Distance teaching and learning issues are becoming increasingly relevant due to socio-economic as well as health reasons. People need a more flexible educational system that will allow them to receive basic education without interrupting it for various reasons. Distance education provides equal opportunities to all. At the same time, the need to create conditions for continuous education is becoming more and more evident. The peculiarity of learning a foreign language is that the goal of learning is not so much to acquire knowledge about the language (linguistic competence) as to develop certain skills and abilities to perform various types of communicative activities (communicative competence).
Communicative competence is needed for the students to understand a text written in a foreign language, to understand the interlocutor and to express their thoughts in an understandable language. Thus, teaching a foreign language to distance learners is both a challenge and an opportunity. Unlike classroom teaching where we can interact directly with learners and get instant feedback, distance learning relies heavily on technology engagement strategies. However, with the right approach, it can be just as effective, perhaps even more for some learners. The purpose of this article is a general analysis of the capabilities of the distance learning system for language acquisition. A new approach to language acquisition has become possible thanks to the development of computer technologies, which are the key to the modernization of education. Computer technologies are seen as the main component of improving the quality of education. Changes in the subject syllabuses, teaching of new practical skills, changes in the content of the school subjects become necessary.
Initially, computer technologies were mainly used to facilitate access to education for different social groups, to improve the self-learning process and to meet the special needs of different categories of learners. Now it is everywhere, and it is impossible to imagine education without the use of digital technologies. Today, the methods of distance education is widely used in the face to face system of conducting lessons. The students have the opportunity to study anywhere and anytime, and at their own pace. The distance between the student’s place of residence and the school is not an obstacle for an effective educational process. Learners can communicate with the teacher individually or in groups. Moreover, they have the opportunity to create an individual learning plan according to their needs, choosing from a number of independent course modules. However, despite the undoubted advantages of the latest computer technologies, distance education should ultimately be based on the developed system of foreign language teaching methods. During distance learning, the teacher ceases to be a source of knowledge. That role passes to the computer educational programs. The teacher is freed from controlling functions. He/she becomes a teacher for students, whose main function is the organization and management of the learning process.
Here are some strategies for teaching foreign languages to distance learners:
Organizing a distance teaching-learning course
Effective distance learning of a foreign language should be based on a specially designed virtual language environment that includes a variety of electronic educational and communicative tools.
- Both learners and the teacher must have a personal computer with 24/7 Internet access.
- Both learners and the teacher must have their own email addresses and the ability to email each other. The organization of the course will be combined (distance and online).
- Both learners and the teacher should maintain their own learning blogs. The teacher’s educational blog should have a “Distance Learning” section, where teaching materials and assignments related to the course are regularly published.
- The teaching materials and tasks sent by the teacher are published on the learners’ blogs. After doing the tasks the learner publishes it on his/her blog and sends the link to the teacher. The teacher checks the answer, writes down his/her rekarks and additional explanations and sends them back to the learner.
Creating a structured and consistent learning plan
• Determining the overall language level, focusing specifically on all four language skills (listening, speaking, reading, writing).
• Weekly lessons: Providing clear, structured lesson plans for each week. Consistency is very important when working with distance learners.
• Learning objectives: Teaching is aimed at the learner’s oral and written communication, intercultural understanding, perception and appreciation of other cultures and values, communication with non-Armenian speakers, communication with the civilization and culture of other countries and peoples, assimilation of their best values and their expression in Armenian, as well as making Armenian culture accessible to other peoples.
• Following the learner’s progress: the teacher takes an individual approach to each distance learner by correcting the mistakes and additional explanations. Google Sheets (Docs) or other platforms are also used to track student progress.
• Encouragement: the teacher consistently writes his/her feedback on the learner’s answer Distance learners can become more easily isolated and discouraged, so it is important to encourage them to stay motivated.
Development of listening skills
• Listening comprehension texts can be short stories, descriptions, short films, songs or YouTube videos, interviews, interesting facts in the target language, followed by comprehension questions or other exercises. For example, they can listen to recordings from the new British Council website http://learnenglishteens.britishcouncil.org/
Developing speaking skills
• Using voice messages: encouraging learners to send voice messages using ICT tools.
• Videos: encouraging learners to make videos in English presenting a topic of their interest.
Developing reading skills
Selecting texts from the website https://linguapress.com/index.htm that correspond to the learners’ language abilities.
• Using learner-centered topics: using topics that are relevant to learners’ interests or real-life situations. While reading electronic texts, learners are encouraged to find and highlight key words, sentences, and paragraphs in different colors. It is recommended to rearrange the text, restoring the jumbled order of sentences and paragraphs. After reading, present the main content of the text, the sequence of events.
Developing writing skills
This is an area where teachers can be of immense help. In order for learners to effectively use feedback to improve their writing skills, we need to ensure that the feedback we provide is optimal. For example, when writing an essay, learners should follow the correct structure, reference words, etc.
- Self-education: Distance learners often value self-education. You can provide optional assignments and additional resources for learners who want to delve deeper into certain areas. For example, I have one such learner this year who expressed a desire to work extra hours.
Technology-Enhanced Language Learning
• Language Exchange Platforms: Provide learners with online platforms where they can practice speaking with native speakers, such as HelloTalk, Tandem, or Speaky.
• AI Tools: Include AI-powered tools, such as ChatGPT, to enable learners to practice spoken language skills.
Assessment procedure
The assessment is carried out according to the number of tasks completed in the distance learner’s blog and the correct use of language structures. The highest score is 10.
Conclusion
Distance language learning requires creativity, digital literacy, and a focus on building strong engagement strategies. While the lack of face-to-face interaction may seem limiting, the use of a variety of tools, strategies, and personalized feedback can make the experience dynamic and effective. The learners should constantly feel that they are engaged in the learning process.