ГЕЙМІФІКАЦІЯ ЯК МЕТОД НАВЧАННЯ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ АНГЛІЙСЬКОЇ МОВИ

The research objective is to develop a mechanism for designing competence-oriented tasks in various academic subjects and requirements for its implementation in higher educational establishments. Methods . The authors conducted a theoretical analysis of philosophical, psychological and pedagogical literature sources on the research issues to implement the objectives of the study; Russian and foreign educational experience on the use of study tasks in the study process is studied and summarized; educational and syllabus documentation and training materials are analyzed (syllabi, textbooks, manuals, task and exercise books, etc.); normative documents are studied (State Educational Standards, Federal State Educational Standards, Main Syllabi, curricula, instructional acts, etc.). Empirical research methods involve observation, testing, questioning, modeling, peer review, pedagogical experiment and statistical interpretation of the study results. The study was carried out from 2007 to 2012 in the Engineering-Pedagogical Faculty of Moscow State Agroengineering Goryachkin University. 240 students were engaged in the pedagogical experiment. The following Moscow colleges provided facilities for the peer review of the list and solution frequency of vocational education tasks by secondary vocational school teachers: Colleges of Civil Engineering No 1 and No 12, Small Business College No 48, Polytechnic College No 13, Printing and Publishing College No 56, and Electromechanical College No 55. Results . The research findings demonstrate that the competence-oriented tasks are shown as an integrative didactic unit of professional competence development. Its functions, classification, and structural components are given. The mechanism of designing competence-oriented tasks in various academic subjects is developed and tested. The proposed mechanism is an invariant for academic and teaching staff of educational establishments at all levels of professional education, including both higher and secondary specialized educational establishments. Currently, the mechanism is implemented in academic and teaching staff’s methodical and teaching activities in RSAU-MAA named after K. A. Timiryazev, and the system of training and criterion competence-oriented tasks is included in educational and methodical packages for different subjects and applied in the University study process. Scientific novelty . The authors have systemized and extended general theoretical didactical views on the need for competence-oriented tasks as the educational ones (as a component of the teaching content and technology) and the criterion ones (as a method and means of monitoring the process and the result of developing students’ professional competence in the process of studying of different subjects); have specified the structure of the competence-oriented tasks (the structure elements: a condition, a requirement, and a construct) and determined the functions of the competence-oriented tasks in the modern university study process (gnostic, subject-and-activity, educational, axiological, creative, managing, motivation and incentive, control and assessment). The grounds for the classification of the competence-oriented tasks are considered: its position in the hierarchy of the formed competencies, professional activities stated in the State Educational Standard, types of the formed skills, the content of tasks and its intended purposes, the mode of learning and cognitive activity of students, the study forms implying the use of the tasks, and the number of students involved in the problem solving. The criteria for constructing a system of competence-oriented tasks (completeness, reliability and validity) and indicators (the system completeness coefficient, the didactic capacity coefficient, the overload factor of students, the degree of mastering the activities) are identified. The model of competenceoriented tasks, including regulatory, informative, technological, diagnostic, organizational and administrative units in their integrity and unity ensuring the effectiveness of the development of students’ professional competencies is worked out. The authors show the mechanism of designing a system of competence-oriented tasks in a subject matter, including the following stages: analytical and constructive, verification and implementation, control and correction. Practical significance . Much attention is given to the implementation of the model of a system of competence-oriented tasks in the study process in the Engineering-Pedagogical Faculty of Goryachkin University (MSAU) contributed to improve the quality of training students in General and Professional Pedagogy, the development of their subject, subject-cycle (the psychological-pedagogical cycle), as well as a certain set of general cultural and professional competencies. The proposed mechanism of designing competence-oriented tasks is invariant and can be used to elaborate a system of competence-oriented tasks in other academic subjects taught in higher educational establishments. The obtained research results contribute to the implementation of the competence-based approach in the study process of modern higher educational establishments and can be used in further training of university academic and teaching staff.

