The use of information and communication technology greatly improved foreign languages teaching and learning. Learning management systems, such as Moodle, used to create and deliver courses, facilitate e-learning in different types of educational institutions. Blended learning as a combination of face-to face and e-learning is conducive to deep learning. We designed a new course “Teaching English as a foreign language to learners with special educational needs” to provide students enrolled in a master’s programme – pre-service English teachers, with an opportunity to enhance their language and professional skills as well as to develop their learner autonomy through meaningful learning experiences blending learning can supplement. We considered micro, meso and macro levels of the course implementation and functioning. In this paper we describe the context in which the course is introduced by providing information about the setting, the curriculum, the need for including this course in the master’s programme at the faculty of foreign languages. We also outline the way the course is designed, including its structure, particular tasks and assessment procedures and present students’ feedback about the impact of the course on their foreign language skills and learner autonomy. The results indicate that blended learning is an effective tool for development of pre-service teachers’ English language skills and learner autonomy. The findings of the study can be applied by faculty and administrators involved in the design of courses at tertiary level.
The problem of motivation in foreign language learning has always been of great importance. Researchers agree on the non-static, dynamic nature of motivation, investigate the role of the motivational context, and recognize the fact that some aspects of motivation are not internal but are externally determined by the learner’s sociocultural environment. The study aims to investigate the prevalent type of motivation among pre-service English teachers in challenging circumstances. The analysis of motivation sources and ways to protect and maintain motivation to learn English as a foreign language in challenging circumstances constitutes the novelty of the study. 60 fourth-year students (57 females and 3 males) participated in the investigation. The questionnaire adapted from Gardner's Attitude/Motivation Test Battery (AMTB) has been used as a tool to collect quantitative data. The results reveal that the level of motivation is high with a prevalence of instrumental motivation. Qualitative data have been obtained from interviewing students. During the interviews, the students identified the sources of their motivation, critically evaluated their learning situation, and described their learning circumstances as challenging. The study suggests pedagogical implications in line with positive psychology recommendations and the latest research on the protection and maintenance of а motivation to learn English as a foreign language in challenging circumstances. The implications for teachers include developing motivational strategies, maintaining engagement, providing role models, using technology.
The purpose of this paper is to investigate the development of pre-service foreign languages teachers' emotional intelligence by means of reflection. 70 students of Ternopil Volodymyr Hnatiuk National Pedagogical University, Department of Foreign Languages, participated in the study for four years. Among them, there were 67 females and 3 males aged 18 to 26. Research instruments used in the study are Self-Rated Emotional Intelligence Scale and Reflection in Learning Scale. Following the completion of these self-rated questionnaires in the first semester of their programme, the participants were engaged in reflective practice by means of three reflective toolswriting journals, reflective portfolios and reflective classroom discussions. Five domains of emotional intelligence (perceiving, using, understanding, managing emotions and social management) became an integral part of reflection. It was hypothesised that a relationship between emotional intelligence and reflective practice would emerge. At the end of the eighth semester, the participants self-assessed their emotional intelligence and reflective skills again using the same instruments. Results indicate that systematic reflection develops pre-service foreign languages teachers' emotional intelligence. In addition, classroom discussions revealed the need for reflection in a foreign language for personal and professional development of the participants. We conclude that there is a relationship between the level of pre-service foreign languages teachers' emotional intelligence and the development of their reflective skills. The findings of the study can be applied in the design and implementation of educational programmes for pre-service foreign languages teachers.
The article examines new approaches to teaching writing and ways of developing future English teachers' writing skills using rubrics and rubric checklists. Writing is determined as a complex skill, which includes metacognitive skills, production and knowledge resources. Product-oriented, process-oriented and genre approaches to teaching writing have been specified. The curriculum requirements for the fourth year of study at pedagogical universities have been analysed and writing skills of the fourth year students have been outlined, writing skills and genres have been determined. The correlation between the students' writing skills and Common European Framework of Reference levels of language proficiency has been made and C1 level has been determined as a target level for fourth year students. The procedure of familiarising students with Cambridge Advanced English examination rubric scale for writing tasks and introduction of a checklist have been described. The process of developing future English teachers' writing skills using checklists has been analysed. The advantages and disadvantages of checklists as self-and peer assessment tools have been enumerated. It has been concluded that using rubrics and checklists helps students to become more active learners and improve their performance, understand the link between learning objectives and desired outcome by articulating required elements of a successful assignment; assist in the problem solving process as students attempt to determine what factors are important, reduce uncertainty and ambiguity. Based on positive feedback from students and improved writing skills of students a general conclusion has been made about the effectiveness of checklists for developing future English teachers' writing skills.
Дацків Ольга Павлівна, кандидат педагогічних наук, доцент Тернопільський національний педагогічний університет імені Володимира Гнатюка КОМПЛЕКС ВПРАВ ДЛЯ ФОРМУВАННЯ ЛІНГВОСОЦІОКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ АНГЛІЙСЬКОЇ МОВИ ЗАСОБАМИ ДРАМАТИЗАЦІЇ У статті подано комплекс вправ і завдань для формування лінгвосоціокультурної компетентності у процесі навчання говоріння майбутніх учителів англійської мови засобами драматизації. Розглянуто сучасні вимоги до рівня сформованості лінгвосоціокультурної компетентності майбутніх учителів англійської мови. Обгрунтовано необхідність цілеспрямованого формування зазначеної компетентності студентів уже на початковому ступені навчання у мовному ВНЗ, виокремлено форми драматизації, які можуть застосовуватися для формування лінгвосоціокультурної компетентності майбутніх учителів англійської мови у процесі навчання говоріння, визначено структуру комплексу, типи та види вправ і завдань. Наведено приклади вправ і завдань. Ключові слова: драматизація, комплекс вправ і завдань, лінгвосоціокультурна компетентність, майбутні вчителі англійської мови, форми драматизації.
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