Learning Environment Design for Teaching Foreign Languages by

Means of Instrumental Pedagogical Technologies

Mariia O. Kuts

1 a

, Olena O. Lavrentieva

2,3 b

, Nataliia P. Volkova

2 c

, Vladimir N. Soloviev

3 d

and

Oksana M. Kopylova

3 e

Mykhailo Tuhan-Baranovskyi Donetsk National University of Economics and Trade,

16 Tramvaina Street, Kryvyi Rih, 50005, Ukraine

Alfred Nobel University, 18 Sicheslavska Naberezhna, Dnipro, 49000, Ukraine

Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine

Keywords:

Pedagogical Foreign Language Learning Technologies, Instrumental Technologies, Technologies of Technical

Teaching Aids Application, Computer Learning Technologies, Ergonomic Approach, Learning Environment

Design.

Abstract:

The paper reveals the content of the research aimed at studying the possibilities of computer-oriented tech-

nologies in the intensiﬁcation of teaching foreign languages to students of non-linguistic specialties. The

content of pedagogical foreign language learning technologies has been characterized; their classiﬁcation has

been carried out. The role, place and advantages of instrumental technologies in teaching methods update of

a foreign language in the digital society have been shown. The main types of instrumental technologies that

allow to increase the efﬁciency of teaching foreign languages have been identiﬁed, among them the following

ones have been mentioned: technologies of technical teaching aids application, computer learning technolo-

gies, telecommunication technologies, and hybrid model of instrumental technologies. The leading part of

ergonomic principles and methods for designing a learning environment that provides the most optimal ratio

of modern digital and traditional intensive technologies for learning foreign languages have been emphasized.

The criteria have been formulated, the methodology for diagnosing the level of ergonomics of the educa-

tional environment using the method of expert assessments has been disclosed. The positive dynamics in the

level of ergonomics of the educational environment, which is designed on the basis of the use of instrumental

technologies for teaching foreign languages, has been shown. The conclusions regarding the effectiveness of

methodological approaches to designing an ergonomic educational environment using instrumental technolo-

gies for teaching a foreign language have been formulated.

1 INTRODUCTION

In connection with Ukraine entry into the European

educational space, European integration, internation-

alization of business relations and professional activ-

ity, the problem of personal development and profes-

sional success is singled out, which today is undoubt-

edly associated with ﬂuency in foreign languages,

learning intercultural communication through the lat-

est technologies.

https://orcid.org/0000-0001-9419-5926

https://orcid.org/0000-0002-0609-5894

https://orcid.org/0000-0003-1258-7251

https://orcid.org/0000-0002-4945-202X

https://orcid.org/0000-0003-0750-8782

In the context of modern educational concepts,

in terms of democratization of society and socio-

economic reforms in Ukraine, higher education is

based on the principles of fundamentalization, sys-

tematization and humanization of knowledge, compe-

tency and cultural approaches and involves social de-

termination of target guidelines. The dominant place

among the educational goals belongs to the creation

of conditions for the formation of personal qualities

of students, in particular communicative, as well as

traits mediated by the level of their foreign language

communicative competence – ability to academic mo-

bility, autonomous learning and lifelong learning.

Meanwhile, taking into account the speciﬁcs

of teaching foreign languages to students of non-

language specialties and the uniqueness of the cur-

Kuts, M., Lavrentieva, O., Volkova, N., Soloviev, V. and Kopylova, O.

Learning Environment Design for Teaching Foreign Languages by Means of Instr umental Pedagogical Technologies.

DOI: 10.5220/0012061500003431

In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 46-61

ISBN: 978-989-758-662-0

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

rent stage of development of digital and globalized

society, a number of unresolved contradictions still

remain. They are, in particular, between the urgent

needs of society for professionals capable of intercul-

tural foreign language professional communication,

the growing amount of professionally oriented infor-

mation in foreign languages and the possibilities of

educational systems, limited time and extensive type

of foreign language training of students in institutions

of higher education.

The purpose of the paper is to research the pos-

sibilities of computer-based technologies in teaching

foreign languages to students of non-linguistic spe-

cialties and ergonomic foundations in the design of

the appropriate educational environment with the use

of these technologies. The authors are going to re-

veal the classiﬁcation of pedagogical technologies for

teaching foreign languages, among them they will fo-

cus on characteristics and types of instrumental tech-

nologies applying for goals of intensiﬁcation of teach-

ing students of non-linguistic specialties. Yet another

task of the paper is producing the sense of ergonomic

analysis, as well as the methods of its use to design an

environment for teaching foreign languages. In ad-

dition, the criteria and diagnostic tools for evaluation

of designing the educational environment for learning

foreign languages will be illustrated and clariﬁed; the

results of their approbation in real educational process

will be shown and analyzed.

2 MATERIALS AND METHODS

The experience of studying foreign languages for spe-

cial purposes in non-language institutions of higher

education contains a lot of thorough work on the

use of modern methods, forms, techniques of activat-

ing the educational process, increasing its efﬁciency.

Thus, the theory and methodology of communica-

tion in a foreign language are disclosed in (Bartosh

et al., 2020; Lyakhovitsky and Koshman, 1981; Niko-

laeva and Synekop, 2020; Tarnopolsky et al., 2020;

Zimnyaya, 2021); problems of students’ foreign lan-

guage communicative competence and foreign lan-

guage culture formation – in (Amelina et al., 2022;

Bondar et al., 2022; Buzhykov and Buzhykova, 2020;

Chorna et al., 2022; Holiver et al., 2020; Kravtsova

et al., 2022; Tokarieva et al., 2021).

The results of leading scientists and teachers-

practitioners work analysis show that the reduction

of the volume of foreign language learning in non-

language institutions of higher education to a critical

value has led to the loss of its effectiveness. This

primarily inﬂuences the level of competitiveness of

graduates, reduces academic and professional mobil-

ity, the inability of most bachelors to continue their

studies at the next level of higher education. That

is why in the scientiﬁc literature there are more and

more works on the conceptualization of empirical de-

velopments in the application of the latest pedagog-

ical technologies that are able to ensure the process

of intensive learning of foreign languages by students

of non-language specialties (Bespalko, 1960; Klarin,

2016; Strelnikov, 2002), in particular, using digital

technologies (Burov and Pinchuk, 2021; Buzhykov,

2006; Bykov and Shyshkina, 2018; Gurevich et al.,

2016; Hodovaniuk et al., 2022; Kramarenko et al.,

2022; Kukharenko, 2017; Tkachuk et al., 2019).

