ICT in Homework as a Way to Increase the Cognitive Interest of Students in Learning Chinese

In recent years, Russian schools have increasingly introduced Chinese as a second foreign language in their programs. Given the specificity of the object (characters, tone), the number of fixed lessons (for non-core classes two hours per week) and the number of students per class (average 10 people) educational outcomes, identified in the GEF, can be achieved only by combination of classwork and homework. The study attempts to trace the connection between the integration of ICT in homework and increasing the cognitive interest of schoolchildren while learning Chinese. For this purpose, in the 2019-2020 academic year, a pedagogical study was conducted in which four Chinese language teachers and 44 7th-grade students from three state-funded General education institutions in Moscow took part. The results showed that the integration of ICT in homework itself did not lead to an unambiguous increase in interest in the subject. Nevertheless, electronic homework could have caused an increase in the entertainment quality of the assignments.

1. Vygotskii L.S. Pedagogicheskaya psikhologiya [Educational psychology]. 2008. Moscow: AST Astrel Khranitel Publ., 671 p. (In Russ.).
2. Davydov V.V. Teoriya razvivayushchego obucheniya [Theory of developmental learning]. 1996. Moscow: INTOR Publ., 544 p. (In Russ.).
3. Dzhurinskii A.N. Istoriya zarubezhnoi pedagogiki [History of foreign pedagogy]. 1998. Moscow: FORUM Publ., 272 p. (In Russ.).
4. Zagvyazinskii V.I. Issledovatel'skaya deyatel'nost' pedagoga [Research activity of the teacher]. 2010. Moscow: Akademiya Publ., 176 p. (In Russ.).
5. Kolesnikova K. Rosobrnadzor: Kitaiskii yazyk v Rossii izuchayut bolee 17 tysyach shkol'nikov (2018) [The Chinese language in Russia is studied by more than 17 thousand schoolchildren] Internet-portal «Rossiiskoi gazety». Available at: https://rg.ru/2018/09/19/rosobrnadzor-kitajskij-iazyk-v-rossii-izuchaiut-bolee-17-tysiach-shkolnikov.html (Accessed 18.12.2020) (In Russ.).
6. Komenskii, Y.A. Izbrannye pedagogicheskie sochineniya: V 3 t. T. 1 [Collected Works: in 3 vol. Vol. 1] Velikaya didaktika [The Great Didactics] 1939. Moscow: Gosudarstvennoe uchebno-pedagogicheskoe izdatel'stvo Narkomprosa RSFSR Publ., 318 p. (In Russ.).
7. Lobashev V.D. Formirovanie poznavatel'nogo interesa v protsesse obucheniya [Formation of cognitive interest in the learning process]. Shkol'nye tekhnologii=School technology, 2010, no. 2, pp. 118-129. Available at: https://cyberleninka.ru/article/n/formirovanie-poznavatelnogo-interesa-v-protsessah-obucheniya/viewer (Accessed 18.12.2020). (In Russ.).
8. Rubinshtein S.L. Osnovy obshchei psikhologii [Fundamentals of general psychology]. 2000. Saint Petersburg: Piter Publ., 712 p. (In Russ.).
9. Russo Zh.-Zh. Pedagogicheskie sochineniya [Pedagogical essays]. 1981. Moscow: Pedagogika Publ., 653 p. (In Russ.).
10. Tagunova I.A. Domashnyaya rabota za rubezhom: teoriya i praktika [Home work abroad: theory and practice], Otechestvennaya i zarubezhnaya pedagogika Publ., 2020, no. 4 (69). Available at: http://ozp.instrao.ru/images/2020/OZP_4.1.69.2020.pdf (Accessed 18.12.2020). (In Russ.).
11. Titova S.V. Informatsionno-kommunikatsionnye tekhnologii v gumanitarnom obrazovanii: teoriya i praktika [Information and communication technologies in humanitarian education: theory and practice]. 2014. Moscow: IKAR Publ., 240 p. (In Russ.).
12. Uskova I.V. Didakticheskie osnovaniya domashnei uchebnoi raboty v osnovnoi shkole v usloviyakh sovremennoi informatsionno-obrazovatel'noi sredy [Didactic bases of home educational work in the main school in the conditions of modern information and educational environment], Otechestvennaya i zarubezhnaya pedagogika Publ., 2019, no. 2 (59). Available at: http://ozp.instrao.ru/images/nomera/OZP_2_1_59_2019_compressed.pdf (Accessed 18.12.2020). (In Russ.).
13. Shevchenko O.N. Poznavatel'nyi interes kak tsennost' universitetskogo obrazovaniya [Cognitive interest as the value of university education]. 2007. Chelyabinsk: IPK OGU Publ., 149 p. (In Russ.).
14. Shchukina G.I. Problema poznavatel'nogo interesa v pedagogike [The problem of cognitive interest in pedagogy]. 1971. Moscow: Pedagogika Publ., 352 p. (In Russ.).
15. Cooper H. Does Homework Improve Academic Achievement? A Synthesis of Research, Review of Educational Research, 2006. Vol. 76, no. 1. pp. 1-62. DOI:10.3102/00346543076001001.
16. Cuban L. Teachers and machines: the classroom use of technology since 1920. New York: Teachers College Press Columbia University, 144 p.
17. Dewey J. Interest and effort in education. 1913. Cambridge-Massachusetts: Houghton Mifflin Co., The Riverside Press Cambridge. 111 p.
18. Ismail M., Mokhtar W. Z., Nasir N. N., Rashid N. R., Ariffin A. K. The development of a web-based homework system (WBH) via TCExam, Mediterranean Journal of Social Sciences, 2014, Vol. 5, no. 15. pp. 249-255. DOI: 10.5901/mjss.2014.v5n15p249
19. Krapp A., Prenzel M. Research on interest in science: Theories, methods, and findings, International Journal of Science Education, 2011, no. 33(1), pp. 27-50. DOI: 10.1080/09500693.2011.518645.
20. Magalhães P., Ferreira D., Cunha J., Rosário P. Online vs traditional homework: A systematic review on the benefits to students’ performance, Computers & Education, 2020. Vol. 152, pp. 1-17. DOI: 10.1016/j.compedu.2020.103869.
21. Mendicino М., Razzaq L., Heffernan N. A. Comparison of Traditional Homework to Computer-Supported Homework, Journal of Research on Technology in Education, 2009. Vol. 41, no. 3, pp. 331-359. DOI: 10.1080/15391523.2009.10782534.
22. Mochizuki Y., Santillan-Rosas I. Rethinking Pedagogy: Exploring the Potential of Digital Technology in Achieving Quality Education. 2019. New Delhi: Mahatma Gandhi Institute of Education for Peace and Sustainable Development. 180 p.
23. Schiefele U. Interest, Learning, and Motivation, Educational Psychologist, 1991. Vol. 26, no. 3-4. pp. 299–323. DOI: 10.1207/s15326985ep2603&4_5.
24. UNESCO. ICT Competency Framework for Teachers. 2018. Paris: UNESCO. 68 p
25. Vatterott C. Rethinking homework: Best Practices That Support Diverse Needs. 2009. Alexandria, VA: ASCD. 180 p.