Introduction. The article considers the problem of the development of future teachers’ digital competences in creating foreign language multimedia tutorials and presents the results of the corresponding research conducted by the authors. In the context of the digitalisation of education, the foreign language multimedia tutorials represent an effective means of organising and integrating authentic audio-visual materials into the learning process. Nevertheless, FL (foreign language) teachers today face the problem of the lack of the competences, including digital ones, necessary for the development of effective multimedia tutorials, which cannot be created without the awareness of the methodological foundations of their designing, mastering of the relevant software tools and obtaining the corresponding level of digital skills of their usage.Aim. The current research is aimed to identify the effectiveness of the training course for future teachers in the development of foreign language multimedia tutorials based on authentic audio-visual materials. The training course was conducted at Academician E. A. Buketov Karaganda University among 30 graduate students.Methodology and research methods. The research work was based on the determination of four levels of training in the field of development of multimedia foreign language tutorials: recognition-based, reproductive (adaptive), heuristic, creative.Results and scientific novelty. The developed training course proved its effectiveness in increasing the level of development of digital competences of future FL teachers in the field of designing multimedia educational resources. The research results demonstrated that 80 % of the participants achieved the heuristic level in the field of the development of digital educational resources, namely multimedia tutorials, getting the required 60 % and more points (according to Bespalko V. P.) in the final assessment of academic achievement.Practical significance. The corresponding authoring experimental training course contributes to solving the problem of the development of the future FL teachers’ competences when creating multimedia educational resources, and to the problem of skills formation when using appropriate software to create multimedia educational resources.
The aim of this study is to determine the effects of acmeological-based teaching activities in foreign language lessons on learners' foreign language self-efficacy, foreign language learning motivation and Technological Pedagogical Content Knowledge (TPACK) skills. The research was carried out in the Faculty of Foreign Languages, Department of the Theory and Practice of Foreign Languages Training of a university in Kazakhstan in the 2021-2022 academic year. The study, which was conducted with 35 students in the experimental and 35 control groups for 6 weeks, was designed according to the experimental model with the control group, which is one of the quantitative research methods. Foreign language learning self-efficacy scale, foreign language learning motivation scale and TPACK skill test were used as data collection tools in the study. According to the findings of the study, it was determined that there was a significant difference in favor of the experimental group in the post-test scores (foreign language learning self-efficacy, foreign language learning motivation and TPACK skill test scores) of the experimental group, in which activities based on the acmeological approach, and the control group, in which traditional teaching was applied.
The subject of the article is foreign language professional training of future teachers. The research is devoted to substantiation of Subject-Based Speaking method, which contributes to the development of foreign-language professional communicative competence among university students. The article is aimed at analyzing the effectiveness of using this method in foreign-language professional training. Research methods include study of psychological, pedagogical and methodological literature, observation and interviewing of the experiment participants, analysis of the experimental results. The article gives a detailed description of the stages, requirements, properties, and forms of training used in the proposed method. The results of the study can find application in practice of foreign-language training not only for future teachers, but also for other specialists, since Subject-Based Speaking method is focused on developing the ability to use a foreign language for professional purposes. Conclusion. Subject-Based Speaking is an effective method used for developing foreign language professional communicative competence, which helps to motivate students to learn a language, their willingness to communicate in a foreign language increases, and students demonstrate a higher level of foreign language professional communicative competence
Р е д а к ц и я к е ң е с і: Молдова Республикасының ҰҒА академигі Белостечник Г. (Молдова); Əзірбайжан ҰҒА академигі Велиханлы Н. (Азербайджан); Тəжікстан ҰҒА академигі Назаров Т.Н. (Тəжікстан); Молдова Республикасының ҰҒА академигі Рошка А. (Молдова); Молдова Республикасының ҰҒА академигі Руснак Г. (Молдова); Əзірбайжан ҰҒА корр. мүшесі Мурадов Ш. (Əзірбайжан); Əзірбайжан ҰҒА корр. мүшесі Сафарова З. (Əзірбайжан); э. ғ. д., проф. Василенко В.Н. (Украина); заң ғ. докт., проф. Устименко В.А. (Украина) «Қазақстан Республикасы Ұлттық ғылым академиясының Хабарлары. Қоғамдық жəне гуманитарлық ғылымдар сериясы».
This paper presents the process of learning a foreign language from the perspective of learner autonomy. The authors focus on the role of synergetic approach in the formation of language and information autonomy of students in higher education institutions of the Republic of Kazakhstan. Synergetic approach as the direction of interdisciplinary research in the formation of anguage and information autonomy of students reveals the general requirements, conditions and regularities of the learning process of students to a foreign language. All elements of the system interact consistently and lead to the process of self-organization. The process of learning a foreign language is integrated, systematic learning, with a student being self-governing, self-organizing and selflearning system.The role of synergy has not been fully defined in the system of scientific knowledge. Synergetics is interpreted as a picture of worldview, scientific paradigm, or a separate discipline. Synergetics applied to interdisciplinary knowledge is a new phenomenon that makes us think that traditional disciplinary structure of scientific knowledge becomes unacceptable. Synergetics as a model of self-organization brings new opportunities of strategies and stylistics of thinking, giving non-traditional approaches to multiple problems. Synergy sets a more general and wider problem of studying the emergence of self-organization as it occurs in natural processes.Тлеужанова Гульназ Кошкимбаевна -кандидат педагогических наук, доцент, заве-дующая кафедрой «Европейские и восточные языки», e-mail: tleushanowa@inbox.ru; Хамзина Адина Сериковна -магистрант, Карагандинский государственный университет им. академика Е. А. Букетова, Республика Казахстан.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.