The works of researchers on the theoretical sub-

stantiation of methodological bases, genesis and

experience of pedagogical technologies application

(Driscoll, 2002; Lynch, 1996; Molnar, 1997; Ne-

goescu and Bostina-Bratu, 2016; Skinner, 1931; Stan-

ford, 2009; Thorndike, 1932) also make an important

basis for scientiﬁc research; as well as their adaptation

to modern conditions and development on this basis

of new pedagogical technologies for teaching foreign

languages (Lozynska et al., 2021; Rozhkova, 2014;

Serdyukov, 1997).

Researchers also constantly emphasize the need

for qualitative changes in the methodology of teach-

ing foreign languages. In particular, it means the tran-

sition from extensive to intensive studying, in so far as

in the process of extensive studying the capabilities

of the brain are used by only 15–20%. At the same

time, methods based on intensive teaching require

excessive expenditure of mental energy. Thus, the

discrepancy between the modern requirements of the

digital society to improve the efﬁciency of learning

and the shortcomings of modern methods of knowl-

edge mastering raise the problem of developing such

educational systems, which would be commensurate

with the intensive work of lecturers, but without their

excessive workload. These and other related issues

are taken care of by pedagogical ergonomics, tak-

ing into account the achievements of which provides

an opportunity to signiﬁcantly increase the effective-

ness of pedagogical technologies for teaching foreign

languages (Gervas, 2011; Karapuzova et al., 2012;

Lavrentieva, 2019; Okulova, 2011; Skydan, 1999).

Pedagogical ergonomics as a scientiﬁc discipline

arose on the basis of ergonomics, the subject of which

is a speciﬁc human activity (group of people) using

machines (technical means) (Gervas, 2011, p. 3–4).

Ergonomic analysis of the learning environment in-

volves the movement in two directions – from hu-

man requirements to technical means of learning and

the conditions of their optimal use, and vice versa –

Learning Environment Design for Teaching Foreign Languages by Means of Instrumental Pedagogical Technologies

from the requirements of technology and conditions

of its operation to a human. Our special attention is

drawn to such a direction as cognitive ergonomics,

which was started and is developing in connection

with the development and improvement of computer

technology. Cognitive ergonomics takes care of the

levels of interaction in the human-machine system –

from physical interaction (angle, focus, colour per-

ception, background, animation) to abstract (lexical,

syntactic, semantic and conceptual levels), which are

worth noting in the context of efﬁciency teaching for-

eign languages to students using pedagogical tech-

nologies (Gervas, 2011).

The basis of pedagogical ergonomics is a set of

achievements of the complex of sciences in pedagog-

ical work and student activities, educational environ-

ment and advanced pedagogical experience, modern

technical means and pedagogical technologies used

in the educational process. In this case, any phe-

nomenon that occurs in the educational process has its

meaning and is assessed through the functional struc-

ture of the system “educator – student – learning en-

vironment” (Skydan, 1999, p. 12).

Therefore, the above overview of modern foreign

language learning technologies allows us to focus on

the study of such issues as: classiﬁcation of existing

pedagogical foreign language learning technologies,

the role, place and importance of instrumental tech-

nologies updated in the digital society, as well as er-

gonomic principles and methods of designing a learn-

ing environment that provides the most optimal ratio

of modern digital and traditional intensive technolo-

gies for learning foreign languages.

3 THEORETICAL BACKGROUND

Content development research of “pedagogical

technologies” concept by many researchers (Da-

niushenkov, 1994; Esnault, 2007; Guerrero, 2005;

Petersson et al., 2007; Polat, 2004) singled out its

long evolution. The genesis of pedagogical technolo-

gies can be found in technical teaching aids. For

the ﬁrst time the principle of manufacturability was

formulated by Thorndike (Thorndike, 1932). The

scientist noted that ﬁrst there is a machine that can

provide certain sensorimotor stimuli, then it is intro-

duced into the educational process as a didactic tool

and ﬁnally create a technological scheme of applica-

tion (Thorndike, 1932). However, the mechanism of

technologicalization of the educational process – its

construction with rigidly planned, ﬁxed results, was

outlined by Skinner (Skinner, 1931) in the concept

of programmed instruction (Young, 1961). Thus, the

level of implementation of pedagogical technologies

in the educational process is subject to the vector

of pedagogical systems development, is determined

by the type of social thinking and is associated with

scientiﬁc and technological progress of society and

the introduction of new techniques.

In general, the development of the technological

approach can be outlined by the following scheme:

from the use of technical teaching aids and on their

basis technologies in education to educational tech-

nologies and ﬁnally to the actual pedagogical learn-

ing technologies, when the educational process is

based on the principles of systematization, scien-

tiﬁcity, structure and procedurality.

It is established that the modern theory and prac-

tice of introduction of the technological approach in

training offers numerous interpretations.

The conducted semantic analysis allowed to ﬁnd

out that pedagogical technology is a system category,

which functions autonomously at three semantic lev-

els (scientiﬁc, procedural-descriptive and procedural-

activity), at the same time is in systemic interrelations

and takes its place in the hierarchy of educational,

upbringing and didactic technologies. Pedagogical

technology is not identical to the type, method, teach-

ing methods, didactic model and the methodology it-

self (Kuts, 2021).

We consider pedagogical technologies of teach-

ing as types of concepts from generic “pedagogical

technologies” and consider them as being based on

modern positions of professional development of the

person and directed on achievement of the educa-

tional purposes. In the process of learning foreign

languages, such technologies are a way of step-by-

step system organization of communicative interac-

tion between lecturer and student in terms of prompt

feedback between them through the use of speciﬁc

methods, forms and means of learning. The leading

class of pedagogical technologies for teaching foreign

languages is communicatively oriented technologies.

The conceptual basis of pedagogical technologies

of teaching foreign languages is the communicative-

activity approach; leading idea – modelling a real

foreign language professionally oriented communica-

tion in the educational process, principles – speech

orientation, individualization and the primary role of

the personal aspect, situationality and novelty, profes-

sionalization.