In line with South Sudan’s vision of a self- governing community, much hope was invested in the English speaking world thereby making a shift from Arabisation from the North. As a result, the English language was adopted a marker of identity and opposition to Arabic, language of government, education as well as international communication. As part of South Sudan’s look south policy, English was made to be a second language as opposed to a foreign language. In tandem with this country’s vision the University of Juba is not spared from the adoption of English as the language of instruction and a learning subject. Due to the democratisation of schooling and education for all, enrolment in the learning of English is increasing and resultantly large classes are emerging. In view of this, the paper therefore examines and provides preliminary results on the nature and feasibility of some teaching and learning of English in large classes at the University of Juba. This was done in light of the principles and concepts of Richards and Rodgers’ (2001) Communicative Language Teaching approach. It emerges from the findings that in the absence of a teaching framework there is no uniformity on the strategies that being adopted by both learners and teachers in the learning and teaching of English as a second language.

The COVID-19 pandemic has led to significant changes in the field of higher education during 2020–2021 all over the world. The move of higher educational institutions to remote learning has become quite a challenge for all the participants in the educational process. Modernization, reform of health care and medical education require the updating and improvement of the quality of the education in higher medical institutions in Ukraine in an effort to train highly qualified future professionals with a high level of professional knowledge, skills and abilities, creative thinking, better human qualities, national consciousness. A major role in achieving changes for the better belongs to the lecturer of the educational institution, as the professionalism of the future physician and scientist depends on the lecturer’s potential, professionalism, modernity, mobility and ability to motivate and understand the desires of modern graduates. The aim of the research is to identify and justify current requirements and challenges for lecturers of a higher medical educational institution in the conditions of COVID-19 pandemic. We have distinguished the major most important areas of activity of the lecturer of a higher medical educational institution: professional-pedagogical, educational-methodical, scientific research and educational activity. We have revealed the current requirements and challenges for the lecturer of higher educational institution, which include: mastery of the latest techniques of teaching and learning, fluency in a foreign language, ability to use innovative computer technology, high stress resistance, virtuous dedication, desire to enrich and update their knowledge, successfully combine their general cultural qualities with professional ones, to cultivate in themselves the qualities, which they wish to form in the student. Particular attention should be paid to such a requirement for the lecturer as respect for the students, for their modern views, their opinions without violating the principles of conformity and integrity. The lecturer must become an authority for the student, an example to follow in professional activities and social life. At the present stage of development of higher medical education, the teacher of a higher educational institution has a great responsibility - the training and formation of a highly moral and educated person - a future qualified medical specialist. The activity of a modern high school teacher is quite complex and multifaceted. Society always considers the activities of the teacher as a mission, and to his personality - makes special moral and ethical requirements. Human activity is a conscious task that encompasses a system of actions aimed at achieving a goal. The conscious nature of human activity is manifested in its planning, prediction of results, regulation of actions, and the desire for improvement. In view of this, it should be noted that the modern teacher must not only be adapted to rapid social, economic, ideological changes, but also be able to analyze contemporary processes, predict their development, outline ways of further transformation. Conclusions. Modernization of education is quite complex and specific, so it requires special knowledge, skills, abilities and patience. Therefore, in the person of a teacher who should be a mentor, students can gain a sufficient level of knowledge and practical skills, get answers to all their questions for further self-improvement. The teacher's understanding of these changes, which requires the transition of the educational process from the national orientation of higher education to European, is extremely important for both, for the teacher and the student, as well as for the higher education institution and for the country as a whole.

English as a Foreign Language (EFL) requires learners’ exposure to what educators call the language skills: reading, speaking, writing and listening. Language teachers’ aim is to make students acquire language skills to ensure achievement both in oral and written communication. Language teachers at Preparatory Schools try to do their best to teach those students who did not reach the level of target language skills that would enable them to study in that language. According to observations, the researcher came to conclusion that those students have difficulty reaching the proficiency level needed for study in the language at their departments for the following year need a special approach, additional to their curriculum studies. The idea was instead of giving abundant homework to students to be completed, it is better to draw their attention to English language-oriented extracurricular activities (ECAs). Via these activities students will use the language beyond the classroom, have sufficient real-life-like practice, but, on the other hand, be devoid of the stress typical for both classroom and first contacts with people not speaking one’s native language. This, hopefully, will also let students increase students’ level of language skills. The experimental research, in which 34 students of Ishik University (Iraq, Erbil) were involved, the idea was confirmed.

