Building English speaking competence of intending higher education institutions teachers
DOI:
https://doi.org/10.14571/brajets.v16.nse2.73-82Palavras-chave:
English speaking competence, intending higher education institutions teachers, education processResumo
A modernização de um processo de formação de professores pretendido envolve aumentar as exigências do seu nível profissional para implementar a Nova Norma Estadual de Educação. O processo de integração da educação nacional no espaço educativo europeu decorre hoje. Considerando isto, a questão da construção de competências de língua inglesa nos futuros professores de instituições de ensino superior é relevante. O artigo trata de pesquisar o processo moderno de desenvolvimento da competência da língua inglesa na formação profissional de futuros professores de instituições de ensino superior. Portanto, o artigo tem como objetivo estudar as peculiaridades da construção de competências de língua inglesa em professores universitários durante seus estudos em instituições de ensino superior na Ucrânia. Para atingir o objetivo da pesquisa, utilizou-se um conjunto de métodos: teóricos: análise de fontes científicas psicológicas e pedagógicas; empírico: questionários, entrevistas; gráficos. Os resultados da investigação permitiram definir as razões para a construção da competência de língua inglesa entre os futuros professores universitários em estabelecimentos de ensino superior que visavam aumentar o nível de competência de língua inglesa dos estudantes de pós-graduação ucranianos. A pesquisa do problema oferece oportunidades para determinar os principais fatores que influenciam o desenvolvimento da competência da língua inglesa e as formas de melhorar a competência da língua inglesa dos professores universitáriosReferências
Arnó-Marcia, E., Mancho-Barés, G. (2015). The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP. English for Specific Purposes 37, 63-73. Available at: https://doi.org/10.1016/j.esp.2014.06.007
Bai, B., Shen, B., Wang, J. (2021). Impacts of social and emotional learning (SEL) on English learning achievements in Hong Kong secondary schools. Language Teaching Research, 13621688211021. Available at: https://doi.org/10.1177/13621688211021736
Baklazhenko, Y., Kornieva, Z. (2023). Higher education in the crisis period: A comparative analysis of the Ukrainian experience of online or blended TEFL during the pandemic and the war. XLinguae, 16(2), 100-114. Available at: https://doi.org/10.18355/XL.2023.16.02.08
Cinganotto, L., Cuccurullo, D. (2019). Rethinking literacy in the 21st century: A pluriliteracies approach to CLIL. Lublin Studies in Modern Languages and Literature, 43(3). Available at: https://doi.org/10.17951/lsmll.2019.43.3.3-11
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., Noroozi, O. (2019). Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, 1-24. Available at: https://doi.org/10.1080/09588221.2019.1648298
Dogar, A. A., Shah, I., Ali, S. W., Ijaz, A. (2020). Constraints to Online Teaching in Institutes of Higher Education during Pandemic COVID-19. Revista Romaneasca Pentru Educatie Multidimensionala, 12(2Sup1), 12-24. Available at: https://doi.org/10.18662/rrem/12.2Sup1/285
Iyobe, B. & Li, J. (2013). CLIL to what degree: a trial in English medium education at a Japanese university – Is it CLIL or not? Asian EFL Journal; Curriculum Contexts, 15(4), 373-382. Available at: https://www.asian-efl-journal.com/wp-content/uploads/mgm/downloads/45155200.pdf#page=373
Kashiwagi, K., Tomecsek, J. (2015). How CLIL classes exert a positive influence on teaching style in student-centered language learning through overseas teacher training in Sweden and Finland. Procedia - Social and Behavioral Sciences, 173, 79-84. Available at: https://doi.org/10.1016/j.sbspro.2015.02.034
Kelly, C. (2017). The Brain Studies Boom: Using Neuroscience in ESLEFL Teacher Training. Innovative Practices in Language Teacher Education, 79-102. Available at: https://doi.org/10.1007/978-3-319-51789-6_5
Kostikova, I., Holubnycha, L., Marmaza, O., Budianska, V., Pochuieva, O., Marykivska, H. (2023). Real Country Experiences: On-line Teaching in Wartime after Pandemic in Ukraine. International Journal of Interactive Mobile Technologies, 17(03), 123–134. Available at: https://doi.org/10.3991/ijim.v17i03.36419
Kustini, S. (2022). Exploring ESP Learners’ Self-Regulation in Online Learning Environment. Ethical Lingua. 9(1), 120-129. Available at: https://doi.org/10.30605/25409190.359
Lavrysh, Y., Lytovchenko, I., Lukianenko, V., Golub, T. (2022). Teaching During the Wartime: Experience from Ukraine. Educational Philosophy and Theory, 1-8. Available at: https://doi.org/10.1080/00131857.2022.2098714