Approach systematization for the content problem

in pedagogical technologies of teaching foreign lan-

guages made it possible to develop their classiﬁca-

tion based on different methodological principles (ﬁg-

ure 1).

A special place among the variety of pedagogical

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

Figure 1: Classiﬁcation of pedagogical technologies for teaching foreign languages.

technologies of foreign language teaching belongs to

instrumental technologies. Next, we proceed directly

to the analysis of their content and role in the intensi-

ﬁcation of the educational process.

4 ERGONOMIC BASES OF USING

INSTRUMENTAL

TECHNOLOGIES FOR

DESIGNING EDUCATIONAL

ENVIRONMENT FOR

LEARNING FOREIGN

LANGUAGES

4.1 Characteristics of Instrumental

Technologies of Foreign Language

Teaching

Technological approach to creating an artiﬁcial for-

eign language environment is one of the important

issues of modern methods of teaching foreign lan-

guages. As a retrospective analysis of existing con-

cepts shows, scholars and educators are constantly

looking for tools that intensify the process of learn-

ing foreign languages.

Thus, instrumental technologies of foreign lan-

guage teaching are considered as a process of de-

velopment and application of special teaching aids,

which is based on the language training method and

is aimed at achieving educational goals.

Depending on the didactic purpose of instrumen-

tal technologies of foreign language teaching can be

used as: sources of foreign language knowledge,

means of organizing their learning under the guid-

ance of a teacher or independently, means of visu-

alization, practice, repetition and systematization of

foreign language knowledge for all types of speech

activity.

Based on the research of Serdyukov (Serdyukov,

1997), we include in instrumental technologies such

interdependent components as:

1) technologies of technical teaching aids applica-

tion;

2) computer learning technologies;

3) telecommunication technologies based on the use

of telecommunication tools and networks.

Our vision of the types of instrumental technolo-

gies of foreign language teaching is presented in ﬁg-

ure 2.

Considering the ﬁrst component – the technol-

ogy of modern technical teaching aids application,

we should note the following. Despite the fact that

Learning Environment Design for Teaching Foreign Languages by Means of Instrumental Pedagogical Technologies

Figure 2: Family of instrumental technologies for teaching foreign languages.

modern technical teaching aids are almost entirely

digital technical devices, the technologies of their

application are based on the approaches developed

by Lyakhovitsky and Koshman (Lyakhovitsky and

Koshman, 1981). They names teaching aids in for-

eign language learning as a technical means that re-

quires the use of technical equipment for phonogram,

videogram and videophonogram (Lyakhovitsky and

Koshman, 1981, p. 60). This generally accepted of

technical teaching aids classiﬁcation reﬂects the main

means of supporting the leading types of students’

speech activity.

Auditory technical teaching aids are used to teach

listening, speaking through the use of speech pat-

terns (emphasis, pronunciation, intonation); rational

presentation of speech samples and their consolida-

tion (for example; models, clich

es, typical structures);

introduction of speech material in dialogic form;

demonstration of songs, folklore and artistic read-

ing performed by native speakers; analysis of audio

recording of students’ statements; sound accompani-

ment of visual aids. In this way, audio technical teach-

ing aids allow clarity for all types of sound and the

presentation of educational information in natural lan-

guage form (Rozhkova, 2014). The work, depending

on the didactic goals, can be organized according to

one of the following three basic schemes: audiopas-

sive, audioactive or audiocomparative (Lyakhovitsky

and Koshman, 1981, p. 55).

The value of on-screen videograms lies in visual

support, which increases the emotional perception of

students of educational information and helps to focus

and concentrate their attention on the objects of study.

In addition, on-screen tools allow students to practice

their reading and translation skills. As screen tools in

the study of a foreign language can be used: illustra-

tions of local lore and special professional material,

authentic texts, various tables, schemes for studying

grammatical material, etc.

Dynamic means of visualization, in comparison

with static ones, allow to stimulate students’ creative

thinking. Sensory images, which consistently change

and clearly reﬂect the logic of mental actions, fa-

cilitate the assimilation of all phases of educational

material, contribute to the transformation of involun-

tary attention into a stable and consciously controlled

one (Prykhodko et al., 2019). Dynamic screen tools

include slide shows, which, with the correct didac-

tic design, serve as a kind of screen story, which in-

volves the plot organization of the material. For slides

with pictures, you can select or use ready-made sub-

titles, questions and answers according to the logic

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

of learning the material. The image should appear

on the screen only when it requires methodical de-

sign. This contributes to the maximum correspon-

dence between the story and the visual image. In-

dividual phases demonstration of dynamic processes

development allows teachers, based on the imagina-

tion of students, to use their ability to think out on

intermediate stages. This approach in the study of

foreign languages stimulates interest, increases atten-

tion, helps to ﬁnd logical connections in the material,

to learn dialogic units (Rozhkova, 1987).

Screen technical teaching aids, videograms pro-

vide, ﬁrst of all, the supply and processing of visual

information, which during training can perform a va-

riety of functions: 1) to serve as a support for un-

derstanding the language structure; 2) combine the

semantic and sound side of the word and thus facil-

itate memorization; 3) to model language, speech sit-

uations; 4) perform the role of feedback in the form

of keys to tests, tasks (Rozhkova, 1987, p. 46).

Slideshows with sound accompany combine two

main means of creating a situation – an image and

a word, they are characterized by ﬂexibility and mo-

bility. Soundtrack is the standard on which students

adjusts their speech. At the same time, it is a kind of

key or control text with which the answer can be cor-

related. This function is implemented by fragments

that include tasks based on the visual series, draw-

ings (Rozhkova, 1987, p. 58).

Today’s technical teaching aids are developed and

applied on the basis of computer technology. To use

them effectively, integrated computer-based technolo-

gies are being developed that signiﬁcantly intensify

foreign language learning. In particular, these are

technologies of podcast (audio material) and video-

cast (video material), which the author sends by sub-

scription via the Internet, as well as hub technologies.

