<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>In modern ELP teaching practices online media products are commonly used as resources of educational content. Although the idea that ICT has brought classrooms in our pockets is generally perceived as a positive trend, the overview of recent inquiries into the use of technology in education has revealed a number of contradictory findings connected with multimedia learning. On the one hand, a multiplicity of strengths of online environments such as YouTube channels, Apps, podcasts, etc. is highlighted in the studies exploring the potential of multimedia applications for language learning. On the other hand, there is a significant number of studies which demonstrate opposite observations resulting from the research of the effects of the medium (printed and technology-based) on learning outcomes: some authors argue that students overwhelmingly prefer print over electronic formats for learning purposes, others infer that multiple factors affect learners’ actual behaviors and there is no solid evidence proving the priority of one over the other.</p>
<p>Cognitive psychologists are more precise in this point: looking into how people process information they affirm that to be effective instructional framework should not ignore human cognitive architecture. Drawing upon recent studies in the field of designing educational media with regard of cognitive, behavioral, and attitudinal aspects of learning the exploratory study reported in this paper attempts to bridge the cognitive and educational theories to specify the framework of technology-based classes for ELP students. Through three courses of in-depth structured interviews with 58 Russian undergraduate law students doing an ELP course in Saratov State Law Academy, Russia, particular focus was placed on an individual learner’s (1) information coding style, (2) information processing style and (3) reading style. The results of the research suggest some ideas on developing an instructional framework for ELP technology-based classroom tuition taking considering the principles of cognitive teaching.</p>
</abstract>

In modern ELP teaching practices online media products are commonly used as resources of educational content. Although the idea that ICT has brought classrooms in our pockets is generally perceived as a positive trend, the overview of recent inquiries into the use of technology in education has revealed a number of contradictory findings connected with multimedia learning. On the one hand, a multiplicity of strengths of online environments such as YouTube channels, Apps, podcasts, etc. is highlighted in the studies exploring the potential of multimedia applications for language learning. On the other hand, there is a significant number of studies which demonstrate opposite observations resulting from the research of the effects of the medium (printed and technology-based) on learning outcomes: some authors argue that students overwhelmingly prefer print over electronic formats for learning purposes, others infer that multiple factors affect learners’ actual behaviors and there is no solid evidence proving the priority of one over the other.
Cognitive psychologists are more precise in this point: looking into how people process information they affirm that to be effective instructional framework should not ignore human cognitive architecture. Drawing upon recent studies in the field of designing educational media with regard of cognitive, behavioral, and attitudinal aspects of learning the exploratory study reported in this paper attempts to bridge the cognitive and educational theories to specify the framework of technology-based classes for ELP students. Through three courses of in-depth structured interviews with 58 Russian undergraduate law students doing an ELP course in Saratov State Law Academy, Russia, particular focus was placed on an individual learner’s (1) information coding style, (2) information processing style and (3) reading style. The results of the research suggest some ideas on developing an instructional framework for ELP technology-based classroom tuition taking considering the principles of cognitive teaching.

An Instructional Framework for Technology-Based Classroom Tuition of ELP Students

Studies in Logic, Grammar and Rhetoric

This work is licensed under the Creative Commons Attribution 4.0 International License.

In modern ELP teaching practices online media products are commonly used as resources of educational content. Although the idea that ICT has brought classrooms...

An Instructional Framework for Technology-Based Classroom Tuition of ELP Students

Publicado en línea: 19 nov 2021

Páginas: 45 - 60

DOI: https://doi.org/10.2478/slgr-2021-0004

Palabras clave
foreign language didactics, English for Legal Purposes, cognitive styles, multimodality, educational media, instructional framework

© 2021 Anastasia Ignatkina, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

An Instructional Framework for Technology-Based Classroom Tuition of ELP Students

Publicado en línea: 19 nov 2021

Páginas: 45 - 60

DOI: https://doi.org/10.2478/slgr-2021-0004

Palabras claveforeign language didactics, English for Legal Purposes, cognitive styles, multimodality, educational media, instructional framework

© 2021 Anastasia Ignatkina, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Palabras clave
foreign language didactics, English for Legal Purposes, cognitive styles, multimodality, educational media, instructional framework