=Paper=
{{Paper
|id=Vol-2643/paper24
|storemode=property
|title=Moodle course in teaching English language for specific purposes for masters in mechanical engineering
|pdfUrl=https://ceur-ws.org/Vol-2643/paper24.pdf
|volume=Vol-2643
|authors=Hanna M. Shalatska,Olena Yu. Zotova-Sadylo,Ivan O. Muzyka
|dblpUrl=https://dblp.org/rec/conf/cte/ShalatskaZM19
}}
==Moodle course in teaching English language for specific purposes for masters in mechanical engineering==
https://ceur-ws.org/Vol-2643/paper24.pdf
416
Moodle course in teaching English language for specific
purposes for masters in mechanical engineering
Hanna M. Shalatska[0000-0002-1231-8847], Olena Yu. Zotova-Sadylo[0000-0002-9474-016X] and
Ivan O. Muzyka[0000-0002-9202-2973]
Kryvyi Rih National University, 11 Vitalii Matusevуch Str., Kryvyi Rih, 50027, Ukraine
shalatska@i.ua, hjzotova74@ukr.net, musicvano@gmail.com
Abstract. The central thesis of this paper is that e-learning courses can have a
significant impact on English language for specific purposes (ESP) proficiency
of mining mechanical engineering students. The purpose of this study is to assess
the effectiveness of ESP Moodle-based course “English for Mining Mechanical
Engineers” and to reveal the results of its experimental approbation. In order to
identify the lectures’ and learners’ needs we have applied the survey research.
The survey confirmed the greatest demand for Moodle courses that include all
the elements of a coherent training manual to provide self-development of
engineering students. The interview results contributed to design of author’s ESP
course syllabus. The importance and originality of this study are that to approbate
the course materials’ effectiveness two approaches have been adopted
simultaneously. The first is blended learning method based on e-learning
platform applied in the experimental group and the second one is classic in-class
instructor-led studying used in a control group. Students’ progress in ESP
proficiency has been assessed using the cross assessment method. The
experiment has validated the initial hypothesis that the special online courses
focused on honing foreign language skills and integrated in the domain of specific
professional knowledge have a beneficial effect on students’ communicative
competencies in general. There were identified the advantages of self-tuition
based on Moodle platform. The Moodle course lets the teachers save
considerable in-class time to focus more on communicative assignments. The
findings of this study have a number of practical implications in ESP online
courses development.
Keywords: Online Learning, Moodle Platform, Blended Learning, ESP Course,
Masters in Mechanical Engineering.
1 Introduction
The tendency to move from traditional education to blended [5; 11] and virtual [6; 22]
learning applies to Ukrainian higher education, and an increasing number of courses
appear for teaching at a distance. E-assessments have become a major component of
student’s independent work [14; 16; 31]. Information and communication technology
(ICT) skills play a major role in today’s technology world and led to an increasing use
___________________
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License
Attribution 4.0 International (CC BY 4.0).
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of web-based systems like Moodle [1; 19; 21]. Researchers have not treated Moodle in
studying English for specific purposes (ESP) for master’s students in much detail so
far. This study seeks to consider the ways of using different assignments of Moodle-
based ESP course for organizing student’s independent work according to the
curriculum.
Analysis of recent research and publications. Latest studies describe the use of
Moodle as a suitable platform to support distance learning courses, assess its
functionality and potential. Al Nadabi’s study focuses on the use of technology in
assessment, contributes some guidelines that can be useful for creating, developing,
implementing, and researching large-scale high-stakes tests on Moodle. According to
his research, “Moodle activities are used in a blended learning approach either as
practice materials or as informal assessment tools for some course components”
[3, p. 6]. Jing Liu investigates the factors influencing ESL college students’ acceptance
and use of Moodle in their English classes [17]. Wajeha Thabit Al-Ani identifies factors
behind the usage of a blended learning approach that could have an effect on students’
achievement, motivation, collaboration and communication as perceived by students,
analyzes obstacles faced by students in using Moodle in blended learning [4]. Kateryna
V. Rudnitska and Veronika V. Drozdova analyze the problem of first-year students’ of
economic specialties self-study organization by means of Moodle system in the process
of foreign language learning [24]. Aliona Yu. Yurzhenko describes and analyses the
work of the future maritime specialists in the e-course [32]. Hicham Zyad examines
tertiary education students’ acceptance of and engagement in a Moodle-hosted writing
course, measures time spent in activities, number of downloads from the platform and
number of online feedback comments [34]. Group of scientists analyses the main tools
available on the online platform, and concludes that Moodle is mainly used as a
repository for materials [33]. Maria del Mar Camacho i Martí’s doctoral thesis provides
an online instructional model to train English Language Teachers in the use of ICT, a
general vision on the new instructional modalities from blended learning to distance
learning, and deals with the difficulties of including ICT into educational management,
such as need to catch-up and update their equipment and training programs for their
teachers and students [7].
