Trainings to improve students’ understanding in fiqh of muamalah, English, and Arabic at Muhammadiyah Islamic Boarding School, Ponorogo

Background. The training of communication skills in English is necessary both for the teaching activity of each student and for his professional development, a good specialist in the field of physical culture. The formative nature of university education is the reference framework of the initial vocational training system of the future sports teachers for efficient verbal communication in English in the international area, for a better cooperation of sports specialists. Studying a professional foreign language contributes to the development of professional abilities and attitudes by exploring the fields of other disciplines with different contents. In the process of teaching / learning English to students, professional competence is developed, but by reporting individual situations and activities of learning, reception and production, typically of foreign languages, to those of the mother tongue, a unitary conception is created about the functioning of the language as an essential element of communication. In this respect, there is a need to develop a model for the communication skills in English of students in the field of physical culture. Aim of research. Optimization the professional English language skills training process for students from Physical Education and Sports Faculties. Research objectives: 1. Studying the theory and practice of the educational process in the English discipline from the State University of Physical Education and Sports (SUPES). 2. Appreciation of the level of English professional language to SUPES students. 3. Determining the content of the English language course in order to build communication skills in foreign languages. 4. Acquisition of sports terminology and ability to read foreign literature. Research methodology. Analysis and generalization of literature, study of working documentation, pedagogical observation. Results. Using this communicative approach in teaching is that: learners learn from what they hear from the communicator, “their oral production” will be greatly increased, they will develop fluency and their level of motivation will increase. Conclusions. Foreign language is necessary to the future sports specialist not only as a means of selecting scientific information but also as a means of communication (in exchange of experience, in international sports competitions and for personal contacts, etc.). The training of English professional language to SUPES students helps in the knowledge and application of sports-pedagogical language, in the formation of general and special cognitive skills, on the basis of which they will undertake the learning and evaluation activity according to the requirements of the modernized curriculum in physical education.

The urgency is substantiated by the fact that according to the state standard, the purpose of teaching foreign languages within the basic course is to master the basics of foreign language communication, which requires a teacher to provide situations that would stimulate communication, in particular, real communication situations that arise in various spheres of life and relate to different topics. The purpose of the article is to determine the essence and effectiveness of the use of learning and speaking situations for the development of foreign language skills of students as one of the criteria for the formation of pedagogical skills of a foreign language teacher. Theoretical methods applied: analytical and descriptive methods of elaboration of theoretical and critical sources and resources; generalization of the received scientific data; synthesis and generalization of own long-term experience of preparation of future teachers of a foreign language. The use of learning-speaking situation in a foreign language lesson can serve different purposes of learning: to develop skills of dialogic and monologue speech, to help learn lexical and grammatical material. When developing foreign language skills, care should be taken to ensure that students are motivated. Therefore, students' learning activities are organized in such a way that they perform motivated actions with speech material to solve communicative tasks aimed at achieving the goals and intentions of communication. To do this, the teacher should create situations that would stimulate communication, in particular, situations of real communication that arise in different areas of life and relate to different topics. The core idea of the article lies in the fact, that the learning situation should evoke certain emotions in students. And this is possible only when the situation is completely clear to children and the teacher offers it interesting, enthusiastic and students have a desire to participate in communication. Learning situations, texts, and taking into account students' personal experiences can help manage the learning process. Discussion of situations built on the basis of relationships allows you to make the learning process as natural as possible, close to the conditions of real communication. The results of the study allow to make sure that the use of learning and speaking situations for the development of students' communication skills is one of the criteria for the formation of pedagogical skills of a foreign language teacher, as it requires him to show creative initiative, methodical training interest in the subject, to activate students, intelligently and subtly «conduct» the cognitive activity of students. And the most important criterion is productivity, which is the ability of students to hypothetically demonstrate well-formed foreign language communication skills in different areas and different life situations. An analytical review of information sources on the development of foreign language communication skills has been carried out, substantiates the nature and effectiveness of the use of learning and speaking situations for the development of foreign language skills of students as one of the criteria for developing pedagogical skills of a foreign language teacher has been substantiated in the article. The types of use of learning and speaking situations in a foreign language lesson have been determined. The types of exercises were substantiated, taking into account various educational and speech situations. Emphasis was placed on the advantages of using learning and speaking situations for the formation of students' foreign language communication skills. The results of the study allow to make sure that the use of learning and speaking situations for the development of students' communication skills is one of the criteria for the formation of pedagogical skills of a foreign language teacher, as it requires him to show creative initiative, methodical training interest in the subject, to activate students, intelligently and subtly «conduct» the cognitive activity of students. And the most important criterion is productivity, which is the ability of students to hypothetically demonstrate well-formed foreign language communication skills in different areas and different life situations.

