ГЕЙМІФІКАЦІЯ ЯК МЕТОД НАВЧАННЯ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ АНГЛІЙСЬКОЇ МОВИ

Abstract

The introduction of the method of gamification at higher educational establishments is associated with several issues that are conditioned by the need for qualitative reorganization of the current education system. One of the main reasons for introducing this method is the need to increase the level of language skills, motivation, and interest of the modern student in learning English. The article gives an overview of approaches to the interpretation and development of the method of gamification of foreign scientists. It is proved that the spread of this method in foreign education practice allows solving several problems related to the spread of elements of smart education in higher education, the implementation of the principles of difficulty and access to education, an individual approach, the optimization of the educational process, as well as raising the level of interest in the subject, the formation of students’ ability to work in a team, etc. Emphasis is drawn on the conclusions of foreign scientists that the method of gaming is not the only one way of acquiring knowledge, but also has powerful levels to form students’ skills in problem-solving, organization of cooperation and communication. The study highlights the varieties of the gamification method (group and individual forms), as well as the results of the pedagogical experiment, which was aimed at revealing the influence of the mentioned method on increasing the level of skills of students in the language of instruction in the process of learning the English language and changing their motivation to study this discipline in free time. In the pedagogical experiment, it was involved 40 students of the first year of study, which had approximately the same level of English. The experiment lasted throughout the school year. Students were divided into two groups: experimental (EG – 20 people) and control (CG – 20 people). Students from the experimental group used Lingvaleo, English LioDuo, Lingvist, EnglishDom, and Ewa applications for mobile phones during the school year. Students of the control group didn’t use the proposed applications. Results of the control phase of the experiment recorded a significant increase in the level of success of the students of EG compared with the CG. Besides, the students of the EG, preferring such applications as Lingvaleo; English LioDuo; EnglishDom in the teaching of English, using the self-assessment method, recorded an increase in the level of cognitive interest in studying this discipline at higher educational establishments. Consequently, the results of the study confirmed the findings of foreign scientists on the effectiveness of the application of the methodology of gamification in the educational process at high school, in particular in the teaching of English.  Keywords: English, teaching process, application for smartphones, method of gamification, motivation, the level of language skills, students, higher educational establishments, pedagogical experiment.