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Using Video Materials as a Means of Increasing Students’ Language Training Efficiency at the Post-graduate Level

Society digitalization highlights the youth’s virtual priorities and puts forward new claims on education. At all higher education levels, the teaching-learning process efficiency primarily depends on a teacher’s quick and correct response on information and communication environment challenges. The aim of this research is to find the ways of educational process optimization at studying the subject “Foreign Language” in post-graduate school. To reach this aim the authors used the following methods: analyzing domestic and foreign literature; carrying out a local pedagogical experiment; making direct and indirect observations; comparing, summarizing and classifying statistical data obtained. Resting upon the research results, they drew the conclusions that using video fragments in class systematically contributed to increasing students’ motivation, enriching their vocabulary, widening their professional outlook, overcoming their scientific provincialism. As a perspective guideline one may consider updating the existing textbooks through using the latest virtual content, which, in the long run, under favourable conditions created for both teachers and students, will switch over both sides’ attention from preparing students for their Candidate’s examination to turning them into meaningful communicants of the international scientific community. The authors also give some useful recommendations to practical specialists based on their own experience.

Key words: society digitalization, virtual priorities, post-graduate school, foreign language, textbook upgrading, video materials, professional communication

For Reference: Borisova, I. V., & Balabas, N. N. (2019). Using video materials as a means of increasing students’ language training efficiency at the post-graduate level. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 41 (5), 400-411. doi: 10.32744/pse.2019.5.28

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Information about the authors:

Inna V. Borisova (Russia, Moscow) - Associate Professor, PhD in Philology, Associate Professor of the Department of Language Training. Financial University under the Government of the Russian Federation. E-mail: ivb66@yandex.ru. ORCID ID: 0000-0001-5027-6484

Natalya N. Balabas (Russia, Moscow) - Associate Professor, PhD in Philology, Associate Professor of the Department of Theory and Practice of Foreign Languages, Institute of Foreign Languages. People’s Friendship University of Russia (RUDN University). E-mail: balnani@mail.ru. ORCID ID: 0000-0003-2572-5684

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