Despite these existing studies, the level of research related to using of Moodle
platform in modern ESP teaching and learning is still constrained and limited. Recent
investigations analyze the benefits of Moodle, different areas of the system like
resources, users and ways of learning management system (LMS) integration as online
support throughout a semester course; however, long-term academic studies are also
requested for obtaining a clearer picture of applying online platform in teaching and
learning of ESP.
The purpose of the article is to explore ESP e-based courses as an effective method
of improving the level of English language proficiency within the framework of
Concept of English Language Development at Universities established by the Ministry
of Education and Science of Ukraine; and to represent the curriculum of ESP course
“English for Mining Mechanical Engineers” based on Moodle platform for students of
mining mechanical engineering and reveal the results of its approbation.
It is hoped that this research will contribute to a deeper understanding of significance
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of blended learning approach to improving the level of English language proficiency of
engineering students. Taking into account the objectives we have determined the tasks
of our study. They are:
─ to analyze the relevant scientific literature;
─ to conduct a survey;
─ to design the special course “English for Mining Mechanical Engineers” and identify
the most appropriate tasks and assignments for e-learning;
─ to assess the efficiency of this course through its contribution to enhance ESP
proficiency of mining mechanical engineering students.
2 The theoretical backgrounds
We have analyzed and consolidated existing experience and practices at the initial stage
of the study. Tom Hutchinson and Alan Waters claim that ESP must be seen as an
approach not as a product [12]. It is approach to language learning, which is based on
learner needs. The foundation of all ESP is the simple question: Why does this learner
need to learn a foreign language? Peter Strevens defines characteristics of ESP as
English language teaching which is designed to meet specified needs of the learner; it
is related in content to particular disciplines, occupations and activities, and it is
centered on the language appropriate to those activities in syntax, lexis, discourse,
semantics, etc. [29, pp. 1–2].
Anthony Laurence in his book “Introducing English for Specific Purposes”
investigates four pillars of ESP. Based on the works of the scholars who played the role
of torch-bearers for innovative ESP approach to education, the 1st pillar is considered
to be needs analysis. It is also significant that interests of all the stakeholders are also
taking into account. The second pillar is learning objectives which mean how language
is used in different contexts. The third one is methods and materials. The fourth is
evaluation which includes reliability, validity, and practicality. In our research we have
used Anthony Laurence’s treatise as a basis, and have developed practical materials on
the above-mentioned principles [15].
Weaving subsequent scholarly works as a thread through ESP is an approach to
language teaching which aims to meet the needs of particular learners [2; 13]. Tony
Dudley-Evans and Maggie Jo St John define ESP as a teaching method which
emphasizes specific learner needs and a set of teaching patterns that recognize the
learner’s subject-matter expertise [9]. Hence, it may be concluded that the
benchmarking of students’ needs provides the basis for further practical guidance for
implementing ESP courses. They have specified age of ESP students and the level of
their language proficiency. They conclude that ESP is likely to be designed for adult
learners, either at a tertiary level institution or in a professional work situation. ESP is
designed for intermediate or advanced students. Most ESP courses assume some basic
knowledge of the language systems.
From the perspective of that, Olga M. Demidova has drawn up the textbook
“Engineering Mechanics (ESP)”. Each module consists of an authentic professional
oriented text, vocabulary and system of exercises. The author selected materials
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according to the criteria of authenticity, professional relevancy, and informative value
[8]. This therefore corresponds fully with four pillars of ESP and the core
recommendations of British Council.
