Development of students’ basic competencies in foreign language learning through interactive methods
DOI:
https://doi.org/10.17162/au.v12i4.1237Keywords:
: Keywords: skills, foreign language, linguistics, learning, professional development.Abstract
The aim of the study was to systematize the world experience of understanding the process of forming competencies in learning a foreign language using interactive methods. The methods and techniques of gaining the required basic competencies, used effectively in the educational process, were developed as part of future specialists’ professional and personal development. The following methods were used: analytical-synthetic, testing, survey; methods of situational modeling and functional analysis of research results; qualitative and quantitative analysis; empirical statistical and mathematical interpretation methods. Based on a theoretical analysis of the scientific problem, there was developed an objective and subjective model for diagnosing the level of formation of students’ basic competencies. The first group of respondents had a sufficient level of basic competencies (364.1 points), which is 73.8%. The intellectual and creative segment showed the highest rate in the structure of competencies — 75.1%. The second group of non-linguistic respondents showed a somewhat similar level of basic competencies (369.9 points = 75.8%) but relative weakness in the socio-emotional segment (53.5%). Further research can be focused on identifying and developing research methods for competencies, based on the age characteristics of students.Downloads
References
Alderson, J. C. (2005). Diagnosing foreign language proficiency: The interface between learning and assessment. New York: Continuum. https://eclass.uoa.gr/modules/document/file.php/ENL286/Testing%20books/Diagnosing%20Foreign%20Language%20Proficiency_Alderson.pdf
Artess, J., Mellors-Bourne, R., & Hooley, T. (2017). Employability: A review of the literature 2012-2016. University of Derby. https://derby.openrepository.com/handle/10545/621285
Black, J. S., Morrison, A. J., & Gregersen, H. B. (2013). Global explorers: The next generation of leaders. London: Routledge. https://doi.org/10.4324/9780203949665
Cambridge Dictionary. (2019). Brainstorm. https://dictionary.cambridge.org/dictionary/english/brainstorm
Damian, R. I., Spengler, M., Sutu, A., & Roberts, B. W. (2019). Sixteen going on sixty-six: A longitudinal study of personality stability and change across 50 years. Journal of Personality and Social Psychology, 117 (3), 674-695. https://doi.org/10.1037/pspp0000210
Dido, N. (2015). To the problem of teaching business English to students of non-language faculties of universities. Scientific Bulletin of Uzhgorod National University. Series "Pedagogia, socialis opus", 35, 62-67. http://nbuv.gov.ua/UJRN/Nvuuped_2015_35_20
Drinka, G. O. (2018). Coaching for learning agility: The importance of leader behavior, learning goal orientation, and psychological safety [Doctoral dissertation]. Columbia University. New York. https://doi.org/10.7916/D85X3S2F
Hauck, M., & Kurek, M. (2017). Digital Literacies in Teacher Preparation. In S. Thorne & S. May (Eds), Language, education and technology, Encyclopedia of language and education. Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-02328-1_22-1
Isaieva, N. S. (2017). Reinterpretation of the mythological image of the Virgin of the Moon in the prose of Chen Zhan and Lin Bai. Science and Education a New Dimension, 37 (137), 22-26. https://www.academia.edu/36113340/SCIENCE_and_EDUCATION_a_NEW_DIMENSION_PHILOLOGY_Issue_137
Kaptsov, A., & Kolesnikova, E. (2014). The typological peculiarity of students with analytic and holistic thinking styles. The Bulletin of the Samara Humanitarian Academy. A series Psychology, 2 (16), 41-56. https://cyberleninka.ru/article/n/tipologicheskie-osobennosti-studentov-s-analiticheskim-i-holisticheskim-stilyami-myshleniya
King, A. (2016). Blended language learning: Part of the Cambridge Papers in ELT series. Cambridge: Cambridge University Press. https://www.cambridge.org/us/files/2115/7488/8334/CambridgePapersinELT_BlendedLearning_2016_ONLINE.pdf
Kushmar, L. V., & Kolot, L. A. (2019). MyEnglishlab as one of the innovative platforms for blended learning. Bulletin of V. N. Karazin KhNU. Series: Foreign Philology. Methods of teaching foreign languages, 89, 52-58. https://doi.org/10.26565/2227-8877-2019-89-08
Melnyk, Y., & Pypenko, I. (2017). The innovative potential of modern specialist: The essence and content. In: Yu. B. Melnyk (Ed.), Psychological and pedagogical problems of modern specialist formation (pp. 9-16.). Warsaw: Anagram. https://doi.org/10.26697/9789669726094.2017.9
Melnyk, Y. (2017). Study of trends of students’ demand for the formation of competencies by higher educational institutions. Science and Education, 5, 128-134. https://doi.org/10.24195/2414-4665-2017-5-22
Nargis, N., & Armelia, L. (2018). Optimizing EFL learners’ communicative competence through a short movie project. Asian EFL Journal, 20 (5), 201-208. https://www.researchgate.net/publication/325903794_Optimizing_EFL_learners%27_communicative_competence_through_short_movie_project
Ndetei, D. M., Mutiso, V., Gitonga, I., Agudile, E., Tele, A., Birech, L., Musyimi, C., & McKenzie, K. (2019). World Health Organization life-skills training is efficacious in reducing youth self-report scores in primary school-going children in Kenya. Early Intervention in Psychiatry, 13 (5), 1146-1154. https://doi.org/10.1111/eip.12745
