НАВЧАННЯ Й ОЦІНЮВАННЯ ІНТЕГРОВАНОГО АУДІЮВАННЯ ТА ПИСЬМА В ЗАКЛАДАХ ВИЩОЇ ОСВІТИ: АНАЛІЗ КОГНІТИВНИХ ПРОЦЕСІВ

Abstract

Background. With the internationalization of educational settings as well as the labour market, there is an increasing need for tertiary school students to acquire academic English writing skills. English is the dominant language spoken by many learners and professionals worldwide, but, gaining proficiency in academic writing can be challenging due to the range of specific cognitive processes involved in this type of writing. In the context of Ukrainian education, creative writing is prevalent in secondary education institutions, which may result in poor performance in universities because of a lack of knowledge and skills among students regarding how to highlight the main information and what to write. As a result, there is a need for introducing effective techniques of teaching and assessing integrated listening-into-writing in a higher institution classroom. Objective. The goal of the article is to provide a concise and organized overview of the cognitive aspects related to integrated listening and writing skills in a university setting. This will be achieved by analyzing the processes involved in both integrated listening-into-writing as well as non-integrated listening and writing. Results and discussion. The study involved a comprehensive analysis of relevant literature addressing core distinctions between integrated and independent writing in terms of cognitive processes and characteristics. Building on existing research on integrated listening-into-writing, as well as independent listening and writing, the paper presents a synthesis of current models encompassing the cognitive processes underlying integrated tasks. It examined cognitive strategies and executive control, as well as the challenges of implementing integrated writing in the modern system of higher education, highlighting the ways of overcoming the difficulties. Additionally, the article explains the roles assumed by both teachers and students in overcoming difficulties associated with integrated listening-into-writing. Further steps are to be taken to create a manual for teachers and assessors of integrated listening-into-writing.