K. Sasirekha, K. Rathiga, M. Sarpparaje and G. S. Suresh make a point that teaching
materials for ESP have evolved several changes in recent years as a consequence of
access to the relevant teaching materials via the Internet. It makes able-to-get all sorts
of texts and all kinds of domain specific materials; whereas the role of a teacher is to
make the information comprehensible for a student [25].
With regard to ESP teacher’s tasks they are similar to any language teacher’s the
main one is to encourage the student to attend the classes, be active, to make students
interested in writing by involving them in real-world and interesting activities, provide
them with the opportunity to interact in groups, to share their ideas, and to help each
other deal with specific problems. Besides, group work usually brings personal
satisfaction, self-confidence, gives students a chance to be creative and imaginative
through assignments such as revising a story or changing its ending and their motivation
and enthusiasm also increase when they make their contribution and ideas in the written
product [27].
Moodle LMS is a one of the most popular existing educational platforms available
for providing a flipped classroom [10], conducting learning activity at flexible times
and places through the Internet. Jing Liu gives explanation to the term “flipped
classroom” that means the teaching method flips, or reverses from the traditional
method. In a flipped classroom, the instruction is delivered online, which provides
students with more opportunity to gain practical skills, preview lessons via video or
audio and then accomplish various activities and exercises [17].
Aliona Yu. Yurzhenko [32, p. 71], Oksana V. Tynkaliuk and Iryna Z. Semeriak [30]
emphasizes that using the e-course makes English training more effective, enhances the
possibilities for obtaining knowledge, stimulates self-education, and the most efficient
tools for increasing the learning motivation include: Forum, elements of the
gamification (Game-based Exercises, Easter eggs, Leaderboards, Points, QR Code
Quest), Glossary, Presentations, Test Tasks (Quizzes), Grade books.
Wajeha Thabit Al-Ani indicates that Moodle has more impact on context of learning,
implements knowledge-centered learning techniques and develops students’ self-
regulated skills [4]. Furthermore, Hicham Zyad notices that Moodle is “a learning
management system with several useful features that can transform the learning
environment into a site for interactivity, connectivity and great amounts of extensive
learning” [34, p. 314].
However, some researchers argue that “the successful use of e-learning platforms in
the teaching and learning context critically depends on the teachers having knowledge
about the tools, being aware of how they should be used and being capable of
organizing all the communication process” [33, p. 289]. The results of Dr. M. Marti’s
research provide evidence of ICT in teaching English as a foreign language applied as
a tool to work, to search for the information and to manage administrative tasks.
Teachers have more skills in the use of e-mail and word processors, the different
reference tools such as the online dictionaries, encyclopedias, virtual resource centers,
educational portals, whereas they demonstrate the lack of instruction and knowledge in
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the usage of forums and chats [7].
In view of all that has been mentioned so far, we may suppose that ESP course based
on electronic platform is a science-relevant subject to investigate and develop.
3 Methods
To investigate teachers’ expectations, needs and difficulties we have applied a method
of survey. The total number of respondents was 62 teachers from 6 departments.
The majority of those who responded reported that they used Moodle platform and
special courses particularly in their teaching practice. Only a small number of
respondents 3% indicated that they had not used Moodle yet. One of the reasons they
mentioned was lack of experience in ICT applying. Interestingly, 42% of the lecturers
observed the important role of Moodle courses in self-paced training of students.
More than half of those surveyed have agreed with the statement that applying of
Moodle courses contributes to improvement of their classes’ efficiency (62%),
motivation of their students (59%) and quality of teaching (25%), individualization and
differentiation of learning process (84%). 95% of the respondents have uploaded the
author courses on Moodle platform at least once that contrasted somewhat with the low
intensity of Moodle use (according to the questionnaire results it is on average twice a
month). In this regard a question occurs: what are the reasons of lecturers’
underactivity? We tried to seek the answers initiating the snap poll for the lecturers.
