Kornytska Yu.
Developing reading skills is one of the main goals in the university ESP class since nowadays students have to process substantial amounts of information in academic settings and throughout their future career. The current shift in high education paradigm challenges teachers to refocus their teaching strategies and adopt new approaches to make the learning process rewarding in the modern context. Flipped class approach is claimed to have a great potential to provide a refreshing view for the
more » ... ing view for the ESP teaching and bring the learning process the new level of efficiency. Recent researches report a generally positive impact of the model on students learning outcomes, attitudes and level of satisfaction compared to the traditional models. However, developing reading skills and utilizing textbased activities are not very common in a flipped class model since it is highly associated with video. The lack of clarity about feasibility of this mode for developing reading skills and low technical expertise are among the most common reasons why teachers are hesitant to adopt flipped class model in their practice. The current paper presents the implementation algorithm of flipped reading for an ESP course. In addition, the possible option addressing the lack of technical expertise is described. As a technical solution, the platform Wizer.me is presented in the current paper. The platform offers free tools for designing interactive reading worksheets and provides special features such as adding audio content, video, links and images to the worksheets. The service enables teachers to gain insights on the students' progress and status and offer a feedback. Special features offered by the platform allow approaching each student individually and give good opportunities for students' self-analysis as a crucial component of developing the skills of reflection and critical evaluation. Having user-friendly interface the Wizer.me platform is available to use by the teachers with the basic level of computer literacy.
doi:10.24412/3453-9875-2021-54-4-16-22 fatcat:thbyp2sdzzbj3hvwn3u6waejby