The introduction of innovative technologies into the educational process has become an integral part of modern educational systems development. Information-communication technologies varies the teaching-learning process by making it more entertaining for the students and more beneficial for the teachers as it allows using more resources and a wider range of exercises to form and develop students’ skills. In this regard the article analyzes the advantages of the use of Google educational tools for the formation of students’ learner autonomy, responsibility and promotion of pedagogical interaction. It is hypothesized that future foreign language teachers’ and managers’ learning autonomy and responsibility along with learning outcomes can be enhanced by implementing ICT into educational process. The article reviews the notion of information and communication environment of higher educational institutions, analyzes the ways to introduce Google educational tools namely Google Forms and Google Classroom into the daily learning routines of university students. It also provides evidence-based instructional practices along with illustrative examples of its use when introducing new material, giving assignments, initiating reflection, conducting tests and setting deadlines. The questionnaire surveys conducted at higher educational institutions reveal that students exhibit higher levels of responsibility and motivation and display better academic achievements when being educated with the help of Google educational tools. The prospects of further investigation may include substantiation of the organizational and pedagogical conditions of the future foreign language teachers and managers training in the conditions of the information-educational environment of higher educational institutions.
Digitalization of society necessitates the implementation of new technologies into an educational process on a daily basis, so educators are in constant search for new means of facilitating this process and should consider the challenges of a digital world. The paper hypothesizes the idea that by improving students’ digital and media literacy using self and peer assessment techniques in blended learning, the effectiveness of the educational process will increase along with the development of students’ responsibility and autonomy. To prove the assumed idea a research has been conducted with the students enrolled into the educational process of Simon Kuznets Kharkiv National University of Economics (Ukraine). In the paper an alternative assessment method based on interrelation between students’ digital and media literacy and their autonomy and responsibility is offered to be implemented in the English-language classroom.
The article deals with the problem of development of students' research skills and the organization of professional and pedagogical training in learner autonomy. The problem of future teachers training is vital as the requirements in modern educational system are changing and the professionals should be able to adapt quickly and efficiently. Special attention is paid to the education of foreign language teachers as they are the professionals who should be competent not only in language teaching but in other spheres of activities. The standards of education are considered; research skills are defined, the curricula for training Bachelors in Philology were studied. It is revealed that most of the curricula have the updated version of the outdated programmes which is considered to be one of the problems of research skills development which are important for future teachers' professional development. The article provides the statistical analysis revealing the connection between developing students research skills and their academic achievements. The results of students' course paper defense were analyzed, revealing lack of students' research skills which makes it more difficult to obtain positive results. Moreover, it is not enough to possess particular theoretical knowledge for writing a course paper, a student has to have sufficient practice experience and the ability to describe the results of their study on paper. The data for the analysis was collected at H. S. Skovoroda Kharkiv National Pedagogical University among future language teachers whose first foreign language is English. On the basis of the statistical analysis, the results for the following years were predicted. It is assumed that, if not change and update the approach to teaching, students' results in course paper defense are to decline. The worst situation is with "Methodology of teaching a foreign language" as it is one of the most difficult subjects as it is not purely theoretical and requires pedagogical practice which is time and effort consuming. Another reason for declining the results is general tendency of insignificance of higher education in Ukraine and the fact that education does not guarantee future employment. Suggestions for overcoming the problems in organizing students' research are presented as well as the ways to update the curricula and sets of exercises given to the students.
The article discusses the importance of promoting learner autonomy and life-long learning in the modern education system. In Ukraine, there is a significant challenge in implementing learner autonomy at all levels of education, as students are required to comprehend the relevance, application, and potential outcomes of knowledge rather than just acquiring it. Monitoring tools are becoming essential in assessing educational outcomes and adapting to current educational requirements. Constructing a factor-criterion model of pre-service English teachers, the article identifies factors affecting learner autonomy, such as assessing the initial level of knowledge, skills, and abilities of students and evaluating their readiness to take responsibility for their learning. The article explains that students at the zero level of learner autonomy lack a sufficient understanding of the concept and have little ability to plan their educational activities. Students at the first level have a general understanding of the concept and apply it to some extent when planning, organizing, and controlling their own learning. Students at the second level have a deep understanding of the concept, consistently apply the principles of learner autonomy, and possess strong skills in goal-setting, planning, self-control, and self-assessment. They are also able to allocate their resources efficiently, exhibit high levels of sociability and academic success, and actively take responsibility for their own training. The article concludes that promoting learner autonomy and providing adequate monitoring tools can help students develop not only subject knowledge but also professional skills relevant to their future careers.
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