The identified hindering factors towards Moodle platform usage can be summarized
into: lack of personal computers in the class, restricted Internet access or speed,
insufficiency of technical support (software), and inadequate knowledge needed to
provide teaching via the Moodle platform. Taken together, these results suggest that
there is poor flexibility of technology which includes poor flexibility in functioning,
use and modification. Dave E. Marcial explains that poor flexibility of technology is an
obstruction to innovative teaching and learning. Likewise, poor structural and process
flexibility significantly influences the high adoption of technology in the classroom
[18].
Let us turn to the learners’ interview. In total 134 students of Mining and
Metallurgical, Mechanical and Machine Engineering Faculties and Faculty of Geology
and Ecology have been interviewed. The learners note they prefer working online to
learning in class (89%). One of the reasons for this is global digitalization of different
life areas, and young generation tends to be engaged to. The students explain their
choice that IT makes training interesting, individual and varied in form. Some of them
(37%) mention ability to manage the learning process themselves like a great advantage
of online learning.
To find out the topics that the prospective participants of the experiment are
interested in; we have offered them the list of themes selected from vocational
disciplines curriculum and they should choose the most important ones to be learned
properly in English. Some interviewees argue they will not deal with any foreign
language in their future career (17%), while others 83% realize and support the need to
have sufficient foreign language skills. The respondents have not selected only from
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offered but added several topics which they would have to cope with in their future
career. The results of students’ interview have become really meaningful to design our
ESP course syllabus.
Taken together, these results suggest that there is a demand on special ESP courses
and students are interested in improving the language proficiency, on the one hand. On
the other hand, there are not enough courses which are narrowly focused on
specifications of technical majors.
4 Findings
Accordingly, based on the results of the survey, students’ and tutors’ interviews we
have designed the special course “English for Mining Mechanical Engineers” [26]. It
is intended for advanced students specializing in mining engineering, geodesy, mining
machine building engineering, mechanical engineering and other related specialisms.
The purposes of the course have been established in accordance with to the criteria of
authenticity, purposiveness of the language, and professional appropriateness of the
content. This therefore corresponds fully with four pillars of ESP and the Concept of
English Language Development at Universities [20]. The program of the course is
targeted at the wide range of students of engineering specialisms of the 4th and 5th years
of studying. It stems from their willingness and readiness to adopt learning material and
to understand its applicability in their career context. We have in mind the proper level
of professional knowledge and also their level of language proficiency. Besides, the
ESP course demands motivation, dedication and responsiveness from the students. The
graduate students, we are convinced, are in conformity with these criteria. The main
objective of the special course is to improve students’ reading, listening, writing and
speaking skills within professional engineering context. The course is structured at
different levels of proficiency and our program integrates the skills in professional area
into foreign language proficiency.
Let us detail the learning outcomes according to language domains. By the end of
the course students will be able to:
─ reveal subject-specific language from a range of authentic sources;
─ communicate about technical topics;
─ read and comprehend specific engineering texts, tables and graphs, course brochures
and job advertisements;
─ differentiate and exploit various sources of information (written, spoken and video);
─ be aware of principles of writing study- and work-related letters;
The special course “English for Mining Mechanical Engineers” consists of ten topical
units, which are summarized in Table 1.
The special course has been used as an element of an educational experiment which
we started in September of 2018 in Kryvyi Rih National University. The objective of
the experiment is to test the designed special course “English for Mining Mechanical
Engineers” on the Moodle platform basis and evaluate its effectiveness.
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Table 1. Syllabus of special course “English for Mining Mechanical Engineers”
Learning Outcomes
No Topical Unit
By the end of this unit you will be able to:
understand topical vocabulary and learn to use it in an appropriate
context;
Organisational
1 identify the key sentence (topic sentence) in a paragraph;
Structure
develop critical thinking abilities and cultivate work ethics;
analyse graphs and digammas in terms of organisational structure;
select and analyse the contents of job advertisements;
write appropriate CV;
2 Career
write a covering letter in response to the advertisement on the
company’s website.
acquire fundamental skills of speaking about of basic properties of
minerals;
3 Minerals develop an understanding of authentic topical video;
identify some minerals by their basic physical, chemical and
mechanical properties and describe their properties.
