Authors

Dialogic speech is the most prevalent form of communication. Teaching English dialogic skills at the university without modelling special situations is not an easy task. Communication within the class is different from the real one, therefore, it is important to create communicative situations similar to authentic situations. Since information technology is being actively integrated into the learning process, implementing game-based learning together with the use of information and communication technologies enable teachers to create situations close to real ones and thus immerse the learners in the experience. The article addresses a topical issue of integrating computer games in the process of foreign language teaching in the context of digitalization and gamification of education. The question of determining the criteria according to which computer games should be selected is discussed. In particular, the criteria of choosing digital games for teaching English dialogic speech to non-humanities students is described. Among them are a genre of the game, technical and didactic requirements as well as requirements to the content of the game. The given criteria are of practical importance due to the possibility of using them to select computer games for integrating them into the process of foreign language teaching at non-linguistic universities.

Telecollaboration is known to have several forms. This article concentrates on teletandem, i.e. tandem realised via telecommunications. Tandem method of learning languages means mutual free exchange of language knowledge: two native speakers agree between themselves to teach each other their mother tongues. In the course of their tandem interaction they constantly rotate their functions of teacher and learner. Their collaboration is absolutely autonomous: they are independent of any institution and free of any financial obligation to each other. They are equal and equally interested in successful learning their partner’s language (principles of reciprocity and parity of languages). MSU (Russia) and VCU (USA) adapted the initial tandem method to enhance their students’ compulsory/mandatory foreign language learning (English and Russian, accordingly) under their curriculum. The tandem-partners communicate via ICT (t-Tandem). Free independent tandem is transformed into institutional (i.e. included into the students’ curricula as an elective learning activity). The autonomy of tandem learning is preserved but in a slightly restricted way due to the necessity to evaluate its successfulness. A suitable for both sides structure of teletandem was worked out, which includes three stages: an introductory videoconference for MSU and VCU students’ acquaintance and making tandems; task-based autonomous learning in tandems resulting in the preparation of Power Point presentations on a developed theme and a final wrap-up videoconference with students’ showing their presentation for common discussion. The survey conducted among the students on their completing the project resulted in valuable observation, which made it possible to identify positive and negative factors in project implementation and outline the prospects for its improvement.