<p>English teaching and learning in the information age need to be carried out with the help of intelligent system software to change the disadvantages of traditional English teaching as well as learning. According to the actual circumstances of teaching besides learning, this paper combines semantic Web technology and artificial intelligence technology to construct an English learning and teaching system. Moreover, this paper divides the entire speech data into frames in the speech processing, performs subsequent analysis in units of frames, and uses the autocorrelation function method in the time domain to extract the pitch of each frame of data corresponding to the English sentence. In addition, this paper combines the actual needs of English learning and teaching to construct system function modules, and designs experiments to analyze system performance and make statistics on user satisfaction. From the research results, it can be seen that the system constructed in this paper basically meets the actual needs of English autonomous learning and English teaching.</p> <p> </p>

Purpose is an empirical study of the content parameters of socio-cultural competence in foreign language training of future aviation specialists at the stage of their training in a higher educational institution. The research was conducted in the form of ascertaining experiment with a comparison of the content parameters formation. Valid standardized methods, purposeful observation, reliability coefficients are applied. It is established and proved that effective foreign language training of future aviation specialists promotes ethnic (first year of study M = 25.01; third year of study M = 31.56) and social tolerance (first year of study M = 28.12; third year of study M = 32.45). They are key ones in the formation of socio-cultural competence. Differences in the formation of key research parameters of socio-cultural competence of respondents of the first and third years of study (t=2.2–5.1; р<.05; р<.01) were designated. It is substantiated that foreign language training of future aviation specialists in the context of socio-cultural competence formation has axiological and praxeological orientations. It is generalized that the obtained scientific facts are essential. It is expedient to operationalize and implement them in the educational process of foreign language training of future aviation specialists.

Purpose: To define the level of language skills among students with mental disabilities. Design/Methodology/Approach: The population and the sample (n = 106) included students with mild and moderate mental disabilities enrolled in special education centres at Ajloun Governorate. The descriptive analytical design was used using a questionnaire consisting of (32) items. Findings: The level of language skills among students with mental disabilities was low. Statistically significant differences were found in light of the disability's degree in all domains and the total score in favour of moderate mental disabilities, while no statistically significant differences were found in light of gender. Conclusion: The language skills topic for students with mental disabilities is one of the most important topics among specialists in special education. Thus, the primary issue with this research revolves around the level of language skills among students with mental disabilities at Ajloun governorate. The study found that the mean score for the level of language skills among students with mental disabilities was 0.37, with a low level. So, it is recommended to concentrate the efforts of educators, parents, and officials to increase the interest in this group of students, and to provide all material, moral, and training means to develop their social skills in order to become better. Practical Implications: The importance of this study stems from the fact that it sheds light on the level of language skills among students with mental disabilities, which in turn will affect the process of providing different programs for students with mental disabilities, especially those related to developing their language skills. The study complements the previous researchers' work on the language skills of students with mental disabilities; it could be a starting point to address the topic from other aspects and with multiple variables.

