Abstract
The study aims to investigate pre-service teachers’ readiness to use digital resources for foreign language teaching; to find out the pre-service teachers’ attitudes to the development of their digital competence; to outline the ways of the development of the digital competence. A mixed research design was employed which involved 56 pre-service teachers of Kyiv National Linguistic University in 2019-2020. The quantitative research method was employed to assess the level of digital competence in the pre-service foreign language (FL) teachers using the Fisher Criterion. The qualitative research method allowed analysing and interpreting data of the experimental learning. The results showed that the pre-service FL teachers who were consulted by in-service teachers and used checklists for systematical assessment of their digital skills in progress had higher results than those who were only consulted by in-service teachers. Also, the qualitative method aimed to gain data about the pre-service teachers’ attitudes to using digital resources for teaching foreign languages. For that purpose, a closed-ended questionnaire for the pre-service teachers was suggested as a data collection tool. It was determined that the digital competence is a necessary component of the teacher’s professional competence which affects the success of the learning process. The digital competence can be developed in two areas: the Digital Resources Managing Area and Methodological Managing of Digital Resources Area. The criteria for critical selection, analysis and assessment of digital resources were singled out.
Highlights
The rapid development of digital technologies in the 21st century defines new requirements to the professional competence of foreign language (FL) teachers in Ukraine
Digital competence plays a vital role in the context of the modern paradigm of foreign language education that requires the widespread introduction of digital devices to individualise and intensify learning, increase the activity of FL learners, and motivate their learning through creating conditions for independent work and defining the individual learning trajectory in the digital and educational environment
In order to identify the effectiveness of the learning process focused on the development of digital competence, we outlined the levels of digital competence of the pre-service FL teachers
Summary
The rapid development of digital technologies in the 21st century defines new requirements to the professional competence of foreign language (FL) teachers in Ukraine. Constant experimenting (Stavytska, 2017; Lytovchenko & Voronina, 2020; Saienko, Lavrysh & Lukianenko, 2020; Saienko & Lavrysh, 2020; Terenko & Ogienko, 2020) with different digital technologies and studying their influence on the FL teaching and learning process proves the necessity to boost digital skillfulness of educators in the implementation of these technologies. All this indicates the necessity to systemically develop and assess digital competence in educators
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