master the information of the topical text “Four States of Matter:
Four States of Solid, Liquid, Gas, Plasma”;
4
Matter make up a plan using the keywords and phrases;
annotate the texts.
identify the giant mining machines and their importance in mining
(video);
5 Mining Machining
improve listening skills;
select and summarize the important information.
develop skills of summing up the video information about
autonomous trucks;
6 Autonomous Mine
summarize the information about their functions and applications
in the autonomous mine.
be aware of exploiting iron in the modern world, creation and
Iron Mining and excavation of iron ore deposits;
7
Geology adopt the information from video;
draft the report of the survey.
analyse the information of the video;
speak confidently about the key terms connected with
8 Iron Ore Processing
concentration, palletisation and alloying;
plan a presentation on the topical video.
identify important functions of surface mining procedure (based on
the video);
Surface Mining
9 analyse a written text in terms of layout, genre, functional types;
Demonstration
write an informational e-mail with regard to repairing of some
mining machines.
understand a range of processes involved in mines affect the
environment and investigate ways of reducing the impact;
establish clear aims for practices at mine sites that reduce
10 Impacts of Mining
environmental impacts of mining;
find out how scientific understandings influence mining practices;
design strategy plan in terms of land rehabilitation measures.
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To provide the educational experiment properly we have selected a control
(58 students) and an experimental (61 students) group as well as 11 lecturers from the
amount of participants who have taken part in the ascertaining experiment. Total
number of students there are 119 who are studying at the Mechanical and Machine
Engineering, Mining Faculties, Faculty of Geology and Ecology. The group of
11 lecturers has taken initiative in promoting the experimental activity too. According
to the experiment procedure the students have to master the learning material within
the syllabus of the discipline “Business Foreign Language” (BFL) as approved by the
University curriculum. The course “English for Mining Mechanical Engineers” has
become the major component of experimental group’s educational activity. BFL
program includes 32 academic hours of in-class activity and 58 extracurricular hours.
The special course has been a meaningful component of self-directed students’ training.
The top page of newly architected course is presented on Figure 1. It contains its short
description, the goals of the special course and structure navigation.
Fig. 1. Top page of the course “English for Mining Mechanical Engineers”
It should be noted that only enrolled students had access to the course materials during
the experiment (2018-2019 academic year). The materials and activities of the course
are meant to be used in class and distantly since it was available online on the Moodle
platform. The students of the control group used the materials of the course in class
only. The self-training of the control group based on the exercises from the traditional
study guide arranged and published in 2011. The experimental (Moodle) group spends
most of the class time doing communicative exercises and discusses project, completing
all homework assignments on Moodle, while the control group (CG) does homework
assignments in a conventional way – on paper.
The learners in the Moodle group (MG) have access to the Glossary loaded onto
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Moodle course “English for Mining Mechanical Engineers”, which can be updated and
edited, while the learners in the CG have printed word lists that can not be updated after
they have received them. Furthermore, the glossary on Moodle provides the opportunity
of including sound clips, i.e. students can hear the pronunciation of the words, and
upload images. The learners are able to contribute to the glossary, which provides
collaborative learning opportunities, for example definition creation help them to learn
new words and concepts such as “bucket wheel”, “conveyor belt”, “crawler tracks”,
“pressure”, “property” etc.
By using of Moodle audio and video authentic materials provided with the help of
online platform recreate the kind of real-life atmosphere that is close to real working
situation. To improve listening skills and pronunciation some audio materials and video
clips have been included in the course content. For example, the learners should answer
the questions by watching a video from YouTube “Mining Technology Product Demo
– MINExpo 2016” in Topical Unit “Autonomous Mine” and “A Monster of Mining”
in Topical Unit “Mining Machining”. The students can access to the listening and video
material without limitation, they can control the mode of playback – pause, stop, or use
rewinds the video. The students in CG watch the same videos only in the class, as a
rule, twice.
Different forms of learning, remembering and recalling are at teacher’s and student’s
disposal due to applying of Moodle. For example, in the process of studying Topical
Unit “Career” there are two job offers of European and Canadian companies under
internship programs (Figure 2).
