The study aims to find out whether it is possible to foster students’ learner autonomy in the context of ESP language learning in non-linguistic universities by using a special approach. The experiment was carried out at National Aviation University in Ukraine with two groups of first-year students of electronics (experimental and control) in 2018-2019. Testings to determine students’ level of communicative competence in English and surveys to identify students’ level of learner autonomy development were conducted in September and May of the same year of education. The control group did not receive any special training, while in the experimental group were created special learning conditions. With the purpose to prepare students to accept responsibility for their learning, they were given the opportunities to choose educational materials; to set goals of their learning; to reflect the process and evaluate the results of learning, etc. Modern technologies were widely used as well as scaffolding (if necessary). According to the results of the experiment, it was stated that only a part of the most active students used the created conditions and gained experience in autonomous learning. The conclusion was made about creating such an environment. It is a challenge that is appropriate to realize to give an autonomous learning experience to aspiring students.
The purpose of the present academic paper lies in identifying the transformational processes of the educational paradigm within European countries. The research methodology is quantitative; it is based on the method of statistical analysis of development indicators of the EU states’ education systems according to Eurostat, the World Bank 2009-2019. The results demonstrate a significant differentiation of the integration of different educational paradigms within European countries. The experience of the EU states bears evidence to the differentiation of mechanisms for financing education. In general, the following financing mechanisms predominate, namely: 1) centralized + local + local transfers (7 countries); 2) centralized in 6 countries; 3) centralized + local transfers in 5 countries; 4) local + local transfers in 5 countries. The theoretical and practical value of the research lies in considering the identified slow transformations of educational paradigms by international organizations when developing a policy for ensuring the quality of education within the EU.
The purpose of this article is to find out the influence of ICT on educational achievements of students of technical specialties in studying foreign languages on the example of the National Technical University of Ukraine "Kyiv Polytechnic Institute named after Sikorsky", National Polytechnic University of Ukraine "Lviv Polytechnics", National Technical University of Ukraine "Kharkiv Polytechnic Institute", Gdańsk University of Technology, Warsaw University of Technology and University of Wrocław. Methods: abstracting, theoretical analysis, synthesis, induction, deduction, observation, measurement, comparison, questionnaire description and generalization. It was found that ICT significantly influence on learning achievements of technical students in foreign languages. For foreign language skills, 95% of Ukrainian students and 98% of Polish students reported using ICTs such as electronic guides and dictionaries, multimedia technologies, project work on the Internet, electronic mail, social networks, blogs, online resources for communication and mobile applications.
Language education is an important tool that forms the consciousness of the individual and its ability to be socially mobile in society, contributes to a dialogue of cultures in a globalizing world. New realities require changes in the definition of the level of knowledge of foreign languages, the new approaches definition to the selection of content and organization of materials, the use of adequate forms and types of control. Of particular relevance is multilingual education on the principle of Ukrainian + foreign in the light of Common-European polymeric trends, the integration of our state in the European educational space, the spread of student exchange practices and the openness of our country’s educational system for foreign students. The spread of the foreign languages studying fits into the context of European directives, which recommend that the Member States teach two other languages of the European Union in educational institutions, in addition to the state language. Multilingual education in Ukraine is an adequate answer to the question of linguistic and cultural diversification in Europe. An important feature of multilingual education in Ukraine is to take into account the regional needs of local ethnic communities, national characteristics and Common European trends.
In a world that is becoming more globalized, learning a language is a crucial component of developing one's consciousness and their capacity for social mobility. Changes in the definition of the degree of foreign language proficiency, new definitions of the selection of content and organization of resources, and the employment of appropriate forms and methods of control are all necessary in response to new realities. In light of Common-European polymeric trends, our state's integration into the European educational space, the proliferation of student exchange practices, and the accessibility of our nation's educational system to international students, multilingual education on the principle of Ukrainian + foreign is of particular relevance. The expansion of foreign language learning is consistent with European directives, which advise that Member States teach two more EU languages in addition to their national tongue in educational institutions. The issue of linguistic and cultural diversity in Europe can be adequately addressed through multilingual education in Ukraine. The consideration of regional demands of local ethnic populations, national features, and Common European trends is a crucial aspect of multilingual education in Ukraine.
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