Магистрант Жанадилова М.Б., к.п.н. Тургинбаева Л.В.

Региональный социально-инновационный университет, Казахстан

Южно-Казахстанский государственный педагогический институт, Казахстан

ELECTRONIC LANGUAGE PORTFOLIO IN TEACHING WRITING AT ENGLISH LESSONS

The article is devoted to the Electronic Language Portfolio (ELP) as a means of studying English language writing. Currently there is considerable interest of teachers and psychologists to the study and use of the ELP in teaching writing within the individualization and differentiation of education. Besides there is a great interest of specialists in theoretical and practical development of this problem.

The electronic portfolio is a result of technology being readily and conveniently used in most classrooms today. They are highly motivating for the students who are encouraged by exhibiting their work. H.C. Barrett (2000) describes electronic portfolios as “(those that make) use of electronic technologies that allow the portfolio developer to collect and organize artifacts in many formats (audio, video, graphics, and text). A standards-based electronic portfolio uses hypertext links to organize the material to connect artifacts to appropriate goals or standards... An electronic portfolio is not a haphazard collection of artifacts (i.e., a digital scrapbook or multimedia presentation) but rather a reflective tool that demonstrates growth over time” [1].

The portfolio, as an element of authentic assessment, has captured the interest of many instructors who want a more comprehensive way to assess their students’ knowledge and skills, to have students actively participate in the evaluation process, and to simultaneously develop students’ skills of reflective thinking. These latter features make portfolios an attractive alternative to traditional summative testing.

Most important benefit of electronic portfolios is that they are more accessible than paper-based portfolios. They provide easy access to the stakeholders either over the Web or through other technological media like the video, or CD-ROMS etc. Students do not have to invest in bulky storage systems and can access their portfolios from anywhere while their teachers from other disciplines can also access the portfolios and check on the students’ learning processes. Students can also show their electronic portfolios to prospective employers when interviewing for jobs. Furthermore, electronic portfolios can store multiple media. Students’ writing as well as samples of oral reading, a three dimensional model, artwork, a sketch, or an animation may be easily collected and stored on the computer. This is interesting because, for example, a student of architecture studying ESP can incorporate a three dimensional model into his/her e-portfolio while writing a process essay. Also, electronic portfolios are easy to upgrade. The content of electronic portfolios may be updated from time to time as the student progresses through the term. Finally, electronic portfolios allow cross-referencing of student work through hyperlinks. An example would be if a science project also contained samples of math problems. By using electronic portfolios, it is possible to create links between all the different kinds of work that is to be presented [2].

As the part of our research, was carried out an analysis of the problem of using the ELP at English lessons in teaching writing with the help of psychological and pedagogical literature. Were analyzed peculiarities of using writing in pedagogical practices and peculiarities of the training activities in general as well as independent learning activities on the ELP.

Considered variants of stimulating and impellent exercises and tasks for self-implementation - just a small part of the possible options in the process of foreign language writing learning. Nevertheless, they show expediency of their usage in the learning process, since the use of independent work in the classroom activates students' thinking and cognitive activity, develops self-control and self-regulation processes, generates adequate self-esteem, and trains independence as the main personality trait.

Our research work considers the following issues:

- features, levels, functions of independent work to improve the effectiveness of teaching writing;

- performed an analysis of the ELP as a reflexive means of mastering writing skills.

From psychology we know that the knowledge obtained independently, by overcoming difficulties, assimilated stronger than those obtained in finished form from the teacher. In the course of independent work on the ELP student contact with teachable material in direct way. Student concentrates on this material all his attention, mobilizes all intellectual, emotional and volitional reserves of his character.

Besides the fact that the ELP causes the activity of students, it has one more important advantage – has individual character. Each student uses a source of information, depending on his own needs and capabilities.

All aforesaid shows the benefits of ELP usage in educational process, because it promotes improvement of the quality of education. Moreover the increase and constant improvement of the quality of education is one of the priorities in the policies of our country and of each institution in particular.

Литература:

1. Barrett H.C., Create Your Own Electronic Portfolio, 2000. [Дата обращения – 15.01.2017]: http://www.electronicportfolios.com/portfolios/iste2k.html

2. Galloway J.P., Electronic Portfolios for Educators, 2002. [Дата обращения – 10.01.2017]: http://jerrygalloway.com/pro/portfoliosforeducators.htm