Fig. 2. Design of Topical Unit “Career” and “Minerals”
Besides the information included in the special course further details on the vacancy
are available on the website of the company, and students can click the link and apply
for a post. It is worth noting that about half of the participants (48%) of the experimental
group did not confine themselves to complete the course’s assignments and submitted
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their CV and covering letters to the real companies via the Internet, and as a
consequence they had got feedback from both a university teacher and a real employer.
Such form of work that implied linking between new information/skills and real life
experience is really helpful, since it enables to identify learners’ own strengths and
weaknesses and draw the necessary conclusions.
In addition, there are other options of online learning run on the Moodle platform.
We have developed assignments, quizzes and exercises for the Moodle course, which
are available to the students online, and can be accessed from anywhere. The
participants of the experiment have completed the same tasks during blended and
traditional classes that have shown the difference between paper and computerized
tests. When completing a quiz or assignment on Moodle platform, the students receive
immediate feedback on their answers, re-attempt quizzes (pass the test once more time)
or resubmit the assignment. On the contrary, the learners in the CG have to wait to
receive their graded assignments or tests from the teacher. In the MG, the questions and
answers in quizzes are shuffled and the learners all receive different questions. The
learners in the CG get the similar content and the same sequence of questions per group.
Online course quizzes have the titles and descriptions that reflect the content and the
type of questions. Multiple choices, matching, essay type, short answers and true or
false questions have been used on the time-limited basis. The students are allowed two
attempts and the quizzes are set to use the highest grade of all attempts. In addition,
they have been allowed to review past attempts of the quiz. This enables them to learn
from their own mistakes. For essay type questions, the learners’ grade is updated after
the educator has marked the question. It is absolutely objective assessment and greatly
facilitates the teacher’s routine activity (Figure 3).
Fig. 3. Evaluation options of student’s activity (using the example of Topical Unit “Properties
of Minerals”)
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The special course includes a great variety of activities. The exercises have been
categorized according to Bloom’s taxonomy cognitive domains from basic ones –
knowing, understanding to the top domains like evaluating and creating [28]. The
assignments correspond to the categories of the cognitive domains and expected
outcomes as well. At the stages of knowing and understanding, for example, these are
multiple choice answers, matching the words and their definitions or choosing the
synonyms and antonyms and so on (Figure 4).
Fig. 4. Example of exercise based on multiple choice options
As we can see on the screenshot the Moodle software gives an opportunity to complete
the activity on the limited time and number of attempts, on the other hand, the learners
are able to analyze their mistakes due to the platform’s options as well.
The next element of our course is a discussion forum which provides a title and
description of what learners can expect to read in the forum. The learner can reply on a
post created by the teacher for discussion. Forum allows students to exchange their
ideas, express opinions, leave messages, post a picture or resource link, receive points
for the correct answer. For example, the students in the process of studying Topical
Unit “Mining Machining” analyze the problem connected with the proper work of the
truck’s diesel engine and find out the possible causes of power loss.
At the next stage of applying and analyzing the students should categorize some
aspects of activities. For instance, when the students are studying Topical Unit “Impacts
of Mining” they have got a task to look closely at the diagram of a mine site and
consider the features and activities that could have an effect on the environment
(Figure 5).
At the final evaluating and creating stage outcomes are following: to annotate the
text, draft the report of the survey, develop the presentation, design the strategy plan
etc. For example, two formats of presentations are included in the course content
(Focusky and PowerPoint). Focusky offers possibilities to create different kinds of
presentations such as online and video presentations, mind-mapping design. Students
are able to develop animated presentations, edit the flash based templates and logically
arrange contents, due to 3D zooming, panning and rotating effects they can make the
presentation play like a 3D movie. Focusky is more powerful than PowerPoint and has
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only English interface that allows students to expand their vocabulary and practice
foreign language in professional context. The learners can also add the text, images,
video and animation in their slide presentation. They have created the presentations on
the following topics: “Career of Mechanical Engineer in Mining Company”, “What
does job of a mechanical engineer involve?”, “Mining Mechanical Engineering
Society”, “Popular Skills for Mechanical Engineer” etc. Links to additional information
and choices of assignments allow the learners to be more active participants in the
studying process. The deadline for these assignments has been set and announced.
