Abstract
Teaching engineering students is, by definition, a challenge, as all these 'digital natives' master those theoretical and technical skills that will later recommend them as either proficient Internet and computer users, code writers, debugging experts, developers or programmers. In the language class, where students are supposed to focus on acquiring both linguistic and communication skills, teachers frequently find that students reject those activities that they consider obsolete (such as writing). More often than not, teachers have to resort to various methods of persuasion when it comes to asking students to write a formal letter of any type (and here I will only mention a complaint letter or a cover letter, as they are among the most likely types anyone will have to write in one's life). At the same time, there is a tendency among all students to trust and, therefore, use (and abuse) e-learning helpers (such as computer and Internet programs) when they are asked to perform such activities as translating and/or filling in the gaps. The results of those actions are, most of the time, disastrous: students learn next to nothing in terms of language, whereas, as communication is concerned, they are equally deceived in their hopes. Turning to traditional activities alone and pretending that Google translate does not exist or that students do not resort to Internet services during the language class is not considered an option by either party, as both teachers and students are fully aware of the fact that the Internet age has invalidated that choice. There is, therefore, a need for both teachers and students to adjust to the new, modern strategies and techniques that will help both categories perform successfully on the global market. That is why, in this paper, I will discuss some methods that will assist teachers in their mission to bring the language class to the next level, by using e-learning helpers. |