With the development of equipment and related

technologies, it became possible to create fundamen-

tally new technical teaching aids – multimedia ones

in foreign languages. Their valuable characteristic is

the high quality of reproduction of all constituents of

its data components, as well as the possibility of their

interdependent or complementary use. For example,

a combination of video with text and sound; audio

fragments with text data on the content of the audio

series; images with music and text. The minimal set

of multimedia system in addition to the multimedia

projector, equipped with a video camera, microphone,

headphones, pedagogical software – performs in full

the functions of language equipment. In this case, the

possibility of manipulating information (stop-frame,

repetition, increase-decrease, transfer, etc.) allows

teachers to organize learning at the pace necessary

for students and at a level accessible to them (Mol-

nar, 1997). Modern computer-based technical teach-

ing aids also helps to master foreign language writing,

grammar and spelling skills with automatic control by

special programs (Polat, 2009).

Didactically correct use of modern computer-

based technical teaching aids allows intensiﬁcation of

foreign language learning due to the maximum load

of students’ language and auditory channels, activa-

tion of their mental and speech activities, optimiza-

tion of knowledge of special professional, intercul-

tural and foreign language phenomena (Buzhykov,

2006).

A special class of tool technologies are Internet,

web (web-learning/web-based learning) and cloud

technologies. Their signiﬁcance lies in the ability to

use online services for learning a foreign language

and work with authentic materials of cultural and sci-

entiﬁc kinds. Pedagogical technologies in teaching,

built on foreign language Internet information, con-

tribute to the most effective formation of students of

all types of foreign language communicative compe-

tence, allow to use language as a means of real com-

munication. In addition, the information competence

of students, the ability to organize communication by

interests in oral and written forms is further devel-

oped. It is clear that working with authentic sources

involves the level of formation of foreign language

communicative competence of students is not below

average. At the same time, lecturers are required to

be able to organize such activities of students on a

technological basis (Tkachuk et al., 2019).

It seems impossible to ignore the growing preva-

lence of computer-based foreign language teaching

technologies, which allow to form all aspects of for-

eign language communicative competence. Among

them are the following: electronic translators (in-

cluding network), simulators for learning vocabulary,

training of pronunciation, writing and speaking; vir-

tual teachers, interlocutors and assistants; text editors

with built-in checking and prooﬁng tools and much

more with the use of virtual and augmented reality.

Smart Sync technologies provide students with quick

access to up-to-date educational information under

the guidance of lecturers.

Today, the computer in teaching foreign languages

is also a technical means of interpersonal commu-

nication based on multifunctional network multime-

dia learning systems and automated learning sys-

tems – telecommunications technology (Buzhykov

and Buzhykova, 2020), which creates a special virtual

authentic foreign language environment.

Varieties of instrumental technologies can be used

both separately and in combination, simultaneously

Learning Environment Design for Teaching Foreign Languages by Means of Instrumental Pedagogical Technologies

or sequentially combining different technical, edu-

cational, developmental and upbringing capabilities

during the performance of pre-explanation exercises

by students during explanation, training, repetition

and consolidation of educational material. Modern

computer-based teaching aids are fully capable of

compensating for and modelling the natural foreign

language environment for individual and differenti-

ated foreign language learning according to academic

achievement and the level of cognitive interest and

professional needs of students.

Given the characteristics of the above subspecies

of instrumental technology, Serdyukov (Serdyukov,

1997) quite rightly identiﬁes areas of their applica-

tion, in particular: technologies for the application

of modern teaching aids are appropriate in the edu-

cational process with a group form of education un-

der the guidance of a teacher; computer technolo-

gies – mostly in the organization of independent work

and self-education, but also in the system of group

classroom learning; telecommunication technologies

– mainly in individual training, extracurricular activ-

ities and self-education. Computer technology can

also be used autonomously and over a network (such

as on-line services or cloud and Smart Sync technolo-

gies, LMS, LCMS, Web 4.0, MOOC).

The widespread use of modern digital technolo-

gies contributes to the emergence of hybrid models

of instrumental technology for teaching foreign lan-

guages. Technologies of electronic learning are in

their heart.

Let us consider further how the educational en-

vironment which allows effective use of pedagogical

technologies of foreign languages teaching should be

designed.

4.2 Ergonomic Approach to Intensify

Foreign Language Teaching

First of all, we should note that pedagogical er-

gonomics is the direction of modern pedagogy, which

aims to comprehensively study and design the peda-

gogical activities of lecturers and students in the sys-

tem “educator – student – learning environment” to

ensure its effectiveness and optimality. The most es-

sential feature of pedagogical ergonomics is the con-

sideration of phenomena in the relationship of the hu-

man factor with the factors of the learning environ-

ment (Gervas, 2011, p. 22–23). At the same time,

pedagogical ergonomics is able to design appropri-

ate options for speciﬁc activities related to the use of

new technology; to formulate requirements to tech-

nical teaching aids, to a level of readiness of teachers

and students concerning use of instrumental pedagog-

ical technologies of training, means of intensiﬁcation

of educational process in general (Karapuzova et al.,

2012).

This becomes possible due to the fact that from the

standpoint of pedagogical ergonomics a lecturer and

a student are considered as carriers of activity, and

the learning environment as one that ensures the inte-

gration of teaching and learning by the most optimal

consideration of sanitary, psychophysiological, aes-

thetic and socio-psychological factors (Skydan, 1999,

p. 11–12). The learning environment is interpreted

in two ways: as an external physical environment

that surrounds the subjects of educational activities

and provides external information processes, as well

as an internal environment, which initiates internal

information processes, affects the inner world and

thus enables educational and developmental impact

on students and faculty. External information pro-

cesses characterize the relationship between lecturer

and student with sources of information, in particular

with help of digital technologies. Internal information

processes determine the psychophysiological side of

studying – the proper course of the processes of per-

ception, information processing and storage, knowl-

edge and skills formation. Therefore, the effective-

ness of application of pedagogical technologies of

foreign language teaching depends on the appropri-

ate design of the learning environment, where the ac-

tivities of teaching and studying take place in exter-

nally and internally plan. This requires taking into

account the production, sanitary, anthropometric, psy-

chophysiological and aesthetic factors of study work,

which is organized using pedagogical technologies of

foreign language teaching (Gervas, 2011) (ﬁgure 3).

