THE MODEL FOR E-TEACHING ENGLISH REASONING WRITING TO LAW STUDENTS BASED ON LMS MOODLE

Keywords: a didactic model, English reasoning writing, e-teaching, law students, LMS Moodle

Abstract

The article deals with theoretical substantiation and practical elaboration of the model for e-teaching English reasoning writing to law students based on LMS Moodle. The author analyses recent studies and publications on e-teaching English as a second language and specifics of LMS Moodle as a virtual learning environment. Special attention is paid to the description of the didactic model. Thus, the author gives a definition for the concept of ‘the model for e-teaching English reasoning writing to law students based on LMS Moodle’ and examines its main elements. The article describes the aims of teaching English reasoning writing, learning outcomes, the agents and the object of the educational process, their interaction, the content of learning, and forms of assessment. Based on the theoretical research relating to legal discourse as well as on the results of the survey conducted among legal practitioners, the author indicates the genres of English reasoning writing which are supposed to be effective for acquiring reasoning abilities. In addition, such methodological aspects of e-teaching English reasoning writing to law students as teaching approaches, principles and methods are highlighted. The author suggests four stages of e-teaching English reasoning writing to prospective lawyers considering specifics of both legal writing and virtual learning environment. The author also introduces a set of criteria to evaluate the outcomes of the learning process and to assess students’ individual progress. Moreover, the application of LMS Moodle’s administrative, training and communicative tools for teaching English reasoning writing to law students is under the author’s consideration. The second part of the present research addresses the pilot testing and evaluation of the model for e-teaching English reasoning writing to law students based on LMS Moodle. Thus, the article shows the results of the pre-and post-pilot teaching, as well as their interpretation. At the end of the paper corresponding conclusions and prospects for further research are stipulated.

Author Biography

Inna S. Zaiarna, Taras Shevchenko National University of Kyiv

PhD of Pedagogical Sciences, Foreign Languages Department of the Faculty of Law, a lecturer

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Published
2020-04-22
Section
ICT and learning tools in the higher education establishments