Abstract

E-learning programmes can help educators in assuring the quality of teaching and learning, and in achieving their goals. The choice of pedagogical practice in online education, which ranges from instructivism, constructivism, constructionism to connectivism, has a substantial role in stimulating authentic students’ communication and interaction. This concerns all university courses, including foreign languages, but particularly English, because over the years it has become the major medium of communication in work context. Thus, both simple e-learning courses with authentic online materials and complex MOOCs can be a rich source of different stimuli initiating authentic communication and interaction in a face-to-face environment, blended learning and web-enhanced learning. The paper aims to analyse the impact of web-enhanced learning on teaching and learning technical English. The ideas presented in the paper are supported by some exemplary tasks and opinions of the students of Gdansk University of Technology who participated in web-enhanced classes.

Direct link to the paper [here]

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