Didactic Potential of the Integrated Approach to Teaching Future Programmers Professional Communicative Competence in a Foreign Language

Morska, Liliya; Skibska, Joanna; Sulym, Volodymyr; Masztalir, Vadym V.

doi:10.33407/itlt.v64i2.2174

Cited by 5 publications

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“…Faced with declining enrollments and students' perceptions that world languages are irrelevant (McKim, 1983), world language leaders have advocated an explicit shift from isolated skill development toward more culturally contextualized, technology-infused, learner-centered teaching (Amini & Amini, 2017;Hong et al, 2017). Scholars have also promoted a more purposeful integration of language, literature, and culture (ACTFL, 2011;Garrett-Rucks, 2016;Mohr & Welker, 2017;Morska, Skibska, Sulym, & Masztalir, 2018;Shaules, 2016). For instance, in 2007, the Modern Language Association issued a report that specifically encouraged language programs to incorporate 21st century skills.…”

Section: Introductionmentioning

confidence: 99%

A study of 21st century skills and engagement in a university Spanish foreign language classroom

Cox¹,

Montgomery

2019

Foreign Language Annals

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Increasing concern regarding student disengagement and education's role in helping students to navigate the ever‐changing realities of a globalized society has focused attention on the importance of 21st century skills. This mixed‐methods study investigated whether and how intensely students experienced optimal engagement during a Spanish project that required them to conduct and reflect on a 30‐minute interview with a native speaker of Spanish. Engagement was measured through the lens of Csikszentmihalyi's (1996) flow theory. Findings revealed that authentic, real‐world tasks that require students to make use of 21st century skills and which engage learners affectively facilitate behavioral, cognitive, and emotional engagement.

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Section: Introductionmentioning

confidence: 99%

A study of 21st century skills and engagement in a university Spanish foreign language classroom

Cox¹,

Montgomery

2019

Foreign Language Annals

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“…To date, researchers have singled out different approaches to the organization of the educational process (Lemberger, Brigman, Webb, & Moore, 2007;Vykhrushch, Fedchyshyn, Khvalyboha, Drach, & Rudenko, 2020), different criteria for innovative learning technologies classification (Perry & Southwell, 2011;Ovadiuk, 2015), which include interactive technologies (Stanley, 2013;Bodnar, 2017;Morska, Skibska, Sulym, & Masztalir, 2018).…”

Section: Resultsmentioning

confidence: 99%

Interactive Methods of the Formation of English-language Communicative Competence for Future International Economists

Struhanets¹,

Luzhetska²,

Vykhrushch³

et al. 2020

IJHE

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The paper elaborates the peculiarities of prospective international economists` competence formation. The research was aimed at the analysis of the formation of students` professional qualities within the context of globalization challenges. This study was carried out in 2018-2020. The research site is the West Ukrainian National University. The authors stressed on the need to select creative assignments for oral and written exercises to enhance students to apply the acquired knowledge and stimulate their mental activity via reviewing, projects preparation, text editing, and creative assignments.The authors specified the system of basic concepts. Based on the above, the authors substantiated the need to form professional communication skills, learn the professional language peculiarities, develop the language culture, creative thinking, and successful functioning of individuals in a multicultural environment. Additionally, the research identified a number of unsolved issues in teaching students. These are the need for a broad discussion on the benefits and disadvantages of distance learning, the rational use of ICT, specialized sets of trainings, methodological support system update, language didactics development, and organization of the educational process during the pandemic.

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“…Many researchers in the field of language education support an open transition to technology-enhanced, student-centered instruction that improves language proficiency (Amini and Amini, 2017;Hong et al, 2017). In addition, these researchers promote the use of a holistic approach in language education that combines language, literature, and culture (Mohr and Welker, 2017;Morska et al, 2018). It is very important for students to actively participate in foreign language classes regardless of the grade level.…”

Section: Learning Technologies In Foreign Language Educationmentioning

confidence: 99%

Teaching the Turkish language to foreigners at higher education level in Northern Cyprus: An evaluation based on self-perceived dominant intelligence types, twenty-first-century skills and learning technologies

Kurt

Güneyli²

2023

Front. Psychol.

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IntroductionThere are many foreign students in higher education in Northern Cyprus. Both the academic and life skills of these students depend on attaching the necessary importance to their Turkish language teaching. The goal of this study is to examine how university students employ learning technology, twenty-first-century abilities, and perceived categories of intelligence in the process of learning a foreign language.MethodsIn line with the quantitative research design, this study utilized a descriptive approach. Purposeful and convenience sampling methods were used to create the study sample. As a result, the institution in Northern Cyprus with the largest international student body was chosen. At this university, one of the authors of this study has been employed, and Turkish is the language of teaching. The study sample consisted of 431 university students who took Turkish as a foreign language in the 2021–2022 academic year at the selected university.ResultsThe results of the study revealed a weak yet statistically significant correlation between twenty-first-century skills and usage of foreign language-learning technologies. Additionally, students' twenty-first-century skill scores differed significantly, whereas their foreign language-learning technology scale scores did not match their self-perceived intelligence types.ConclusionThe research's findings indicate that students in higher education possess twenty-first-century skills. Based on this finding, it is possible to engage students in the courses and accomplish effective foreign language acquisition if foreign language education is carried out in accordance with modern methodologies and based on twenty-first-century abilities. It has been revealed in this study that it is important to include social learning rather than individual and competitive learning in foreign language education classes.

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Didactic Potential of the Integrated Approach to Teaching Future Programmers Professional Communicative Competence in a Foreign Language

Cited by 5 publications

References 0 publications

A study of 21st century skills and engagement in a university Spanish foreign language classroom

A study of 21st century skills and engagement in a university Spanish foreign language classroom

Interactive Methods of the Formation of English-language Communicative Competence for Future International Economists

Teaching the Turkish language to foreigners at higher education level in Northern Cyprus: An evaluation based on self-perceived dominant intelligence types, twenty-first-century skills and learning technologies

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