One of the topical challenges facing higher educational establishments (HEE) is to build the most optimal model for competitive selection of entrants. Based on the results of the external independent assessment (EIA) and the average score of the entry certificate, the institution of higher education, by varying weights, tries to build such a rating list, which places in the first place exactly those applicants who are able to study better in the relevant specialty. Evaluation of the applied model of competitive selection is investigated by the indicator of the predictive validity of the competitive score. Predictive validity is the correlation coefficient between the indicator by which competitive selection is made and the student's performance during the first year of study. Therefore, by assessing the value of predictive validity, it is possible to examine the statistical relationships of EIA results in different subjects or their respective weights with student performance and to build optimal competitive selection models based on them. In this case, the effectiveness of the HEE entry system based on EIA is recognized as high, if the correlation coefficient (R) is greater than 0.5; sufficient, if the correlation coefficient is in the range [0,3, 0,5] and low, if the correlation coefficient is less than 0,3. Since 2018, analytical procedures for EIA have begun to be introduced gradually for college graduates, but only as a state final certification. Subsequently, the results of the EIA will be taken into account in the admission of junior specialists to the bachelor's degree. But now, enrollment in the HEE is based on the grade point average of the school certificate and the results of the university entrance examination. Therefore, the study of the prognostic validity index of competitive selection of college graduates is relevant both in terms of evaluating the existing model of admission to the HEE, and for the search of directions for its improvement. In order to evaluate the predictive value of competitive selection and its components, the results of the calculation of correlation indicators between the students' grades and the students' success in the subjects studied in the HEE during the first semester of the third year are presented. The data obtained indicate a sufficiently high prognostic validity (R>0,5) of the competition score. At the same time, a significant level of correlation was observed both with the average rates of students' education in the first semester and with success in almost every discipline (only for the discipline "Information Systems and Technologies of Accounting and Audit" the correlation coefficient is slightly less than 0.5). It should also be noted that the competition score is better correlated with the results of the current academic performance of students in the 1st semester (before the test session), than with the results of the overall success after the 1st session. As it turns out, this tendency to decrease correlation is due to the fact that several students did not participate in the exam and therefore their average learning outcomes are very different from the main group of observations. Also indicative for predicting student learning outcomes in the HEE are the data from the average score of the school certificate. This indicator, as shown by the correlation coefficient calculations, has high predictive validity to the average results of the first semester (R = 0.73 and R = 0.67) and to each individual discipline (R>0.5). Therefore, when introducing external independent assessment for college graduates, it is also advisable to enter the average score of the education document into the formula for calculating the competition score. On the other hand, a proficiency test of university applicants is a weak predictor of student performance during the first semester (R<0.5 for all HEE subjects without exception). The slight correlation between these criteria is related to the introduced professional test evaluation methodology and therefore requires further improvement. By analyzing the standardized values of deviations between the competition grade and the average success rate of a student in the first semester, the presence of abnormal levels of evaluation within the sample was investigated. It is shown that the Spirman rank correlation coefficient is less dependent on the presence of such anomalies and is more rational when estimating the prognostic validity of small samples.

The article is devoted to one of the topical issues of modern medicine — the health of students at a higher educational institution. The relevance of the work is due to the significant prevalence of various disorders in the adaptive reactions of the body, especially in the first year of study at a higher educational institution. This study included 2 groups of students: 1st group — 12 male students, 2nd group — 18 female students. An anonymous survey was conducted in two groups, and in each of the groups, students had certain complaints that indicated the disruption of adaptation processes in the body in the first year of study.

Introduction: Professional identity refers to the concepts, which emphasize the conceptual representation of a personality about his place in a professional group. That is, the connection of personal characteristics that provide orientation in the world of professions, the professional identity is highlighted as an integrative concept that allows more fully realize the personal potential within professional activities. Professional identity is formed in the process of personal identity and is an indicator of professionalism. The quality of professional training of police officers is of particular importance with the growth of the crime situation in the country. In today’s conditions, we need a professional who is capable to effectively combat crime, to confidently and reliably protect citizens from criminal encroachments. As a result, graduates of higher education institutions with specific learning conditions must have the requirements for both possess certain knowledge and skills, to observe the legality in professional and everyday life and be able to make decisions independently for performing official and operative tasks.The urgency of the development of professional identity in the system of departmental education of internal affairs agencies is aggravated by the fact that the client is a specifically defined organization – the Ministry of Internal Affairs, which makes explicit demands to a modern specialist – a law enforcement officer.Having analyzed the research in the direction of developing professional identity, it became clear that nowadays it is not enough to have research works that would be aimed at studying the development of the professional identity of future police officers, especially while being trained at a higher educational institution with specific learning conditions. In this regard, the problem of studying the development of the professional identity of future police officers becomes relevant.The objective is theoretical and empirical study of the peculiarities for forming the components of the professional identity of future police officers at different levels, namely, at the cognitive level.Methods. Theoretical and empirical analysis of the development of professional identity at the cognitive level.Results The analysis of recent research reveals the peculiarities of the criteria for professional psychological selection for training in higher educational institutions with specific learning conditions, self-actuating at different stages of professional development, the motivational basis for the professional development of police officers.Authenticity. Nowadays, there is a need for a thorough study of the peculiarities of the professional development of police officers while studying at a higher educational institution with specific learning conditions in order to improve the professional training system for future law enforcement officers to perform their professional duties.Conclusions. Thus, the basics for self-identification differ at the cognitive level of professional identity in different courses of study. The average indicators of self-evaluation and skills gradually increase from the low level of formation on the first year of study, reaching a maximum on the fourth year of study. Cadets of the second year of study, compared to the first year of study have the greatest changes in the self-evaluation of knowledge, skills and abilities. The general indicators of the components of the professional identity of self-evaluation, the involvement of satisfaction, increase significantly in statistics from the first to the fourth year of study, causing the development of their professional identity.