Students upload their works to Moodle course, and then get teacher’s feedback and
assessments, after that the presentation should be discussed in class.
Fig. 5. Topical Unit “Impacts of Mining”
To assess objectively engineering students’ communication proficiency we have
applied the complex of monitoring methods. These are the presentation of research
papers at the international scientific conference “Problems of Energy Efficiency and
Mechanization in Mining and Metals Sector Industry” (2019) and the term thesis on
vocational subjects in English [23]. The experts assessed the level of English language
proficiency based on appropriate checklists. Additionally, the students were proposed
to evaluate their progress in speaking, listening, reading and writing used the same
checklists.
Let us analyze the qualitative changes of the level of language proficiency at the
final stage of the experiment in view of the results of self-assessment. The respondents
have rated, on a scale of 1 to 10, their progress. But previously at the ascertaining stage
we determined the benchmark language proficiency based on the same checklists. The
quantitative results are visually represented on Figures 6 and 7.
What stands out in this figure is the steady growth of the students’ language
proficiency in both experimental (Moodle) and control groups. In the CG this can be
attributed to the traditional system of training in accordance with the curriculum and
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using the special course materials in class. At the same time Figure 7 reveals that there
has been a marked increase in four types of activities and obviously the growth rates is
steady higher in the MG. For example, the respondents of the MG asses their listening
at 8,7 points whereas the average grade in the CG is 6,9. The experimental group
maintains the positive tendency of growth on other skills as well.
Fig. 6. Self-assessment results of English language proficiency before the experiment
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9,9 8,9 Experimental
8,6 8,8 8,7 Group
10 7,5 7,6 6,9
5
Control Group
0
Speaking Reading Writing Listening
Fig. 7. Self-assessment results of English language proficiency after the experiment
In order to verify the objectivity of the results of students’ self-assessment we asked the
experts to evaluate students’ activity using the checklist. The analysis of the results is
shown in the Figure 8.
15
9,8 8,6 8,5
10 7,8 7,2
4,8 5,6 5
5
0
Speaking Reading Writing Listening
Experimental Group
Control Group
Fig. 8. The results of experts’ assessment of English language proficiency after the experiment
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There is general tendency of discrepancy between English language proficiency of the
mechanical engineering students of two groups. Two graphs constructed using the
available data confirm it.
Thus, the effectiveness of the special course “English for Mining Mechanical
Engineers” and its didactic abilities clearly emerges from data. Comparing parameters
of two groups at the final stage of the experiment we have aimed to determine the results
of formation impact of Moodle course on the English language proficiency of the
students of two groups.
Let us characterise qualitative changes in language proficiency of the engineering
students of both experimental and control groups. During the conference and thesis
defence the experts assessed speaking, listening and writing skills without informing
the students about it, this ensured fairness of the experiment and friendly working
environment. It should be noted that the experts had been able to observe the students
previously at the ascertaining stage. The experts’ assessment at the final stage of the
experiment was focused on comparison of the language proficiency of the respondents
before and after the experiment and identifying the qualitative changes or their absence.
According to the experts’ evaluations the students of the MG demonstrate high level of
public speaking, they manage to represent their reports successfully, literacy and
vocabulary have been improved too, the students are proficient enough in professional
terminology and scientific terms as well. It stands to mention that students of both
groups have been highly active during discussion of other participants’ reports and
thesis. However in compliance with the experts students of the Moodle group formulate
questions more accurately and correctly, find valid arguments for debates, are more
flexible and more responsive in general. This is resulting from their purposeful
vocational oriented training English proficiency; they have got an opportunity to
improve their skills in class and additionally got an access to online course which
contained authentic vocational oriented videos, texts, listening materials and
appropriate exercises and tasks. They could train their language skills at their own pace.
This approach has provided excellent results.
5 Conclusions and prospects for further research
The present study has been undertaken to design an ESP special course on Moodle
platform for mining mechanical engineers, evaluate its effects on English language
proficiency of the learners and reveal the advantages of e-learning approach to teaching
and learning ESP. This research has found that Moodle can be an ideal platform for
promoting efficient in-class teaching and distant self-studying because it creates multi-
tool learning environment that is convenient to use by teachers and students as well.
