Abstract:

The research work focuses on the results of the survey conducted in Moscow State University of Food Production (MSUFP) to define the problems connected with Task Cycle implementation within Task Based L2 Language Teaching (TBLT) of technical students in the context of e-learning environment. The goal of the research work is to determine and analyze factors bachelor technical students of MSUFP face during L2-language e-learning process, based on the tasks which L2 Language teachers of MSUFP consider to be most important and productive both in offline classrooms and in e-learning environment. One of the key aspects of professional competence of the future engineers is their capability to fulfill professional L2 communication using both receptive and productive L2 skills. This, in turn, requires paying more attention to the task-related aspect of e-learning course formation as the difference in understanding and perception of Task Based L-2 language learning and teaching, and misunderstanding of the Task Cycle role and its implementation into e-learning environment, leads to the situation when learning expectations of technical students do not correspond to their learning results.

The research work was carried out through online interviewing of a group of non-native English Language students from MSUFP who have been using e-learning environment since September, 2020. The questionnaire was arranged in the way to get a representative selection reflecting students’ self-rating and satisfaction with L2 e-learning achievements. The research work is relevant to challenges the contemporary educational system has to overcome due to a long-running COVID-19 pandemic, as the use of e-learning environment has become an essential part of the educational process not only for additional fee-based courses, but for state university programs providing versatile engineering education. The results of the research uncover the problems related to students’ understanding of a task, teachers’ understanding of students’ needs, and teachers’ confidence in selection and implementation of L2 e-learning tasks. Practical use of the results can be taken into account while arranging L2 e-learning targeted activities or redevelop existing L2 e-learning courses.

Keywords:

Educational goals, communicative tasks, distance learning.