Using Blended Learning Technology in Foreign Language Communicative Competence Forming of Future International Relations Specialists

Каchmarchyk, S. H.; Khrystiuk, S.; Shanaieva-Tsymbal, L O

doi:10.18662/rrem/159

Cited by 11 publications

(4 citation statements)

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“…The results are reflected in the teacher's account (Figure 2). Ukrainian universities develop and conduct online courses in foreign language, for example, "Military Translation" (Military Institute of Taras Shevchenko National University of Kyiv), "Business foreign language", "Modern children's literature in English-speaking countries" (Borys Hrinchenko Kyiv University) (Pavliuk, 2014;Biletska et al, 2021); online learning course "English for International Relations", certified on the Moodle 3 platform (National University of Life and Environmental Sciences of Ukraine) (Kachmarchyk et al, 2019;Sudarmo, 2021). For many language courses, groups are usually created in Viber, WhatsApp, Instagram, Telegram, or Facebook, which is essential for individual language activities.…”

Section: Resultsmentioning

confidence: 99%

“…Voloshinov et al (2020), consider the fundamentals and prospects of distance learning in higher educational institutions of Ukraine. Buryachenko (2019), considers the use of a synchronous 3D virtual environment for the possibility of distance learning a foreign language as one of the conditions for the high-quality training of future specialists for professional activity; Kachmarchyk et al (2019) describe the structure of an e-learning course in a foreign language based on the MOODLE 3 platform (Ginaya et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

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English teaching in distant education policy development: Ukrainian aspect

et al. 2021

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The problem of distance learning in practice arose in Ukraine over the last period, when quarantine measures were introduced due to the spread of COVID-19. After the announcement by the government and the relevant state institutions of compulsory distance learning, teachers faced real problems in the implementation of this form of education, which require urgent consideration and resolution. And although distance learning has become an integral part of the daily life of most students during quarantine, it does not meet the requirements of the modern information society. These facts explain the relevance of this study. The purpose of this paper is to analyse and generalise the present state of distance learning in Ukraine in general and in terms of language study, including English. The present state of distance learning in Ukraine and the prospects for its development are determined using theoretical analysis, synthesis, comparison, individualisation and generalisation. Distance learning can be a powerful tool for everyone who wants to learn foreign languages and an effective means of expanding the creative potential of students.

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Section: Resultsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

English teaching in distant education policy development: Ukrainian aspect

et al. 2021

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“…The lack of scientifically grounded classification of integral learning outcomes in higher education has caused terminological discordance. In some publications, along with established conceptual categories of "key competencies", "professional competence", "communicative competence", "foreign language communicative competence" (Bogush et al, 2019;Kachmarchyk et al, 2019;Мammadov et al, 2019) etc., arguable terms are adopted, which significantly complicate modern scientific discourse: "cross-curricular competencies" (Gewerc et al, 2011), "technical competency" (Bovermann et al, 2018;Sinchev et al, 2018), "intercultural competence" (Tomozeiu et al, 2016;Holubnycha et al, 2019;Casañ-Pitarch et al, 2020), "traditional teaching competencies", "original teacher competency", "traditional competencies", "individual competencies", "core competencies", "specific competencies", "most critical competencies" (Weng et al, 2020); "cultural competence", "intercultural communicative competence" (Padua and Gonzalez Smith, 2020).…”

Section: Theoretical Overviewmentioning

confidence: 99%

Designing Integral Learning Outcomes in Higher Education Within the Frameworks of the Competency-Based Approach

2022

JHETP

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Uptick of informatization and technologization of society, increased competition both in labor markets and in learning services have caused dramatic changes in higher education and have led to its reorientation from knowledge-centric to the competency-based learning paradigm. Developing and implementing flexible learning paradigm consider one of modern universities' key priority within the European Higher Education Area. Since the main purpose of modern humanities is to form a conscious and responsible attitude of human being towards own learning and carrier in terms of dynamic changes, the issue of designing integral learning outcomes in higher education, technologization of competency acquisition and its further development in lifelong education becomes especially relevant. The study is aimed at a critical analysis of the modern experience in organizing the learning process on the competency-based approach, disclosing, exemplified by research competence, the end-to-end design technology of integral learning outcomes in the context of the triple system of learning professionals with academic degree.

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“…In the research, the authors use the system of communicative exercises to facilitate the competence formation, including language, conditionally-speech and communicative exercises. Interestingly, Kachmarchyk, Khrystiuk and Shanaieva-Tsymbal (2019) carried out an experiment to prove that the creative level of foreign language communicative competence can be increased by means of blended learning technology. Demchenko, N. (2017) points out that professional skills of a philology teacher is formed and improved in the process of continuous selfdevelopment and depends on knowledge, skills, professional abilities that help to perform pedagogical tasks creatively, skillfully and efficiently, as well as provide a high level of self-organization in accordance with modern innovative aspects of language learning.…”

Section: Introductionmentioning

confidence: 99%

Forming Speech and Communicative Competency of Future Philologists

Chala

Demchenko

Panchenko

et al. 2021

RREM

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The article deals with theoretical grounding and experimental verification of the formation of future philologists’ speech and communicative competency, which is considered an integral part of future professionals’ vocational training. The basic requirements to effective formation of future philologists’ speech and communicative competency have been identified. In the course of the research the structure of the system for the effective formation of future philologists’ speech and communicative competency has been determined. It is represented as the combination of the methodological, content, technological and diagnostic components. Each of them has its definite aim and content. The study was conducted from 2017 to 2020 and included four successive stages: exploratory and analytical, theoretical and experimental, formative, analytical. The experiment was conducted in the Municipal Establishment “Kharkiv Humanitarian Pedagogical Academy” of Kharkiv Regional Council and involved 16 teachers and 83 students divided into experimental and control groups. took part in the experimental work. Out of 83 students, 43 were in an experimental group, and 40 in a control one. In total, 59 people participated in the experiment. All the participants gave their written content on taking part in the experiment.

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Using Blended Learning Technology in Foreign Language Communicative Competence Forming of Future International Relations Specialists

Cited by 11 publications

References 0 publications

English teaching in distant education policy development: Ukrainian aspect

English teaching in distant education policy development: Ukrainian aspect

Designing Integral Learning Outcomes in Higher Education Within the Frameworks of the Competency-Based Approach

Forming Speech and Communicative Competency of Future Philologists

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