The means of pedagogical ergonomics make it

possible to determine the appropriate relationship be-

tween “traditional” methods and teaching foreign lan-

guage and computer-oriented instrumental technolo-

gies. In particular, pedagogical leaning technologies,

introduced from ergonomic positions, take into ac-

count the motives, temperament, employment of stu-

dents, allow students with special needs to study, ac-

tivate students’ perception of information, increase

their emotional tone. Pedagogical teaching tech-

nologies, based on pedagogical ergonomics, improve

the quality of work through the possibility of proper

distribution of time, transfer of routine functions to

instrumental technologies, promote the stability of

working postures and rational movements, prevent

overload, including the language apparatus of foreign

language teachers.

The technologies of partnership interaction in the

system “lecturer – student – group”, based on the

principles of ergonomic approach, provide the opti-

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

Figure 3: Ergonomic characteristics of educational environment.

mal way to organize educational activities, intensify

it, but at the same time prevent fatigue by setting a

certain pace, rhythm of educational work and proper

feedback. Taking into account the requirements of er-

gonomics when using instrumental technologies is a

guarantee of convenience, reliability and safe use of

equipment in the educational process, reducing the

intensity of educational work. Didactically correct

use of instrumental technologies allows intensiﬁca-

tion of foreign language learning due to the maximum

load of the language and auditory channels of learn-

ers, activation of their mental and speech activity, op-

timization of knowledge of intercultural and foreign

language phenomena (Lavrentieva, 2019).

Designing the learning environment from the

standpoint of pedagogical ergonomics requires the

construction of a special language environment for

students. Continuing the traditions of pedagogical

ergonomics and didactics, we distinguish two types

of learning environment – material and virtual. The

subject-material part of the learning environment of

foreign languages consists of: classrooms, language

laboratories and students’ workplaces, where educa-

tional equipment is located, teaching aids, multimedia

equipment, mobile interactive devices, etc., as well

as virtual laboratories created by modern platforms

for remote teaching students using computer and net-

work technologies (Skydan, 1999). It is pedagogical

ergonomics that makes it possible to take into account

the physical characteristics of sources of foreign lan-

guage knowledge and the psychological features of

their assimilation by means of pedagogical learning

technologies.

4.3 Methods of Designing an Ergonomic

Environment for Teaching Foreign

Languages

We proceed from the fact that the design in terms

of pedagogical ergonomics affects the organization of

teachers and students in a specially created language

laboratory – directly in a classroom and in a virtual

laboratory.

Today, the concept of “foreign language class-

room” is a special audience (class), equipped with a

set of sound, projection and ﬁlm projection equip-

ment, which allows audio-visual methods to create

optimal conditions for students’ independent work

to master non-native language skills, native language

speech culture and professional – performing skills in

students’ specialty (Lozynska et al., 2021).

Under ergonomic requirements, the working

space of students, teachers and groups in the class-

room in general should be designed for a certain num-

ber of study seats (from 10 to 25), and so that each

lesson can be organized both individually and in a

group, and change forms of work would not cause

overload, delays, inconveniences, unnecessary move-

ments of both teachers and students.

We have taken into account that the widespread

use of multimedia teaching aids and instrumental

technologies based on them makes it possible to

properly design the workspace of foreign language

Learning Environment Design for Teaching Foreign Languages by Means of Instrumental Pedagogical Technologies

teaching in the language laboratory so as to achieve

the required level of functional comfort for lecturers

and students. Multimedia technologies organize the

teaching of foreign languages on the basis of psycho-

logically correct modes of functioning of attention,

memory, mental activity of students, reconstruct the

learning process from the standpoint of integrity. In

particular, they allow to take into account the phys-

iological basis of information perception, to provide

the appropriate angle, focusing students’ eyes, based

on psychological features in the perception of colour,

background, the rate of change of information ﬂow

for the person working.

As it is known, the minimum set of multime-

dia system consists of a computer, projector, screen

and speakers. Equipped with a video camera, mi-

crophone, headphones, supplemented by a smart-

board, it successfully implements the task of creat-

ing a natural functionally comfortable foreign lan-

guage environment (Tokarieva et al., 2021). At the

same time, from the point of view of pedagogical er-

gonomics, it is important to ensure proper processing

of information presented by multimedia, in particu-

lar – to organize active language practice of students,

work on learning foreign languages, solving educa-

tional problems. Therefore, in the language labora-

tory we consider it appropriate to combine the screen

on which the image of the learning task is projected,

and the board on which such a task can be performed

quickly (close test, restored scheme or sequence, sup-

port scheme, speech pattern, crossword puzzle, text,

etc.) (Lynch, 1996). Such board should be white,

have magnetic properties for attaching any illustrative

material and be appropriate for work with coloured

markers.

A full-ﬂedged language laboratory should provide

autonomous and network work of the group, prompt

feedback between lecturers and students. This is fa-

cilitated by placing the group in a semicircle so that

everyone has the opportunity to exchange informa-

tion while working in a group, during frontal work

with the blackboard in both real and online commu-

nication. A properly designed learning environment

should use Internet communications, including Wi-Fi.

A review of the existing literature revealed the

leading software tools for the organization of elec-

tronic, combined and blended learning of students in

the language laboratory, namely:

1) tools of communication: SMS, smartphone, e-

mail, chat, instant messaging, voice and video

conferencing, forums;

2) means of presenting educational materials: elec-

tronic textbooks, text, hypertext, audio, video (in-

cluding those located on websites, blogs, wikis,

video repositories, podcast servers, slide hosting,

electronic libraries, ﬁle servers, cloud services);

3) means of practicing skills: simulators, virtual

classes, electronic translators and dictionaries,

multimedia materials, etc.;

4) collaboration tools (webinars, wikis, virtual

classes, cloud services, web quests, collaborative

projects, etc.);

5) means of assessment of educational achieve-

ments, monitoring and management of the learn-

ing process (survey, planning, testing) (Driscoll,

2002; Lavrentieva et al., 2021).

The proposed pedagogical software (PS) of for-

eign language teaching was based on a number of

requirements, namely: 1) general didactic require-

ments (individualization, activity, student indepen-

dence, scientiﬁc character, visualization of educa-

tional information, etc.); 2) linguistic requirements

(correctness and normativeness of the language used);

3) methodical requirements (communicative and pro-

fessional orientation of PS); 4) electronic-didactic re-

quirements (interactivity, modular construction of the

content of the material, multimedia presentation of

study information, friendly interface) (Buzhykov and

Buzhykova, 2020).

