Education master’s degree students’ creative activity enhancement by means of immersion technology

Abstract

Introduction. The necessity of master’s degree students’ creative activity enhancement during their future professional activity of a foreign language teacher in a higher school simulating and insufficient development of a technological aspect of the problem highlight the search for perspective pedagogical ways, among them on the basis of immersion technology. The aim of the research is to develop and implement master’s degree students’ creative activity enhancement experimental program which discovers methodological and technological support of the process studied and also identification and scientific justification for pedagogical conditions for its effective implementation. Materials and methods. 68 master’s degree students of the first and second courses of Voronezh state pedagogical university and Bunin Yelets State University (Russian Federation) participated in the pilot study. The level of master’s degree students’ creative activity was diagnosed on the basis of K. Zamfir’s method (A. Rean’s modification) of studying professional activity motivation; V. I. Andreev’s test “Self-development and self-education abilities assessment”, the authors’ questionnaire; the method of expert assessment; the method of self-evaluation and portfolio’s developments. The data processing was carried out on the basis of the χ2-Pearson statistical test. Research results. The first developed program of education master’s degree students’ creative activity enhancement on the basis of system, personal and activity oriented, professionally oriented approaches and identified pedagogical conditions for its implementation using the immersion technology potential allow to develop deliberately and gradually motivational, cognitive, activity oriented and reflexive component of creative activity. Effectiveness and appropriateness of the authors’ program and pedagogical conditions for education master’s degree students’ creative activity enhancement were proved (χ2 = 9.460 > χ20,05). Conclusion. The program predicts a tutorially methodological set development contributing to organization and technique support of education master’s degree students’ creative activity enhancement.

Development of a methodology for improving the efficiency of teaching written translation of business correspondence (WTBC) for economics students

“…Distribution of points by criteria for assessing the level of WTBC skills The defined criteria for the assessment of each study participant enabled objective evaluation of WTBC skills. The sum of the points received for each of the selected criteria was computed and the learning rate was calculated by the formula K= Q/N, where Q is the number of correct answers and N is the total number of tasks [37]. The learning rate was considered satisfactory if the obtained value was at least 0.7, the coefficient of scientificity.…”