Monitoring Of Students' Soft Skills Development Within Foreign Language Learning Using Online Technologies

Medvedeva, Olesya Dmitrievna

doi:10.1145/3446434.3446551

Cited by 6 publications

(3 citation statements)

References 21 publications

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“…One of the challenges that must be overcome is the soft skill factor of students. Studying at home requires high student awareness because teachers cannot monitor student learning activities directly [10]. Aspects of collaboration, digital literacy, communication, creativity, independent learning, cognitive development, and critical thinking skills are needed by students, especially in this 21st-century digital era.…”

Section: St Century Learningmentioning

confidence: 99%

Potential utilization of virtual reality learning for vocational school teachers

Jaya¹,

Haryoko²,

Baharuddin³

et al. 2022

World J. Adv. Eng. Technol. Sci.

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This study aims to determine the potential of using virtual reality as a learning tool for teachers, especially at Vocational High Schools. This research is descriptive research with a quantitative approach. Descriptive analysis aims to reveal an objective picture of the conditions in the subject under study. Descriptive quantification seeks to describe an object using numerical data. In addition, verbal/qualitative descriptions of targets are also carried out through in-depth and detailed studies of organizations or certain phenomena through observation or analysis to generate data. The implementation of Virtual Reality-based learning has been systematic, following the design, development/production, utilization, and management and evaluation models. The stages that have not been implemented are developing a learning system integrated with virtual reality models, using virtual reality as a system, managing information systems, and evaluating the effectiveness of implementing virtual reality-based learning. In addition, there are several obstacles, including: 1) The limited quantity and quality of resources that include professionals, specialists, and technicians in the use of virtual reality-based learning; 2) Not all teachers are enthusiastic and motivated, especially older teachers, to apply virtual reality-based learning concerning improving the quality of learning; 3) Not all schools have the necessary infrastructure for optimal implementation of virtual reality (such as multimedia classrooms), there are no buildings or spaces to manage the development of virtual learning in vocational Schools; and 4) The high cost of official/original software is an obstacle for the development and production of virtual reality programs.

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Section: St Century Learningmentioning

confidence: 99%

Potential utilization of virtual reality learning for vocational school teachers

Jaya¹,

Haryoko²,

Baharuddin³

et al. 2022

World J. Adv. Eng. Technol. Sci.

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“…and professional skills (skills of using modern technologies, numeracy skills, hard work, etc.) [33].…”

Section: Soft Skills Implementation In Educational Standardsmentioning

confidence: 99%

Productive Method as the Basis for Soft Skills Development in Engineering Foreign Language Education

Medvedeva

Rubtsova

2021

Education Sciences

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The modern world requires engineering specialists with excellent hard skills as well as soft skills that contribute to better communication, creativity, and self-realisation of a person. The authors discovered that modern educational standards are starting to focus on soft skills development, proposing requirements for educational programs that contain competencies covering soft skills. To fulfil such needs, there is the productive method of foreign language teaching that implies interactive technologies and masters foreign language communicative competence and soft skills at once. Therefore, the study aimed at developing a technology of soft skills development in engineering foreign language education using the productive method and checking its effectiveness. The authors designed a questionnaire and investigated engineering students’ opinions on a need to develop soft skills, which revealed high relevance of the topic, and the possibility of their development while studying a foreign language, which proved the productive method’s prospects. Based on findings received and literature analysed, we implemented case studies, problem-based learning, and essay writing in the technology and designed assessment criteria. Testing of the technology was performed by a pedagogical experiment, where qualitative and quantitative methods were applied. To critically analyse the results, we used Cronbach’s alpha, which revealed good reliability of the questionnaire, and t-test showed high efficiency of the technology that improved students’ soft skills.

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“…Among other things, language teaching involves encouraging students to study by improving their motivation and interest, inspiring their language confidence necessary for them to overcome academic difficulties, and monitoring their progress [13]. Some researchers find it relevant to speak about such concepts as a "students' attitude" [2], "mental state of readiness" [3], and "an evaluative reaction on the basis of the individual's beliefs or opinions" [10].…”

Section: Introductionmentioning

confidence: 99%

Digital Eco-Teaching and Eco-Learning in University Education

Amakhina¹,

Дмитриева²,

Sazonova³

et al. 2022

Вестник ГГНТУ. Гуманитарные И Социально-Экономические Науки

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The rapid development of online technologies and the ongoing changes in the educational system are highly topical issues at the moment. Most educational institutions have come up with new approaches and educational technologies, with a “connectivism approach”, mixed learning and BYOD technology being among them. The authors, who teach foreign languages, set a goal to study how the use of various messengers and applications affects the quality of classes. The authors used a new term - “eco-system”, which means a set of online services united around one topic. In this regard, they spoke about “eco-teaching” and “eco-learning” in higher education. They hypothesized that the use of resources of different online platforms promotes effective learning of a foreign language. To prove their hypothesis, the authors conducted an experiment in Peter the Great St. Petersburg Polytechnic University in the spring term of 2022. The students of the experimental division enjoyed eco-learning using different apps and messengers in their devices. The authors used theoretical (analysis and generalization of methodical literature), empirical (observation, experiment and interviewing) and mathematical (visualization and statistical calculation) research methods. The possibility of “eco-teaching” and “eco-learning” was considered as the IV (independent variable) of the experiment; the students’ academic results were considered as the DV (dependent variable). The obtained data allowed the authors to conclude that the use of the eco-system affected the academic performance of students and increased their satisfaction with the process of learning. Eco-teaching and eco-learning proved to be very promising in higher educational institutions.

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Monitoring Of Students' Soft Skills Development Within Foreign Language Learning Using Online Technologies

Cited by 6 publications

References 21 publications

Potential utilization of virtual reality learning for vocational school teachers

Potential utilization of virtual reality learning for vocational school teachers

Productive Method as the Basis for Soft Skills Development in Engineering Foreign Language Education

Digital Eco-Teaching and Eco-Learning in University Education

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