Abstract
The study aims to investigate the possibility of using the Belbin Self-Perception Inventory (SPI) for the actualization of the social aspect of the language learning style in the differentiated English for specific purposes (ESP) learning of information technology (IT) students so as to determine the students' and teachers' attitudes to the use of Belbin's roles in the differentiated ESP instruction. To achieve the outlined aim, a mixed research design was employed which involved 180 university IT students and 10 teachers. For data collection we used the Belbin's SPI, students' self-assessment survey and ESP teachers' survey. The results showed that the students' team and functional roles were evident in each group, irrespective of the number of students in it. Communicative roles were found to be an integral part of functional, team, and social roles. Various interaction patterns were defined for students' functional roles. The findings suggested that in the context of social relations and the roles, the subject of a conversation, communicative behavior, professional knowledge, experience, and language potential of the interlocutors are different and reflect the specifics of the situation. To improve the students' communicative skills, three stages of role learning were suggested. The optimal group size for the differentiated ESP instruction was defined. The Belbin's roles were found suitable for groups of students with different English language proficiency levels. This study showed that the use of Belbin's approach to actualization of the social aspect of the language learning style in the differentiated ESP instruction can be effectively used in teaching IT students at university.
Highlights
With the development of the information technology (IT) as the most promising industry in Ukraine, there is a need for training future IT professionals who are competent in the area of their knowledge and fluent in English for specific purposes (ESP)
The optimization of the process of effective English language acquisition by the IT students should be relied on the actualization of the differentiated ESP instruction
The concept of language learning style is the key tool for creating personality profiles, and, a tool for understanding what kind of teaching is the most
Summary
With the development of the information technology (IT) as the most promising industry in Ukraine, there is a need for training future IT professionals who are competent in the area of their knowledge and fluent in English for specific purposes (ESP). Among the main challenges in ESP teaching at technical universities in Ukraine are an insufficient number of learning hours for ESP instruction, uneven language proficiency of students, unequal number of learners in groups. In this regard, the problem arises of improving the quality of training of IT specialists, which necessitates the identification of new priorities in teaching. One of the dominant priorities is taking into account the differences in students’ English language proficiency levels and language learning styles. The concept of language learning style is the key tool for creating personality profiles, and, a tool for understanding what kind of teaching is the most The optimization of the process of effective English language acquisition by the IT students should be relied on the actualization of the differentiated ESP instruction.
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