The Global Scope and Politics of ELT: Critiquing Current Policies and Programs.- Introduction: The Global Scope and Politics of ELT: Critiquing Current Policies and Programs.- ELT and Colonialism.- Ideology, Language Varieties, and ELT.- Tensions Between English and Mother Tongue Teaching in Post-Colonial Africa.- A Critical Discussion of the English-Vernacular Divide in India.- ELT Policy Directions in Multilingual Japan.- English Language Teaching in Korea.- The National Curriculum Changes and Their Effects on English Language Teaching in the People's Republic of China.- ELT and Bilingual Education in Argentina.- English, No Longer a Foreign Language in Europe?.- Common Property: English as a Lingua Franca in Europe.- Teaching English as a Third Language.- Protecting English in an Anglophone Age.- Adult Immigrant ESL Programs in Canada.- Focus on Literacy.- Methods, Meanings and Education Policy in the United States.- The Goals and Focus of the ELT Program: Problematizing Content and Pedagogy.- Introduction: The Goals and Focus of the ELT Program: Problematizing Content and Pedagogy.- The Goals of ELT.- Integrating School-Aged ESL Learners into the Mainstream Curriculum.- Communicative Language Teaching.- Language Instruction Through Tasks.- Knowledge Structures in Social Practices.- Accelerating Academic Achievement of English Language Learners.- Predicting Second Language Academic Success in English Using the Prism Model.- Four Keys for School Success for Elementary English Learners.- Collaborating in ESL Education in Schools.- Organization of English Teaching in International Schools.- English for Specific Purposes.- An Interdisciplinary Approach to Teaching Adults English in the Workplace.- Assessment and Evaluation in ELT: Shifting Paradigms and Practices.- Introduction: Assessment and Evaluation in ELT: Shifting Paradigms and Practices.- Standards-Based Approaches to the Evaluation of ESL Instruction.- The Standards Movement and ELT for School-Aged Learners.- High-Stakes Testing and Assessment.- New Directions in Testing English Language Proficiency for University Entrance.- The Impact of Testing Practices on Teaching.- Classroom-Based Assessment: Possibilities and Pitfalls.- The Power of Language Tests, The Power of the English Language and the Role of ELT.- Different Definitions of Language and Language Learning.- The Learner and the Learning Environment: Creating New Communities.- Introduction: The Learner and the Learning Environment: Creating New Communities.- ESL Learners in the Early School Years.- The Adolescent English Language Learner.- What about the Students? English Language Learners in Postsecondary Settings.- Imagined Communities, Identity, and English Language Learning.- Academic Achievement and Social Identity Among Bilingual Students in the U.S..- Sociocultural Theory.- Mediating Academic Language Learning Through Classroom Discourse.- Creating a Motivating Classroom Environment.- Autonomy and Its Role in Learning.- Creating a Technology-Rich English Language Learning Environment.- The Internet and English Language Learning.- Constructs of Language in ELT: Breaking the Boundaries.- Introduction: Constructs of Language in ELT: Breaking the Boundaries.- Psycholinguistic Perspectives on Language and Its Acquisition.- Academic Language.- Teaching Implications of L2 Phonology Research.- Current Perspectives on Vocabulary Teaching and Learning.- Changing Approaches to the Conceptualization and Teaching of Grammar.- Extending Our Understanding of Spoken Discourse.- New Directions in Student Academic Writing.- From Literacy to Multiliteracies in ELT.- Technology and Writing.- Multimodal Pedagogies, Representation and Identity: Perspectives from Post-Apartheid South Africa.- Approaches to Genre in ELT.- Researching and Developing Teacher Language Awareness.- Research and Teacher Education in ELT: Meeting New Challenges.- Introduction: Research and Teacher Education in ELT: Meeting New Challenges.- Qualitative Approaches to Classroom Research with English Language Learners.- Action Research.- Narrative Inquiry and ELT Research.- Conversation Analysis: Issues and Problems.- Poststructuralism and Applied Linguistics.- What Shapes Teachers' Professional Development?.- Appropriating Uncertainty.- Teacher Education for Linguistically Diverse Communities, Schools, and Classrooms.- Challenges and Opportunities for the Teaching Profession.- Teachers' Roles in the Global Hypermedia Environment.- Preparing Teachers for Technology-Supported ELT.

