility, and widening participation, have generally embraced the technological age through positive 
association, and despite some staff being resistant to change, many more individuals are excited by it. Work-
ing in small steps and being honest and realistic throughout any culture change will ultimately lead to the 
focus, in this case, technology becoming embedded in teaching and learning. At the same time, the sharing 
and collaborative work would lead to learners having enhanced experiences through every aspect of their 
lifelong learning journey. However, the technological infrastructure needs to be developed to increase the 
opportunity for individuals from many backgrounds to access new modes of learning. Technological devel-
opments must also involve combined working to ensure that any system, including virtual learning environ-
ments and e- portfolios, that learners use in one educational sector can transfer to another, potentially to in-
ternational educational organizations, too. Lecturers and leaders must continue to strive for the best, identify-
ing strategies and models that work to personalize and differentiate learning and helping others achieve the 
same results under similar and different conditions. Utilizing online learning environments and social net-
working tools widens the reach of education and extends the concept of the classroom. One of the greatest 
advantages of effectively using online learning environments is enabling learners to take ownership of their 
own learning. Ensuring all course dates, literature, resources, and session notes are uploaded and available 
for learners makes the whole process accessible and transparent from the beginning to end of any course. 
Blending traditional and newer methods can also increase individual familiarization and confidence with 
technology, which has a positive effect in relation to skills needed for life and work in the digital age. Train-
ing is essential to the successful implementation of e-learning in any organization, and, again, by pooling 
resources, partnerships can collectively provide more constructive, efficient development opportunities for 
their staff, which in turn benefits learners. Lecturers are best supported through the availability of flexible 
training options, delivered when, where, and how individuals require. Providing sessions online widens ac-
cessibility, and similar to the way learners have experience in blended delivery, some lecturers will increase 
technological skills and confidence and be able to identify possibilities for their own teaching simply by 
working through a training module themselves. Developing lecturers in a real environment with learners in-
creases confidence and is an effective follow-up to more formal skills training sessions. The cascade model 
complements all other forms of training and is an effective method for reaching more individuals than central 
training sessions delivered by an individual or team. Taking time to develop motivating and inter- active re-
sources is essential to their success and effectiveness as learning tools, especially for online delivery. Elec-
tronic resources are easier to keep up to date and relevant, and by including audio files, hyperlinks, images, 
and video clips, materials are more accessible and enable personalization. Utilizing modules of information 
in different configurations enables differentiation to stretch achievers and support individuals at lower levels. 
Effectively composed intrinsic feedback is vital to the creation of engaging resources and quizzes. Simple 
extrinsic yes-no responses do not inspire further exploration or reflection in learners as well as deeper, spe-
cifically detailed comments or directions, which is what is needed to promote lifelong learning. Finally, 
while it is generally accepted that many further education organizations are well on the way to fully embed-
ding digital concepts, it is important to remember that financial limitations often affect the ability for organi-

Features of E-learning in language… 
Серия «Педагогика». № 2(78)/2015 
281 
zations to consistently support developments. Nonetheless, e-learning is a constantly changing landscape and 
therefore all practitioners working in education need to be willing to contribute to its continued integration, 
development, and success. 
Electronic textbook is a computer educational software tool designed primarily for presentation of new 
information, complementary publications, serving for the individual and individualized instructions and al-
lowing a limited extent of testing the knowledge and skills of students [2].
As in the creation of any complex systems, the preparation of the electronic textbook is crucial to the 
success of the talents and skills of the authors. However, there are well-established forms of electronic text-
books, or more precisely, the structural elements of which can be built textbook. 
Test — the simplest form of the electronic textbook. The main difficulty is the selection and wording 
of questions, as well as the interpretation of the responses to the questions. A good test allows you to get an 
objective picture of the knowledge and skills possessed by the student in a particular subject area.
Encyclopedia — the basic form of the electronic textbook. At the substantive level, the term encyclo-
pedia means that the information is concentrated in the electronic textbook, must be complete and even ex-
cessive in relation to the standards of education. Such characteristics of the service as: links, bookmarks, 
repeat animations and sound recordings, search by keywords belong to electronic encyclopedia.
Task-book in the electronic textbook performs the function of education more naturally. The most im-
portant in the task-book is the proportion of help. In the selection of tasks it is necessary to solve conflicting 
optimization problems. On the one hand, each task must disclose or guarantee through the assimilation of 
certain portion aid of theoretical materials should be build upon each of those students for whom the elec-
tronic textbook was made. On the other hand, the number of tasks should not scare the student, and deprive 
his self-reliance. According to Aleshkina O.V. following architectural forms can be implemented as separate 
electronic textbooks or grouped in a single architectural ensemble: 

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