Experience of Tomsk polytechnic university in using MOOCs to facilitate ESP teaching to engineering students; Ponte; Vol. 72, iss. 9
| Parent link: | Ponte Vol. 72, iss. 9.— 2016.— [P. 115-120] |
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| Auteur principal: | |
| Collectivité auteur: | |
| Autres auteurs: | , |
| Résumé: | Title screen Enhanced and intensified English language teaching of both students and university teaching staff is one of the prioritized tasks facing Russian universities since they are now attempting to occupy their place on the international educational market and are heading for the leading positions in the world university rankings. The present article examines the possibility of integrating massive open online courses (MOOCs) in English into the ESP course syllabus. The experiment has been conducted for a group of Bioengineering students within the ESP course at the Tomsk Polytechnic University (TPU). The authors discuss and analyze the revealed opportunities and challenges of the experiment and conclude that MOOCs are better to be used as effective autonomous resources for acquisition of Professional English. |
| Langue: | anglais |
| Publié: |
2016
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| Sujets: | |
| Accès en ligne: | http://dx.doi.org/10.21506/j.ponte.2016.9.38 |
| Format: | Électronique Chapitre de livre |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=653911 |
| Résumé: | Title screen Enhanced and intensified English language teaching of both students and university teaching staff is one of the prioritized tasks facing Russian universities since they are now attempting to occupy their place on the international educational market and are heading for the leading positions in the world university rankings. The present article examines the possibility of integrating massive open online courses (MOOCs) in English into the ESP course syllabus. The experiment has been conducted for a group of Bioengineering students within the ESP course at the Tomsk Polytechnic University (TPU). The authors discuss and analyze the revealed opportunities and challenges of the experiment and conclude that MOOCs are better to be used as effective autonomous resources for acquisition of Professional English. |
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| DOI: | 10.21506/j.ponte.2016.9.38 |