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Online Communication Tools in Teaching Foreign Languages for Education Sustainability

Author

Listed:
  • Nikita Martyushev

    (Department of Advanced Technologies, Tomsk Polytechnic University, 634050 Tomsk, Russia)

  • Anna Shutaleva

    (Department of Philosophy, Ural Federal University Named after the First President of Russia B.N. Yeltsin, 620002 Ekaterinburg, Russia
    Department of Philosophy and Sociology, Ural State Law University, 620137 Ekaterinburg, Russia)

  • Elena Malushko

    (Department of German and Romanic Philology, Volgograd State University, 400062 Volgograd, Russia)

  • Zhanna Nikonova

    (Department of Theory and Practice of the German Language, Linguistics University of Nizhny Novgorod, 603155 Nizhny Novgorod, Russia)

  • Irina Savchenko

    (International Laboratory Research Methods in Social Science, Linguistics University of Nizhny Novgorod, 603155 Nizhny Novgorod, Russia
    Department of Psychology and Pedagogy, Nizhny Novgorod Academy of the Russian Ministry of Internal Affairs, 603950 Nizhny Novgorod, Russia)

Abstract

Higher education curricula are developed based on creating conditions for implementing many professional and universal competencies. In Russia, one of the significant competencies for a modern specialist is business communication in oral and written forms in the Russian language and a foreign language. Therefore, teaching students to write in a foreign language is one of the modern requirements for young specialists’ professional training. This article aimed to study the tools of online communication that are used in teaching foreign languages. The article presents the results of an empirical study and analysis of factors of application of online communication technologies in foreign languages teaching, synchronous and asynchronous means used in online learning, and the advantages of integrating online communication tools into the educational process of teaching a foreign language. The study of the advantages and disadvantages of educational platforms is based on an analysis of information and online communication technologies used in the educational process. Based on the example of teaching a foreign language, the article shows how online communication platforms are involved in the educational process. Furthermore, the teachers’ and students’ opinions are presented on how online platforms are convenient. The survey involved 928 first-year students and 76 foreign language teachers of Volgograd State University (Volgograd), Linguistics University of Nizhny Novgorod (Nizhny Novgorod), Tomsk Polytechnic University (Tomsk), Ural Federal University, named after the first President of Russia B.N. Yeltsin (Ekaterinburg). It was revealed that the integration of online communication tools has positive effects on the formation and development of written communication skills.

Suggested Citation

  • Nikita Martyushev & Anna Shutaleva & Elena Malushko & Zhanna Nikonova & Irina Savchenko, 2021. "Online Communication Tools in Teaching Foreign Languages for Education Sustainability," Sustainability, MDPI, vol. 13(19), pages 1-17, October.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:19:p:11127-:d:652020
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    Citations

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    Cited by:

    1. Milena Buric & Milijana Novovic Buric & Andjela Jaksic Stojanovic & Ljiljana Kascelan & Dragica Zugić, 2022. "Sustainability of Online Teaching: The Case Study Mother Tongue Spelling Course at Montenegrin Universities," Sustainability, MDPI, vol. 14(21), pages 1-27, October.
    2. Zawar Shah & Shannon Kennedy-Clark & Yancong Xie & Md Shamsur Rahim & Mehregan Mahdavi & Andrew Levula, 2022. "Teacher Views on Teaching Sustainability in Higher Education Institutes in Australia," Sustainability, MDPI, vol. 14(14), pages 1-18, July.
    3. Xiangfei Ma & Inna Gryshova & Iryna Koshkalda & Anastasiia Suska & Rymma Gryshova & Alona Riasnianska & Olga Tupchii, 2022. "Necessity of Post-War Renewal of University Teachers’ Potential in Terms of Sustainable Development in Ukraine," Sustainability, MDPI, vol. 14(19), pages 1-19, October.

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