The performed experiment has confirmed that an author’s special course “English
for Mining Mechanical Engineers” has had a significant positive impact on the level of
English proficiency of the experimental group students. In complying with the experts’
assessments and opinions the difference between students of experimental and control
groups is distinctive. The expertise reflected in the scores on 10-point scale reveals that
increase of average grades of experimental group’s students is +3,0 in speaking, +3,5 in
430
listening, +2,6 in reading and +3,0 in writing in comparison with the control group.
Сonsidering that two groups have been trained according to the same curriculum and
the only difference was that the experimental group have been engaged into Moodle
course practice not only in class but as a part of individual work, and taking into account
the results of students’ self-assessment, experts’ assessments and summed up their
evaluative judgments we could make a conclusion that the author’s special course
“English for Mining Mechanical Engineers” on Moodle platform has exercised
significant influence upon mining mechanical engineering students’ English
proficiency. Collected data suggest that the sufficient competence level of English can
be achieved by comprehensive in-system approach of instructor-led activities and self-
studying based online learning. Multimedia resources have enriched the content and
made the learning environment more interesting and appealing to the learners. The
experimental experience has revealed the advantages of e-learning approach to teaching
and self-tuition based on ESP Moodle course “English for Mining Mechanical
Engineers”. These are:
technological flexibility; the e-platform provides easy-to-use, affordable and diverse
teaching toolkit; it allows learners to reach the course content as many times as they
need so they get a deeper understanding of the educational material; the special
course assignments have contributed to improve English language proficiency of
prospective engineers in reading, listening, writing and speaking stemming from
complex approach: glossary, texts depositary and databases provide access to a vast
range of information and allow students to develop skimming and scanning
techniques in reading; authentic materials and communication via discussion forums
facilitate foreign language fluency; word-processing applications allow students to
prepare and edit the writing assignments and then upload them on the e-platform;
multimedia and flash-based presentations enables to practice technological skills
along with foreign language skills; on the other hand, Moodle supports the lectures
to design author’s courses to be fully online, to focus on learning outcomes but not
on seeking for appropriate textbooks, printing out and replication materials; in
addition, content of courses can be updated easily;
adaptability to student’s individual aptitude and abilities; each learner has his own
pace of understanding and remembering of the language materials and Moodle based
course makes available to follow it; students are not limited in number of attempts,
there is no time restrictions if only it is not a reading or listening comprehension test;
video clips can be slowed and replayed repeatedly according to student’s individual
needs and improve their listening skills;
preventing from premonition of failure; individual work combined with ongoing
online support to assist the students in his education and to avoid mishaps and
criticism from other group mates makes it possible to succeed in achieving the
anticipated outcome;
impartial assessment; Moodle grounded course makes available quick feedback on
learner’s activity and clear-eyed evaluation; offered tools ensure quality of
assessment and prevent from cheating; there are self-check, machine check and
tutor’s assessment at participants’ disposal; besides, the course can provide group-
431
mates’ feedback exchange; as we have seen from experience, the last way of control
motivates students to improve their language skills as they have not only produce
own outcome but be an expert;
differentiation; before designing online ESP course the authors have studied the
potential learners’ needs, interests and level of proficiency; the outcomes, authentic
texts, video or listening elements of the course “English for Mining Mechanical
Engineers” are relevant to these requirements; Moodle offers some ability to
differentiate tasks and assignments according to learners’ needs and pace of
studying; the authors have developed the tasks with various complexity levels,
preplanned and programmed different quantity of attempts or time of completing
exercises, opened or closed access to some types of activities, verified deadline etc.
A further study could assess the long-term effects of self-study courses in ESP on
Moodle platform. Based on the findings of this study, further research might evaluate
the increasing use of the Moodle platform for studying different language programs;
explore development capacity and growth perspectives in this domain. The findings
from this study contribute in several ways to the current methods of ESP teaching and
provide a basis for educators who are engaged in ESP course design.
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