In our research, as a basis for the organization of

active language practice, we use tools provided by

well-known services, including Google, Ofﬁce 365,

Facebook, Edmodo, Studyboard and distance learn-

ing platforms such as LMS Moodle. The leading idea

in their application was to create a semantic basis for

the technology of the teacher’s website – an interac-

tive didactic tool that allows the organization of inter-

action between all participants in the educational pro-

cess. Analysis of advanced pedagogical experience

shows that the teacher’s website is a holistic informa-

tion and communication technology that can provide

pedagogical guidance in teaching foreign languages

to students (Holiver et al., 2020). In our practice we

use such models of application of the teacher’s web-

site technology as: subject site, educational site, the-

matic blog, portfolio site.

Among other existing opportunities for organizing

students’ work, we chose the LMS Moodle platform,

which allows convenient organization of the entire

foreign language course, in particular: presents stu-

dents with curriculum, schedules, provides teaching

materials in electronic and multimedia format (Stan-

ford, 2009). With the help of the LMS Moodle

platform, even a teacher who is not well versed in

computer technology can independently form their

own strategy for foreign language teaching, which in-

cludes the necessary amount of educational material

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

in text, graphics and multimedia forms, audio and

video database, a list of hyperlinks to achieve spe-

ciﬁc learning objectives. In general, for the imple-

mentation of feedback between lecturer and student,

the system supports the exchange of ﬁles of any for-

mat, allows to organize joint studying activities, en-

ergetic foreign language communication through a

blog, forum, workshop etc. This signiﬁcantly intensi-

ﬁes the learning process, ergonomically organizes the

students’ study activities and allows the implemen-

tation of many pedagogical technologies for teach-

ing foreign languages – training, design, interactive,

game, test, etc., as well as hypermedia, media, multi-

media technologies.

According to the results of the analysis of scien-

tiﬁc and methodical literature, we came to the con-

clusion that the structure of the network electronic

methodical complex is not regulated. The electronic

complex developed within the limits of our profes-

sional activity includes both the volume obligatory for

studying (electronic educational materials, audio and

video applications, test materials, podcasts and video-

casts, links to them), as well as additional one, con-

structed on the principle of complex differentiation

(glossary of professional terms, materials for inde-

pendent project activities, additional scientiﬁc, tech-

nical and linguistic resources, links to reference ma-

terials). In addition, the complex combines the ad-

vantages of a text editor, e-mail, e-journals and many

other attributes of modern information and communi-

cation technologies, represented by the LMS platform

like Moodle. The object orientation of the platform

provided individual adjustment of certain elements of

the training course to the needs of lecturers and stu-

dents.

The educational complex we used for the study

of foreign languages is structured in a module, in ac-

cordance with the curriculum of the discipline. The

structural components of each module are: a text

page, a list of links, a book, an explanation, a work-

book, a forum, an exercise, a test, a webinar. Each

of them consists of such sections as: Reading, Vo-

cabulary, Listening and Video. Materials for study

are presented by topics and content training modules.

An important part of the complex is a system of test

tasks that are processed automatically using the built-

in Moodle services. The “Forum” option is used by us

for the formation and development of oral and written

speech skills, as well as for the organization of foreign

language communication (Rymanova, 2013).

At the same time, we practice the means of a the-

matic blog – a specially created resource, which con-

tains relevant information for students of scientiﬁc,

technical, cultural, linguistic and professionally sig-

niﬁcant nature, mostly in a foreign language (Polat,

2009).

In authors’ opinion, the effective teaching of for-

eign languages and its intensiﬁcation is facilitated by

the use of relevant media materials in shaping the

content of the teacher’s website and its varieties. In

particular, the texts of such British newspapers as:

“The Guardian”, “The Observer”, “The Times”, “The

Sunday Times”, “The Daily Telegraph”, “The Sunday

Telegraph”, “The Independent”, “The Independent on

Sunday”, “The Financial Times”. We believe that the

British press is a classic example of a comprehensive

coverage of the processes taking place in the coun-

try and abroad in various spheres of political, socio-

economic and cultural life (Tokarieva et al., 2021).

The appropriate content of the teacher’s website

is all kinds of professionally important information

provided by means of tool technology. In particu-

lar, TED (Technology Entertainment Design) presen-

tations are widely used in the work of lecturers of

the Department of Foreign Philology, Ukrainian Stud-

ies and Social and Law Disciplines of the Mykhailo

Tuhan-Baranovsky Donetsk National University of

Economics and Trade and Department of the English

Language with Methods of Teaching of the Kryvyi

Rih State Pedagogical University. TED is a pri-

vate non-proﬁt foundation in the United States that

has held annual conferences since 1984 to promote

unique ideas. Some of the lectures on science, art,

design, politics, culture, business, global issues, tech-

nology and the entertainment industry are available on

the conference website (https://www.ted.com/). Lec-

tures are usually held at a high methodological and

linguistic level, their topics concern, in particular, is-

sues of subject specialization of students, as well as

their culturological, socio-cultural, linguistic needs.

As of today, more than 400 video recordings of lec-

tures in different languages are available online. The

translations are available in subtitle format. There-

fore, videocasts from this site can serve as a semantic

basis for the organization of foreign language teach-

ing in non-language institutions of higher education.

Now, there are a lot of websites offering simi-

lar services. We are intended to mention some of

them. The Learn Out Loud provides the podcasts

and other educational materials in the 16 directions

(https://www.learnoutloud.com). The Artana spreads

the lectures about Art for free (https://artanablog.

com). The Englishcentral contains interesting audio

and video materials to study various topics equipped

with subtitles (https://www.englishcentral.com). En-

glish Listening Lesson Library Online (ELLO) per-

mits acquainting students with issues of modern so-

ciety (https://www.elllo.org/). And this is not to men-

Learning Environment Design for Teaching Foreign Languages by Means of Instrumental Pedagogical Technologies

tion the numerous foreign language educational chan-

nels on YouTube.