Liu, P. L., Chen, C. J. (2015). Learning English through actions: a study of mobile-assisted language learning», Interactive Learning Environments, 23(2), 158-171. Available at: http://dx.doi.org/10.1080/10494820.2014.959976
Liubashenko, O., Kornieva, Z. (2019). Dialogic Interactive Speaking Skills Assessment in the Experiential Teaching of Technical English to Tertiary School Students. Advanced Education, 6(13), 18-25. Available at: https://doi.org/10.20535/2410-8286.156228
Martí A. O., Moliner, l., Alegre, F. (2022). When CLIL is for all: Improving learner motivation through peer-tutoring in Mathematics. System, 106. Available at: https://doi.org/10.1016/j.system.2022.102773
Morska, L., Polok, K., Bukowska, M., Ladanivska, I. (2022). New Technologies and Their Impact on Foreign Language Teacher Professional Burnout: (under COVID-19 pandemic conditions). Advanced Education, 9(20), 35-44. Available at: https://doi.org/10.20535/2410-8286.251587
Mykytenko, N., Fedorchuk, M., Ivasyuta, O., Hrynya, N., Kotlovskyi, A. (2022). Intercultural Communicative Competence Development in Journalism Students. Advanced Education, 9(20), 121-131. Available at: https://doi.org/10.20535/2410-8286.261521
Nykyporets, S., Ibrahimova, L. (2021). Communicative Competence Development among Students of Non-Linguistic Universities with the Help of CLIL Approach in Foreign Language Lessons. Grail of Science, 5, 226-231. Available at: https://doi.org/10.36074/grail-of-science.04.06.2021.043
Pashko A. O., Pinchuk I. O. (2019). Intellectual Methods of Estimation of Intending Primary School Teachers’ Foreign Language Communicative Competence. IEEE International Conference on Advanced Trends in Information Theory (ATIT). Kyiv, Ukraine, 439-444.
Pashko, A., Pinchuk, I. (2020). Methods of Classifying Foreign Language Communicative Competence Using the Example of Intending Primary School Teachers. In: Babichev S., Lytvynenko V., Wójcik W., Vyshemyrskaya S. (eds) Lecture Notes in Computational Intelligence and Decision Making. ISDMCI. Advances in Intelligent Systems and Computing, 1246. Springer, Cham. Available at: https://doi.org/10.1007/978-3-030-54215-3_7
Rohani, S., Suyono, A. (2021). Developing an Android-based bilingual e-glossary application of English for Specific Purposes (ESP). English Language Teaching Educational Journal. 4(3), 225-234. Available at: http://dx.doi.org/10.12928/eltej.v4i3.5209
Štefková, J., & Danihelova, Z. (2023). CA-CLIL: Teachers’ and Students’ Perceptions of Implementing CLIL in Tertiary Education. Advanced Education, 10(22), 137-151. Available at: https://doi.org/10.20535/2410-8286.283210
Štefková, J., Danihelová, Z. & Kováčiková, E. (2021) Implementation of CLIL At the Technical University Focusing on CLIL Teacher Profile. Advanced Education, (19), 89-102. Available at: https://doi.org/10.20535/2410-8286.240313
The Draft of the Order “Methodical recommendations on ensuring quality study, teaching and use of the English language in higher education institutions of Ukraine” dated March 28, (2023). Available at: https://mon.gov.ua/ua/news/mon-proponuye-do-gromadskogo-obgovorennya-proyekt-nakazu-metodichni-rekomendaciyi-shodo-zabezpechennya-yakisnogo-vivchennya-vikladannya-ta-vikoristannya-anglijskoyi-movi-u-zakladah-vishoyi-osviti-ukrayini
Vonkova, H., Jones, J., Moore, A., Altinkalpa, I., Selcuka, H. (2021). A review of recent research in EFL motivation: Research trends, emerging methodologies, and diversity of researched populations. System, 103, 102622. Available at: https://doi.org/10.1016/j.system.2021.102622
Westerlund, R., Chugai, O., Petrenko, S., Zuyenok, I. (2023). Teaching and Learning English at Higher Educational Institutions in Ukraine through Pandemics and Wartime. Advanced Education, 10(22), 12-26. Available at: https://doi.org/10.20535/2410-8286.283353
Wirani, Y., Nabarian, T., Romadhon, M. H. (2022). Evaluation of continued use on Kahoot! as a gamification-based learning platform from the perspective of Indonesia students. Procedia Computer Science, 197, 545-556. Available at: https://doi.org/10.1016/j.procs.2021.12.172
Yeremenko, T., Lukyanchenko, I., & Demchuk, A. (2022). Development of Prospective EFL Teachers’ Questioning Skills in Classroom Discourse: Interdisciplinary Approach. Advanced Education, 9(21), 22-39. Available at: https://doi.org/10.20535/2410-8286.254730
Zadorozhna, I., Datskiv, O. (2022). Motivation of Pre-Service English Teachers to Learn English as a Foreign Language in Challenging Circumstances. Advanced Education, 9(21), 86-99. Available at: https://doi.org/10.20535/2410-8286.261715
Downloads
Publicado
Edição
Secção
Licença
Direitos de Autor (c) 2024 Olesia Fedoruk
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.
The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.