Innovation in Language Learning

ICT implementation in language learning programs is no longer a new phenomenon in the present day world. History of the first attempts to use innovative technologies in education dates back to the ‘80s of the last century. That is why now we have experience, which allows us to summarize positive or may be negative results of educational programs, based on ICT implementation.

The current research describes modern tendencies of language learning in higher institutions on the example of the Arabic language. The authors, who started to use ICT in their Arabic language classes more than fifteen years ago, describe the most effective approaches to Arabic teaching in the course of challenges of the present day.

Modern educational programs should provide informational competences for the students along with the language competences. In the case of Arabic, it includes ability to use both Arabic and Latin computer keyboards simultaneously (typing, formatting etc.), awareness of available digital resources in Arabic and so on. The task mentioned above is of high importance in a relation to Arabic, since it has many peculiarities when used as a mean of e-communications or information retrieval. Students should be aware of all of these peculiarities and have experience in dealing with digitalization of Arabic. Additional way to provide informational competences is teaching of “Informatics” which is included in the majority of the educational programs. In this case it should be based on the examples taken from language which student learns as a second one (for example, teaching “Informatics” illustrated by the Arabic language material).

One of the basic problems in ICT implementation in education is teachers’ insufficient knowledge of modern technical solutions, which could facilitate and improve results of their teaching activities. One of the solutions lies in the organization of special training courses, aimed at providing of competences of modern technologies.

Analysis of the results of ICT implementation in Arabic teaching allows us to conclude that combination of classical methods with so-called “informational” approach proved to be the most effective one.