In the practice of teaching foreign languages, we

usually use two modes of operation. Synchronous

mode of management of students’ study activities in-

volves the use of network technologies and real-time

communication, in particular through video confer-

encing, web conferencing, virtual classrooms, chats

etc. (Bykov and Shyshkina, 2018). Access to Inter-

net resources, the possibility of authentic communica-

tion, acquaintance with the latest advances in science

and technology, participation in international discus-

sions signiﬁcantly increases the level of motivation

of students to learn a foreign language. At the same

time, there is an intensiﬁcation of educational activ-

ities, when students replenish their vocabulary, im-

prove their receptive and productive skills, form and

improve skills of dialogic speech, get acquainted with

the culture and traditions of the language they are

studying in a convenient time and space format (Ne-

goescu and Bostina-Bratu, 2016).

Asynchronous communication allows us to ex-

change time-delayed information via the Internet.

The possibilities of podcast and videocast technolo-

gies, e-mail correspondence, forums, chats, special-

ized sites, blogs, and electronic libraries can be

widely used here. Foreign forums, joint projects with

foreign students, quests, postponed conferences, work

on foreign language sites, and communities on social

networks have signiﬁcant opportunities in the forma-

tion of foreign language communicative competence.

4.4 Effectiveness Evaluation of

Designing the Educational

Environment for Learning Foreign

Languages

An important criterion for the effectiveness of ped-

agogical technologies in teaching foreign languages,

along with the level of formation of foreign language

communicative competence, is the ergonomics of the

learning environment, which reﬂects the degree of in-

ﬂuence on lecturer and students of psychophysiolog-

ical, physiological, anthropometric and hygienic fac-

tors. This means assessing the effectiveness of for-

eign language teaching using pedagogical technolo-

gies (accuracy, reliability, productivity of their appli-

cation) and compliance with human psychophysiol-

ogy (safety for lecturer and student health, level of

tension and fatigue, emotional impact on the process

of lecturer and student) (Skydan, 1999, p. 11–12).

Ergonomic criterion serves three main factors of

inﬂuence of pedagogical technologies on the educa-

tional environment – technological, labour and orga-

nizational ones (Skydan, 1999).

The technological factor involves the assessment

of teaching aids, technical equipment, content and

procedural parameters of applied pedagogical tech-

nologies. This involves, ﬁrst of all, taking into ac-

count the anthropometric and biomechanical charac-

teristics of the applied technical teaching aids, which

should reduce the cost of muscular and mental en-

ergy, replace manual processes with automated, re-

duce static and dynamic load of information chan-

nels of students and lecturers. At the same time,

in pedagogical ergonomics it is important to as-

sess the degree of manufacturability of the edu-

cational process: algorithmicity, conceptuality, ex-

pediency, subjectivity, purposefulness, reproducibil-

ity, effectiveness, controllability, design, statefulness,

etc. A certain level of manufacturability should pro-

vide a certain quality of educational material (depth,

effectiveness, strength, system) compared to “non-

technological” approaches.

Pedagogical ergonomics also takes care of the de-

gree of workload of students and lecturers. Insuf-

ﬁcient workload of students due to prolonged auto-

matic execution of monotonous actions and opera-

tions or insufﬁcient level of problems or overload due

to rapid rate of presentation of information or exceed-

ing its volume dramatically reduce the effectiveness

of foreign language studying. The state of functional

comfort is also provided by external factors: the aes-

thetics of the room, the norms of the work environ-

ment, the workplace, the teaching aids offered by the

lecturer (Karapuzova et al., 2012).

The labour factor considers the rhythm and inten-

sity of study work, the correctness of individual ac-

tions with maximum economy of movement and pre-

vention of awkward position during the work, its com-

pliance with speed, energy, visual and other capabil-

ities of students and lecturers. To the kinetic charac-

teristics of the labour factor adds aesthetic – the con-

formity of the design of jobs, objects of labour, com-

ponents of pedagogical technologies to the aesthetic

needs of students and lecturers in the process of for-

eign languages learning (Okulova, 2011).

The organizational factor, ﬁrst of all, takes into

account the organization of the workplace of students

and lecturers in the educational environment (in the

classroom and virtual language laboratory). This in-

volves a certain functional organization for a student

or group of students to perform certain educational

work with the use of pedagogical technologies. Prop-

erly organized workplace includes the availability of

sufﬁcient workspace; basic and auxiliary language

equipment, convenient approach and access to them;

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

the ability to establish physical, visual and auditory

connections between the subjects of the educational

process; safety priority; compliance with the norms

of the working environment (permissible noise level,

temperature, light, humidity, etc.), the possibility of

remote autonomous studying.

Thus, the indicators on ergonomics criterion of

the educational environment include: functional com-

fort of the student; technological, labour and organi-

zational parameters of the educational environment of

learning foreign languages with the use of pedagogi-

cal technologies and modern technical teaching aids,

the quality of learning foreign language knowledge by

students, the degree of their sensitivity to new tech-

nologies of educational activities.

Ergonomic analysis of the level of functional com-

fort of students in teaching foreign languages with the

use of pedagogical technologies was conducted using

the method of expert evaluations (ﬁgure 4).

Based on the testing of the card above in the pre-

quarantine period, it was found that the reason for

most of the failures of students is their failure to mas-

ter at the appropriate level of pedagogical technolo-

gies for studying foreign languages, especially instru-

mental technologies. Unformed ability of individual

students, especially freshmen, to concentrate, quickly

switch attention, engage in work in the classroom, or-

ganize their work space, which affects the working

environment in the language laboratory. Quantitative

indicators are shown in table 1.

Table 1: Degree development dynamics of students’ study

work ergonomics (in %).

