Abstract:

The article discusses the possibility of using learner-created e-books as an alternative to traditional course papers in linguistic universities. As a result of the survey the strengths and weaknesses of this option have been revealed.

The focus of our attention is one of the innovative tools that can be used to evaluate student progress, that is learner-created e-books (LCEBs). The underlying idea of this innovation is that students are motivated by practical work, which implies that the product they create actually matters and wields value outside the classroom. Besides, e-books are easy to make with the help of PowerPoint, and the process itself is remarkably engrossing.

The object of analysis is the strengths and weaknesses of LCEBs as an alternative to coursepaper writing. Traditionally students in Russian universities write coursepapers which are aimed at systematization and consolidation of theoretical knowledge acquired by learners during the course. An LCEB is an individual project which looks like a mini-textbook and explores a certain theory or group of concepts from the course material, whereas traditional coursework represents short scientific research into the learner's field of study.

While devising guidelines for making LCEBs we relied on the latest Federal standards of education in the Russian Federation, since they define the framework for university curriculum in the Russian Federation. These standards are aligned with the educational aims of the Russian Federation and incorporate the principles of educational continuity, harmonious development and graduates’ employability.

The article outlines practical experience of using LCEBs as an alternative to coursepapers at Moscow State Linguistic University. The initiative was launched by a group of professors of English of the Department of Linguistics and Professional Communication in Political Sciences, Institute of International Relations and Socio-Political Sciences (Faculty). Consequently, all LCEBs were compiled in English under their supervision. It is worth mentioning that at non-linguistic faculties of MSLU foreign language teaching is focused on the professional component, incorporating the so-called student-centered approach which takes account of a range of to-be-formed competencies.

All LCEBs comply with the following requirements:
1) inclusion of professionally relevant topics;
2) the use of original profession-oriented sources;
3) high concentration of professionally relevant terminology;
4) illustrative situations within a real-world context or topical issues that need solutions;
5) (optional) offering solutions.

Among the remarkable merits of learner-created e-books the following have been revealed:
1) invoking work ethic instills a feeling of ownership over the course material and boosts learner motivation and satisfaction;
2) assuming real-world approach ensures full learner engagement and enhances their expertise;
3) creating an educationally meaningful product helps learners achieve their standards and ensures a feeling of fulfillment;
4) having a free hand in designing provides for flexibility and creativity.

With regard to the downside of LCEBs we should point to the lack of systemacy, which presumably stems from excessive flexibility. We admit that a wide-scale implementation of LCEBs as a tool of learner progress assessment requires the elaboration of quality criteria and evaluation benchmarks.

Keywords:

Progress assessment, learner-created e-book, student-centered approach, coursework.