Situational approach is widely used in English teaching. Up to now it has great achievements in the English teaching of primary schools. Under the circumstances, based on a teaching experiment and a questionnaire survey, the author is to discover the main points we should pay attention to when applying the situational teaching method to English teaching in primary schools. Focusing on primary school English teaching, this study aims to explore how to create effective situational teaching approach in primary school English learning by creating effective situations, such as intuitive teaching method, the description method, the using of multimedia, the play method, the song method. The research results showed that situational teaching method is valuable to English learning and teaching.

This article describes how information and communication technologies (ICT) are growing important in English teaching and learning. Based on the model of digital divide, this article focuses on the third-level digital divide. Through interview and large-scale survey by using a questionnaire designed based on a digital divide model, this article attempts to determine the gender differences in the third-level digital divide in English teaching and learning, together with correlations between attitude toward ICT, educational level and economic status. It is concluded that (1) there are significant gender differences in the third-level digital divide in English language learning and teaching; (2) there is a significant positive correlation between attitudes toward ICT and the third-level digital divide in English learning and teaching; (3) there is significant positive correlation between educational level and third-level digital divide in English learning and teaching; (4) there is significant positive correlation between economic status and the third-level digital divide in English learning and teaching. Advantages and disadvantages of this article and future research directions were also discussed.

iSpring is one of various software which is benefit in English language teaching and learning. There are numerous researches that bring up the use of iSpring to support the material and quiz development. This research aims at providing comprehensive literature review about iSpring in English language teaching and learning. This research’s objectives are investigating; 1) the roles of iSpring in English language teaching and learning and 2) the effectiveness of iSpring in English language teaching and learning. Qualitative research method with library research approach was used in this research. The data consists of 3 theses, 4 conference proceedings, 5 journal articles that taken mostly from Google Scholar. The data then analysed using content analysis to match the objective of this research. The findings showed that iSpring has several important roles for English language teaching and learning such as; making English teaching and learning activities becomes easier; helping students to learn English language; creating interest, motivation, confident, concentration, and independence for students in English learning; supporting all types of learning styles and various level of students in English learning; providing effective English teaching and learning activities; and also accommodating various English teaching methods. Besides that, this research also showed that iSpring was effective for foreign language distance learning, improving students’ independence on self-evaluation, improving receptive skill, and productive skills as well. Therefore, iSpring is suitable to be used in education, especially to support the English language teaching and learning.

Actuality of this labour consists in that a modern teacher of physical culture must be ready to the changes that take place under act of processes of globalization in the world, apt at the systematic prosecution of itself, to permanent self-perfection and search of flexible technologies of studies, effective methods, receptions and forms of organization of pedagogical cooperation. On the modern stage for the teachers of physical culture a presence of professional image is a necessary condition that gives an opportunity to declare oneself to the students as a professional to them, and can be the means of improvement of success of educational process. A concept “professional image” is considered teacher of physical culture as an important condition of effective professional activity. Certainly and the basic components of professional image (in-professional, social-behavioral and personality) are described. Factors that form the image of future teacher of physical culture are considered and analysed. It is well-proven that process of study of pedagogical disciplines students it is necessary to develop a flair to self-regulation, culture of original appearance, culture of pedagogical сommunication, lexical riches of future teacher of physical culture. For the image of teacher meaningful is not only acquisition of abilities in industry of pedagogical technique but also capture other special abilities. Image of future teacher of physical culture is produced a both on the basis of his real behavior and under act of evaluation judgements and ideas about him students, colleagues and other participants of pedagogical process. Clearly certainly, that efficiency of creation and forming of professional image of students of establishments of higher pedagogical education depends on ability and ability to apply the strategies related to innovative pedagogical technologies, and can be provided with creation of necessary environment in establishment of higher education, that assists forming for the future teachers of physical motivation and interest in the increase of own professional level, opening of essence and maintenance of forming of image. Key words: future teachers of physical culture, professional image.