Cognitive Development of Students  in Foreign Language Acquisition

Saienko, Natalia

doi:10.20535/2410-8286.77570

Cited by 11 publications

(10 citation statements)

References 1 publication

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“…The role of motivation. Saienko (2017) researching the topic of cognitive development of students in foreign language acquisition pays attention to the fact that teaching practice shows that a high level of motivation can ensure success in learning even for students with mediocre abilities. According to her words, together with such components as educational assignments, training actions, control and self-control, assessment and selfassessment motivation forms an external structure of educational process and affects students" academic behaviour which has two basic dimensions: focus and intensity.…”

Section: Research Focusmentioning

confidence: 99%

Defining the Underlying Factors of Ukrainian Student Pilots’ Motivation to Learn Aviation English

Moskalenko

Muravska

Didenko³

et al. 2019

RREM

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Motivation plays an important role in language acquisition. The article highlights the necessity of student pilots’ motivation in learning English. The research sheds light on the underlying factors of motivation in learning aviation English. The concept “motivation” was analyzed in the article. The factors of influence on students’ motivation were grouped into three categories: how teacher’s activity influences the educational process; how students’ activity influences the educational process; how organization of the educational process influences quality of studying. The research focused on studying pilots’ motivation to learn aviation English. The participants of the experiment were 247 people, among them third- and fourth-year student pilots of the Flight Academy of the National Aviation University (Kropyvnytskyi, Ukraine), third- and fourth-year student pilots of the Kharkiv Air Force University named after I. M. Kozhedub (Kharkiv,Ukraine), flight instructors and pilots of aviation company “URGA” (Kropyvnytskyi, Ukraine). The reason behind this division was to test motivation, to define the key factors and motives of pilots’ motivation to learn aviation English at flight training institutions; to trace the dynamics of changes taking place in the training of students from the third to the fourth year of studying. Data were collected by giving student pilots open-ended questionnaires, which comprise 3 blocks of the underlying factors of motivation to learn aviation English. After that a statistical analysis was conducted which showed a variation in the results between the groups of respondents; it allowed to define a variety of factors influencing students’ motivation. Each factor was assessed on the 7-point evaluation scale. The number of points received for each factor was summed up and divided by the total number of respondents. The interpretation of received results has been presented in the paper.

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Section: Research Focusmentioning

confidence: 99%

Defining the Underlying Factors of Ukrainian Student Pilots’ Motivation to Learn Aviation English

Moskalenko

Muravska

Didenko³

et al. 2019

RREM

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“…To ensure such mutual activity, it is important to determine what students really need to pursue as learning issues within suggested curricular. In other words, we have to consider students' instrumental motivation which involves material wealth and career opportunities (Saienko, 2017). The results of students' attendance, level of preparation and academic assessment are crucial indicators of the process dynamics.…”

Section: Clil In Ukrainementioning

confidence: 99%

The Role of Content and Language Integrated Learning at Ukrainian and Polish Educational Systems: Challenges and Implication

Leshchenko

Lavrysh

Halatsyn

2018

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At present, Ukrainian universities are immersed into current processes of internationalisation, academic mobility and engaging into a European context, that, consequently, give rise to numerous surveys on advanced pedagogical approaches to correspond the framework of general European language learning policy. The paper aims to describe and summarise the experience of Content and Language Integrated Learning implementation (CLIL) in Ukraine. With the view of objective assessment of the survey results, we considered comparing our experience, challenges and solutions with Polish universities experience since CLIL approach is widely used and made its own history with great outcomes in Poland. The qualitative data of our survey were gathered, evaluated and compared with those presented in published investigations of Polish experts. The key objectives are to identify operating CLIL models and strategies at Igor Sikorsky Kyiv Polytechnic Institute and to measure up functioning features of this approach by means of SWOT analysis. Moreover, the researchers disclose the approach advantages, drawbacks and recommendations for further discussion. In the paper, the authors also outline the peculiarities of ongoing coexistence and relation of English for Specific Purposes (ESP) and CLIL in tertiary education in terms of aims, tasks, resources, teachers' roles and outcomes. The research results show that ESP and CLIL are interrelated approaches, which both contribute to students' learning motivation as well as language and field-related content acquisition; CLIL is a key factor for universities to attract students and take high rates in educational ranking.

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“…Language learning style is a complex phenomenon which reflects different dimensions of an individual who needs variations in the ways teaching and learning take place. Despite the priority of the cognitive dimension with an emphasis on the perception (Dörnyei, 2005, p. 124;Dörnyei & Ryan, 2015, p. 112;Özerem & Akkoyunlu, 2015;Derkach, 2018;Synekop, 2018), processing of information (Dörnyei, 2005, p. 124;Dörnyei & Ryan, 2015, p. 112;Saienko, 2017;Synekop, 2018), and field dependence / field independence (İnce & Akdemir, 2013), the motivational aspect of the learning style is critically important for developing learners' skills in ESP. According to Guild and Garger (1998), "differences in motivation, judgments, values, and emotional responses also characterize individual style" (p. 58) and "an awareness of stylistic differences can help teachers recognize that every person does not seek the same affective response" (p. 58).…”

Section: Introductionmentioning

confidence: 99%

Motivational Aspect of Student’s Language Learning Style in Differentiated Instruction of English for Specific Purposes

Nikolaeva

Synekop²

2020

RREM

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This study aims to research the opportunity of applying the motivational aspect of the language learning style in differentiated instruction of English for specific purposes (ESP) to information technology students (IT) through defining their intrinsic and extrinsic motivation; to determine the students' levels of motivation; to compare motivation of the third-and fourth-year students, their desire to master the IT profession and study ESP; to define the factors which balance students' motivation. A mixed research design was employed. The participants were 234 thirdyear students and 231 fourth-year students, mostly males, aged from 20 to 22 years who studied at technical university during 2017-2019 academic years and volunteered to take part in the study. To collect the data, the questionnaires by Rean and Iakunіn "Studying the motives of students' learning", Ilina "Learning motivation at the university" and Dubovitskaya "Methodology for diagnosing the learning motivation orientation" were used. Although we revealed that students' intrinsic motivation to study ESP and master the IT profession was stronger than extrinsic motivation, we also found that the dominance of intrinsic or extrinsic motives in students may depend on the situation and particular ESP activity. The support of students' high level of motivation and development of students' medium and low levels of motivation should rely on the factors which help to balance students' motivation.

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Cognitive Development of Students in Foreign Language Acquisition

Cited by 11 publications

References 1 publication

Defining the Underlying Factors of Ukrainian Student Pilots’ Motivation to Learn Aviation English

Defining the Underlying Factors of Ukrainian Student Pilots’ Motivation to Learn Aviation English

The Role of Content and Language Integrated Learning at Ukrainian and Polish Educational Systems: Challenges and Implication

Motivational Aspect of Student’s Language Learning Style in Differentiated Instruction of English for Specific Purposes

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