Transformational Potential of Blended Learning to Personalize Foreign Language Teaching in a Non-Linguistic Higher School
Dinara G. Vasbieva – Irina I. Klimova
The article investigates the importance of personalization of teaching a foreign language in a non-linguistic higher school through blended learning. The important role of dynamic syllabus, information and communication technology and electronic language portfolio is examined and analysed. The authors come to the conclusion that blended learning is a new educational model with great potential to increase students’ outcomes and create exciting new roles for teachers.
blended learning, foreign language teaching, electronic language portfolio, information and communication technology, dynamic syllabus