Communicative Language Teaching Approach  in Promoting the Linguistic Competence of Efl Learners

Berezenko, Victoriia; Cherkhava, Olesya; Musiienko, Yulia

doi:10.20535/2410-8286.224016

Cited by 3 publications

(3 citation statements)

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“…The findings show that currently three main approaches are used in Ukrainian language teaching: cognitive approach (Goroshkina, 2020), competency-based approach (Goroshkina, 2020, Diachenko & Usatyi, 2021, Savchenko & Lokshyna, 2020, person-centered approach (Aleksandrovych & Malynka, 2020, Kobernyk & Osadchenko, 2019 and communicative approach (Berezenko et al, 2022, Rudiuk, 2021. As a result, we can differentiate four models of Ukrainian language teaching taking into considerations the approaches used.…”

Section: Introductionmentioning

confidence: 89%

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Innovations and traditions in Ukrainian language teaching at the educational establishments of Ukraine: cases, models of the future

2022

FeD

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Language proficiency is an important skill for the XXIst century. It means that formation of Ukrainian language competency is one of the major problems of educational institutions in Ukraine. The aim of the article is to analyze the main approaches, models and methods of Ukrainian language teaching and to highlight the most effective ones that can be used to train future professionals and make them ready to operate positively in dynamic society and information culture in future. To achieve the research objectives, we applied a number of theoretical methods including scientific literature review, synthesis of research results on the problems of Ukrainian language teaching and generalization of pedagogical theories and approaches. Also, we employed the empirical research methods: pedagogical observation and open survey to collect quantitative data on the problem. To process the results, we used the methods of mathematical analysis and statutory interpretation of students’ learning outcomes. The results show that there are four main models used for Ukrainian language teaching at the educational institutions. They vary depending on the approach. They include the model with the use of cognitive approach, the model with the use of competency-based approach, the model with the use of person-centered approach, and the model with the use of communicative approach. Also, the model with the use of combination of different approaches is proved to be common and effective among teachers and methodologists. In the article we found that two groups of teaching methods are applied: traditional and innovative. The survey of teachers, methodologists, and students showed that traditional and innovative methods are both effective and they can increase the level of Ukrainian language competency among students. But the efficiency of innovative methods is slightly higher. Therefore, we can state that the educational process requires a combination of different approaches to make the learning effective, interesting, and motivating. Also, teachers and methodologists are required to apply innovative methods more extensively as they help to enhance Ukrainian language competency among students and prepare them to language activities in every day and professional situations.

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Section: Introductionmentioning

confidence: 89%

“…Communicative approach deals with active communicative cooperation to practice language skills (reading, speaking, writing, and listening comprehension) and further use them in different situations (Berezenko et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Innovations and traditions in Ukrainian language teaching at the educational establishments of Ukraine: cases, models of the future

2022

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“…As noted by Muliani et al (2022), individuals with communicative competence can use language effectively, appropriately, and flexibly in different contexts. Suanyot et al (2022) further describe this competence as the ability to use language across four key communication domains: grammatical competence, which includes exploring phrase types, clauses, sentences, and texts (Berezenko et al, 2022); sociolinguistic competence; discourse competence; and strategic competence. These domains are crucial for curriculum development and instructional approaches.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Project-Based Learning and Problem-Based Learning on Writing Skills: A Comparative Study on Extroverted and Introverted Indonesia Efl Students

Prabowo,

Hartono,

Rukmini

et al. 2024

ERJEE

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This study aimed to investigate the effectiveness of Project-Based Learning (PjBL) and Problem-Based Learning (PBL) on enhancing the writing skills of students, considering their extroverted or introverted personality traits. The objective was to explore how different teaching strategies might yield varying results depending on the students' personalities. Employing a quasi-experimental design with a time-series approach, the research methodology included pre-and-post assessments, classroom observations, self-assessment tools for evaluating students' writing competencies, and questionnaires to determine their preferences. The research utilized three distinct forms of tests, revealing that the significance (Sig.) value stood at 0.005, which is below the 0.05 threshold for significance. This indicates a differential impact of PjBL and PBL on the writing abilities of introverted students. Conversely, for extroverted students, the significance value derived from the data was 0.300, exceeding the 0.05 level. This outcome suggests acceptance of the null hypothesis (Ho) and rejection of the alternative hypothesis (Ha), meaning there was no discernible difference in the effectiveness of the two strategies for extroverted students. Participants in the study were fourth-semester English Department students at the University of Sultan Ageng Tirtayasa (Untirta). The findings revealed that introverted students experienced variations in their writing skills when exposed to both PjBL and PBL, with these methods significantly influencing their writing abilities. In contrast, extroverted students did not show notable differences in their writing skills under the same teaching strategies, indicating that both PjBL and PBL were equally effective for them. This study underscores that the choice of teaching method can have varying impacts on the writing skills of students, particularly when considering their introverted or extroverted nature. It highlights that extroversion and introversion may play a role in how students respond to different educational approaches in the context of enhancing their writing skills.

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Incorporating Educational Smartphone Apps for Teaching Ukrainian as a Foreign Language to Medical Students

Zhovnir,

Shevchenko,

Leshchenko

2023

Adv Educ

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This article explores the implementation of mobile applications in the training of future doctors studying the Ukrainian language. The authors conducted a descriptive survey to explore the types of language learning apps commonly used by foreign students studying Ukrainian at the Poltava State Medical University. Furthermore, the effectiveness of these applications for the development of language skills was identified and analyzed. The authors have demonstrated that most smartphone and tablet apps can be effectively used for learning new vocabulary, grammar, spelling rules, and developing writing and speaking skills in Ukrainian for foreign students. The descriptive survey indicated that students generally hold a positive attitude towards the use of apps for language learning. Among the students surveyed, grammar and vocabulary apps were found to be the most popular, while speaking and writing apps were less favored. The authors have also identified the advantages and disadvantages of using language learning apps. The article provides a careful analysis of the essence, principles, strengths, and weaknesses of mobile applications, as well as their pedagogical significance in the context of studying the Ukrainian language at medical universities. It emphasizes that educational mobile applications used by teachers of Ukrainian as a foreign language create an environment that facilitates information retention, promotes interaction between students, and develops their language skills. Mobile applications allow students to personalize their learning by choosing the content and pace, making them convenient for self-directed and distance learning. The data and results obtained from this study can be used to improve educational materials through mobile applications for learning Ukrainian as a foreign language. The findings contribute to research on mobile-assisted language learning and the design of educational apps by shedding light on students' preferences for acquiring different language skills.

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Communicative Language Teaching Approach in Promoting the Linguistic Competence of Efl Learners

Cited by 3 publications

References 24 publications

Innovations and traditions in Ukrainian language teaching at the educational establishments of Ukraine: cases, models of the future

Innovations and traditions in Ukrainian language teaching at the educational establishments of Ukraine: cases, models of the future

The Impact of Project-Based Learning and Problem-Based Learning on Writing Skills: A Comparative Study on Extroverted and Introverted Indonesia Efl Students

Incorporating Educational Smartphone Apps for Teaching Ukrainian as a Foreign Language to Medical Students

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