Keywords
English reasoning writing
e-teaching
law students
LMS Moodle
How to Cite
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.
References
Tryus, Yu. V. & Herasymenko, I.V. & Franchuk, V.M. (2012).Moodle-based electronic learning system in higher educational establishments: Training manual. Cherkasy. (in Ukrainian).
Bykov, V. & Kukharenko, V. (2008). The technology of creating a distance learning course: Training manual. Kyiv: Millennium. (in Ukrainian).
Kykharenko, V. M. & Molodykh, H.S., “The analysis of students’ engagement in distance learning course”,New information technologies in educational establishments of Ukraine, vol. 9, part 1, 2002. Odesa. (in Ukrainian).
Herasymenko, I.V., “The course designing in the system of Moodle-based electronic learning”.Pedagogical almanac,vol. 16, 2012. Kherson. (in Ukrainian).
Smyrnova-Trybulska, Ye. M. (2007). Moodle-based distance learning: training manual. Kherson: Ailant. (in Ukrainian).
Spirin, O.M. & Kovalchuk, V.M., “Methodic of the on-line safety of the senior pupils in the teaching and educational process at school”, Information Technologies and Learning Tools, vol. 21, no. 1, 2011. (in Ukrainian).
Kolos, K.R. (2011). LMS Moodle as a means for the development of Computer Science teachers’ subject competences in the conditions of distance postgraduate education: a PhD thesis in Pedagogical Studies,13.00.10. Ivan FrankoZhytomyr State University. (in Ukrainian).
Svyrydiuk, V.P. (2007). Methodology of teaching German writing to part-time students of higher language education establishments based on a distance course: a summary for a PhD thesis in Pedagogical Studies, 13.00.02. KNLU. (in Ukrainian).
Mayer, N.V. (2011). Methodology of perspective document examiners’ self-study of French business writing by the means of distance technologies: a PhD thesis in Pedagogical Studies, 13.00.02. Kyiv. (in Ukrainian).
Beskorsa, O.S. “Virtual learning environment MOODLE as a means to organize blended learning in teaching practical phonetics of German language”, Information Technologies and Learning Tools, vol. 62, no. 6, 2017. (in Ukrainian).
Rudnitska, K.V. & Drozdova, V.V. “Organization of students’ self-study by means of MOODLE system for foreign language learning”, Information Technologies and Learning Tools, vol. 63, no. 1, 2018. (in Ukrainian).
Yurzhenko, A. Yu. “An e-course based on the LMS MOODLE to teach “maritime English for professional purpose”, Information Technologies and Learning Tools, vol. 71, no. 3, 2019. (in English).
Lin, Ch.-H. “Using Moodle in a General Education English as a Second Language Program: Taiwanese College Student Experiences and Perspectives”, Journal of Educational and Social Research, vol. 3, no. 3. 2013. (in English).
Rice, I. & William, H. (2006). Moodle E-Learning Course Development: a complete guide to successful learning using Moodle. Birmingham: Packet Publishing. (in English).
Wu, W.-Sh. “The application of Moodle on an EFL collegiate writing environment”, Journal of Education and Foreign Languages and Literature, vol. 7, 2008. (in English).
Anderson, T. (2004). Theory and practice of online learning. Athabasca University. (in English).
Authors who publish in this journal agree to the following terms:
- Authors hold copyright immediately after publication of their works and retain publishing rights without any restrictions.
- The copyright commencement date complies the publication date of the issue, where the article is included in.
Content Licensing
- Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) that allows others freely to read, download, copy and print submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
- Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.
Deposit Policy
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) during the editorial process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see this journal’s registered deposit policy at Sherpa/Romeo directory).
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Post-print (post-refereeing manuscript version) and publisher's PDF-version self-archiving is allowed.
- Archiving the pre-print (pre-refereeing manuscript version) not allowed.