Nickolaeva, N. I., & Sopova, A. S. (2015). Forming of future pilots’ professional-communicative competence in the process of teaching Aviation. Molodoi uchenyi, 13 (93), 675-678. https://moluch.ru/archive/93/20795/
Norris, S., Sitton, S., & Baker, M. (2017). Mentorship through the lens of servant leadership: the importance of accountability and empowerment. NACTA Journal, 61 (1), 21-26. https://doi.org/10.2307/90004100
Northouse, P. G. (2016). Leadership Theory and Practice. Thousand Oaks: SAGE Publications, Inc. https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/42995
OECD. (2018). The Future of Education and Skills. Education 2030. http://www.oecd.org/education/2030/oecd-education-2030-position-paper.pdf
Pidgeon, K. (2017). The keys for success: Leadership core competencies. Journal of Trauma Nursing, 24 (6), 338-341. https://doi.org/10.1097/JTN.0000000000000322
Pomino, J., & Salom, D. (2016). Integrating e-tandem in higher education. Procedia: Social and Behavioral Sciences, 228, 668-673. https://doi.org/10.1016/j.sbspro.2016.07.102
Sabat, S. (2020). MyEnglishlab as an effective component of a blended learning approach in English language teaching. Young scientist, 3 (79), 158-162. https://doi.org/10.32839/2304-5809/2020-3-79-35 13
Scheerens, J., van der Werf, G., & de Boer, H. (2020). Soft skills in education. Basel: Springer International Publishing. https://doi.org/10.1007/978-3-030-54787-5
Seijts, G. H., & Gandz, J. (2018). Transformational change and leader character. Business Horizons, 61 (2), 239-249. https://doi.org/10.1016/j.bushor.2017.11.005
Shek, D. T. L., Zhu, X., & Zhu, A. Y. F. (2018). Conceptual background and the development of service leadership knowledge scale. International Journal of Child and Adolescent Health, 11 (4), 395-404. https://scholars.ln.edu.hk/en/publications/conceptual-background-and-the-development-of-service-leadership-k
Sturm, R. E., Vera, D., & Crossan, M. (2017). The entanglement of leader character and leader competence and its impact on performance. The Leadership Quarterly, 28 (3), 349-366. https://doi.org/10.1016/j.leaqua.2016.11.007
Taguchi, N. (2014). Pragmatic competence in foreign language education: Cultivating learner autonomy and strategic learning of pragmatics. In: Proceedings of CLaSIC (pp. 472-486). Singapore: National University. https://fass.nus.edu.sg/cls/wp-content/uploads/sites/32/2020/10/taguchi_naoko.pdf
The Economist Intelligence Unit. (2018). Communication barriers in the modern workplace. https://eiuperspectives.economist.com/sites/default/files/EIU_Lucidchart-Communication%20barriers%20in%20the%20modern%20workplace.pdf
Wang, C., & Winstead, L. (2016). Handbook of research on foreign language education in the digital age. New York: IGI Global. https://doi.org/10.4018/978-1-5225-0177-0
Webster-Deakin, T. (2019). Learning through teaching languages: the role of the teaching placement for undergraduate students. In C. Goria, L. Guetta, N. Hughes, S. Reisenleutner & O. Speicher (Eds), Professional competencies in language learning and teaching (pp. 9-18). Research-publishing.net. https://doi.org/10.14705/rpnet.2019.34.910
WikiJob. (2021). Soft skills list. WikiJob Team. https://www.wikijob.co.uk/content/interview-advice/competencies/soft-skills
World Economic Forum. (2020). Schools of the future defining new models of education for the Fourth Industrial Revolution. https://cica.org.au/wp-content/uploads/WEF_Schools_of_the_Future_Report_2019.pdf.
World Health Organization. (1997). Life skills education for children and adolescents in schools: Introduction and guidelines to facilitate the development and implementation of life skills programs. Geneva: World Health Organization. http://apps.who.int/iris/bitstream/handle/10665/63552/WHO_MNH_PSF_93.7A_Rev.2.pdf;jsessionid=E6B3BE820FFFD6FFF40A3C9999387B04?sequence=1
Yan, L., Yinghong, Y., Lui, S. M., Whiteside, M., & Tsey, K. (2019). Teaching “soft skills” to university students in China: the feasibility of an Australian approach. Educational Studies, 45(2), 242-258. https://doi.org/10.1080/03055698.2018.1446328
Yee, K. (2020). Interactive techniques. https://www.usf.edu/atle/documents/handout-interactive-techniques.pdf
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Anastasiia A. Trofymenko, Olena H. Hniedkova, Olha V. Tokariev, Oksana A. Lytvynko, Odarka O. Kravchenko
This work is licensed under a Creative Commons Attribution 4.0 International License.
- The authors retain their copyright but assign to the journal the right of the first publication, with the work registered under the Creative Commons attribution license, which allows third parties to use the published information as long as they mention the authorship of the work and that it was first published in this journal.
- Authors may make other independent or additional contractual arrangements for non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) as long as it clearly indicates that the work was first published in this journal.
- Authors are encouraged and advised to publish their work on the Internet (for example, on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and a greater and faster dissemination of the published work (see The Effect of Open Access).