Indicators

Study year

I II III

Elementary 40,0 31,3 25,0

Intermediate 40,0 31,3 31,3

Upper-Intermediate 12,0 20,8 22,9

Advanced 8,0 16,6 20,8

Thus, we singled out the contradiction between

the existing potential of foreign language teaching

pedagogical technologies in the direction of intensi-

ﬁcation of learning, complex impact on the motiva-

tional, cognitive and linguistic spheres of students’

personality and the existing average level of effective-

ness of their use in the educational process at a non-

language higher education institution. A number of

difﬁculties have been identiﬁed, including: objective

difﬁculties due to economic factors – extremely small

amount of time for learning a foreign language in a

non-language free economic zone, lack of funding for

extracurricular activities and elective courses; insuf-

ﬁcient hardware and software of instrumental tech-

nologies, limited direct communication with native

speakers. There are also difﬁculties of semantic na-

ture – imperfect development of the educational en-

vironment in terms of its ergonomics and functional

comfort of students in the language laboratory, as well

as procedural nature – insufﬁcient level of mastery of

some foreign language lecturers of instrumental ed-

ucational technologies, especially computer and net-

work; the advantage of technology-transformations in

the educational activities of students, uniformity in

their use; low share of communicative activity of stu-

dents, their participation in extracurricular activities

for professional interests during their studies in higher

education institutions.

At the same time, the experience of application

and widespread use of instrumental technologies dur-

ing quarantine measures, balanced approach and hard

work of foreign language teachers in the development

of professional skills allowed to achieve signiﬁcant

changes in the levels of ergonomics of the educational

environment (table 2).

Table 2: Ergonomic factor dynamic of students’ study work

(in %).

Levels

December September

2019 2021

Elementary 40,0 20,0

Intermediate 40,0 30,0

Upper-Intermediate 12,0 30,0

Advanced 8,0 20,0

Pearson’s χ

-criterion 20,952 > 11,345, ρ = 0,001

This became possible due to the design of the

learning environment taking into account the require-

ments of pedagogical ergonomics, which intensiﬁes

the teaching of foreign languages by means of instru-

mental pedagogical technologies.

5 CONCLUSIONS

Having considered the features learning environment

design that provides intensive teaching of foreign lan-

guages to students of non-linguistic specialties, we

came to the following conclusions.

1. The pedagogical technologies of teaching should

be considered as types of concepts from generic

“pedagogical technologies”. In the teaching

methods of foreign languages such technolo-

gies are based on the communicative-activity ap-

proach; their leading idea is modelling a real for-

eign language professionally oriented communi-

cation in the educational process, principles are

speech orientation, individualization and the pri-

Learning Environment Design for Teaching Foreign Languages by Means of Instrumental Pedagogical Technologies

Figure 4: Expert card for assessing technological, labour and organizational parameters of educational environment.

mary role of the personal aspect, situationality

and novelty, professionalization. The pedagog-

ical technologies of teaching foreign languages

can be classiﬁed based on different methodolog-

ical principles, namely: according to the place in

the organization of educational process, under the

methodological approaches to their development

and application, according to the subjects of the

educational process, under the level of applica-

tion. A special place among them belongs to in-

strumental technologies.

2. The instrumental technologies of foreign lan-

guage teaching are considered as a process of

development and application of special teach-

ing aids, which is based on the methodology

of foreign language teaching and is aimed at

achieving educational goals. The instrumental

technologies include such interdependent compo-

nents as 1) technologies of technical teaching aids

application; 2) computer learning technologies;

3) telecommunication technologies based on the

use of telecommunication means and networks as

well as 4) hybrid models of instrumental technol-

ogy, where the technologies of electronic learning

are in their heart.

3. Pedagogical ergonomics is the direction of mod-

ern pedagogy, which aims to comprehensive study

and design the pedagogical activities of lecturer

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

and students in the system “educator – student –

learning environment” to ensure its effectiveness

and optimality. These features permit the use

of ergonomic approach to design education envi-

ronment for intensive learning foreign language

by means of digital technologies. The effective-

ness of the application of pedagogical technolo-

gies of foreign language teaching depends on the

appropriate design of the learning environment,

where the activities of teaching and studying take

place in external and internal plan. Designing

the learning environment from the standpoint of

pedagogical ergonomics requires the construction

of a special language environment for students –

material and virtual. This requires taking into

account the production, sanitary, anthropometric,

psychophysiological and aesthetic factors of study

work, which is organized using pedagogical tech-

nologies of foreign language teaching including

instrumental technologies.

4. The widespread use of multimedia teaching aids

and instrumental technologies based on com-

puter makes it possible to properly design the

workspace of foreign language teaching in the

physical or virtual language laboratory in order to

achieve the required level of functional comfort

for teachers and students. In this purpose it should

consider organization of physical space, availabil-

ity of the necessary set of computer equipment

and technical teaching aids, pedagogical software,

rhythm of study work, mode of study activities

(synchronous, asynchronous), available opportu-

nities in the use of educational Internet resources.

In any case, design of the process of foreign lan-

guage learning by means of instrumental tech-

nologies should be realised through the prism

of functional structure of the system “lecturer –

student – learning environment”, and to do the

ergonomic analysis of the learning environment

in two directions – from human requirements to

technical teaching means of learning and the con-

ditions of their optimal use, and vice versa – from

the requirements of instrumental technologies and

conditions of their operation to a human.

5. Ergonomic model of learning environment organ-

isation reﬂects the degree of inﬂuence on lecturer

and students of psychophysiological, physiolog-

ical, anthropometric and hygienic characteristics

of study work. Degree of inﬂuence of instru-

mental technologies on the educational environ-

ment of foreign languages learning can be deﬁned

with help of ergonomic criterion, which estimates

three main factors – technological, labour and or-

ganizational ones. The indicators on ergonomics

criterion of the educational environment include:

functional comfort of the student; technological,

labour and organizational parameters of the ed-

ucational environment of learning foreign lan-

guages with the use of pedagogical technologies

and modern technical teaching aids, the quality of

learning foreign language knowledge by students,

the degree of their sensitivity to new technolo-

gies of educational activities. Ergonomic analysis

of the level of functional comfort of students in

teaching foreign languages with the use of instru-

mental technologies can be conducted using the

method of expert evaluations and special expert

card.

The positive dynamics in the levels of ergonomics

obtained as a result of approbation of the method of

learning environment design for teaching foreign lan-

guages by means of instrumental pedagogical tech-

nologies allows us to consider it as appropriate and

effective one.

Given the fact that in a modern digital society,

new technological approaches are constantly being

developed, the prospect of further research seems in

the development of a methodology for the use of

smart-technologies, augmented reality technologies,

technologies for mobile learning for foreign language

teaching.

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