USE OF ONLINE SURVEYS IN THE PROCESS OF FOREIGN LANGUAGE TRAINING OF CADETS AND STUDENTS
The article aims to the theoretical foundations of the use of online surveys in the process of foreign language training of cadets and students. The success of learning and mastering a foreign language for professional purposes depends on the correctly selected and submitted thematic material. The use of computer technology in the study of a foreign language for professional purposes opens access to new sources of information, increases the motivation of cadets to receive and process professional information in a foreign language, increases the efficiency of independent work, provides new opportunities for creativity, acquisition and consolidation of professional skills, to implement qualitatively new forms and methods of teaching a foreign language for professional purposes. The article considers the questionnaire, as one of the monitoring mechanisms, is a rather difficult process. This is due to the fact that the human factor plays a decisive role in the survey. Appropriate questionnaires should be developed for each group of consumers in higher education institutions. The content of the questionnaire should help to obtain the most complete information to achieve the stated goal. It is proved that step by step questionnaires allow cadets and students not only to assess the quality of the proposed knowledge, but also to assess themselves in the learning process, and gives teachers the opportunity to make adjustments to the course, improve themselves as authors and improve the quality of the material. It is analyzed that for cadets and students, learning a foreign language for professional purposes with the use of online surveys also has certain advantages, as these technologies are new, cadets and students are interested in mastering new types of questionnaires. At Surveymonkey, you can create polls and polls, get answers, and analyze the results in real time. The author claims that a phased survey allows cadets and students not only to assess the quality of the proposed knowledge, but also to assess themselves in the process of learning, and, consequently, in the process of change, as well as in practice (in professional activities). It gives teachers the opportunity to make adjustments to the content of the course, improve themselves as authors and improve the quality of the material presented.
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