he research studied the effectiveness of the integration of Facebook as a flexible ubiquitous learning space into the educational process for speaking skills development of undergraduate students learning English as a second language. For this purpose teaching was organised via a specially created and moderated Facebook group where various media resources, uploaded materials, links to different applications and other social networking opportunities were accumulated. It was designed to achieve the educational programme objectives and address the specifics of digital age learning. A set of specially designed materials posted on the Facebook platform for language input, structured output, and communicative output activities was applied in experimental teaching to develop talk as transition, talk as interaction and mediation, and talk as performance. The results of the quasi-experiment (students’ speaking performance) were assessed in the form of the post-test with the data being analysed and interpreted based on descriptive and inferential statistics (independent samples t-test) by means of SPSS. The results revealed higher achievement scores of the experimental group in comparison to the control group in terms of expanding vocabulary, increasing English grammar literacy, developing interactive skills, discourse management, and pronunciation. The survey administered to find out the learners’ impressions of the successfulness of the FB-assisted activities revealed their overall positive attitude to the new methodology and usefulness for the development of all speaking qualifications checked.

The research studied the effectiveness of a three-stage Seamless Learning Model with Enhanced Web-Quizzing based on the intensive use of sets of quizzes created in different web-based quiz generators. The findings revealed  that continuous testing using diagnostic, formative, benchmark and summative quizzes, administered at the three stages - familiarisation, formation and assessment, applying such features of seamless learning as learning in various contexts, ubiquitous access to digital learning resources and quizzes, combination of teacher-guided learning, self-directed and collaborative learning, and switching between various learning activities can be an efficient teaching technique in higher education having positive effect on academic performance, motivation, learners’ approaches to studying and course engagement. The testing effect was investigated on the summative tests taken at the end of the three different academic courses. The results showed that online quizzes applied primarily as learning tools with the emphasis on information retrieval and retention resulted in the higher achievements of the experimental group students. The survey conducted with Biggs’s Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) showed the changes in the learners’ motives and approaches to studying revealed in students’ active participation in in-class and out-of-class activities, mastering of the material through understanding rather than mechanical memorizing, the search for additional information and increased attendance. The engagement of the experimental group students in the new quiz-enhanced settings was examined focusing on emotional, skills, participation and performance engagement aspects.

Background and Aim of Study: The integration of the resource-based approach into the management of the educational process in higher education institutions is essential since it allows to consider comprehensively the interaction of external and internal resources of the personality, which is important for the effective planning of educational activities aimed at high academic achievements, comprehensive personal development and successful professional formation. The aim of the study: to determine the essence and significance of the psychological component, which is a part of the internal resource of the individual, in the structure of the resource-based approach and its role in the management of the educational process. Materials and Methods: In the study, the following general scientific methods were used: analysis, comparison, generalization, literature systematization and interpretation of results. Results: The research reveals the constituent parts of the psychological resource that is considered as one of the key elements in most models of the personality structure or models of learning, determines their impact on the productivity of the educational process and personal and professional development of students. Conclusions: Consideration of the psychological substructure (the level of development of cognitive processes, mental properties of the personality, specific features of the emotional and volitional sphere, prevailing motives for behaviour, etc.) in the management of the educational process facilitates the activation of the resources of personality, which, in turn, increases the motivation for cognitive activity, improves academic achievement, affects personal and professional formation, and allows creating conditions for personality self-development.