This study aimed to describe teachers’ perceptions of using CLIL to improve students’ communication skills in foreign languages without knowing the material elementary school students are taught. This research is motivated by the main problem of the low foreign language ability of students in elementary schools who apply bilingual learning. This situation makes it difficult for students to understand the material taught by the teacher in bilingual education. According to Coyle et al. (2010), CLIL is an approach with a dual focus between content and language with a 4C framework consisting of Content, Cognition, Communication, and Culture; This research includes descriptive qualitative research with interview data collection techniques, document studies, and field notes. The participants in this study consisted of 2 teachers who taught Cambridge Science and Mathematics subjects in grade 4 of SD Lazuardi Kamila GCS. For the application of CLIL in the classroom, teachers use peer learning methods to motivate students to learn foreign languages. Teachers have a perception that CLIL influences the process of learning English communication skills in students. The situation is supported by teachers’ creativity in applying 4C and teaching methods that follow the needs of students as peer learning methods. Keywords: CLIL, Communication, Perception, Teacher

Computer-assisted language learning knowledge tests should no longer be designed on traditional skills to measure individual competence through traditional skills such as reading, comprehension and writing, but instead, it should diagnose interactive and communication skills in foreign lan-guages. In recent years in online education, it has been necessary to review the concept of interactive competence in digital environments in a comple-mentary way to its traditional use. It is important to promote a new typolo-gy of alternative tasks and items in tests where examinees can prove a real interactive performance in communication and interaction through the digi-tal scenario. This should be done through tools that facilitate oral negotia-tion, the management and understanding of the information extracted from online repositories, the search for suitable online digital material, and the use of new modes of audio-visual communication. Although some of these tasks have been used in a complementary way in the design of language tests previously: it is true that they have not been applied in a coherent way to be used as an assessment tool. A first approach was made by Miguel Ál-varez, García Laborda & Magal-Royo (2021) in the development of oral ne-gotiation skills through the use of interactive tools. The current online as-sessment models analyzed by García Laborda & Álvarez Fernández (2021) indicate the need to seek new ways of assessing foreign languages through the design of tests that fit in the current digital and interactive world.

The article focuses on the problems of foreign language teaching at a technical university. Due to the integration of the Republic of Kazakhstan into the world community young specialists should effectively use a foreign language in their future profession. Teaching foreign languages in non-linguistic universities has particular relevance since foreign language communication of modern specialists in the professional sphere is becoming closer due to the effect of growing professional, business, scientific contacts of specialists in the world community. The article considers the experience acquired by the Foreign Languages department of Karaganda Technical University in developing undergraduate students’ foreign language communicative skills on the basis of the teacher’s experience using YouTube channel and also a professional and technical translation course organized in the University. The ways of developing technical specialty students’ foreign language skills as well as recommendations for teachers are suggested in the given work. The results of the survey among the students on the problems they face in learning the English language, the practice of interactive methods used for improvement of students’ professional foreign language communicative skills and other extra-curricular activities organized by the university foreign language department are also demonstrated.

The article presents the results of an audit of the corporate students needs in professional communication skills in foreign languages, viz. English. Conducted in 2017 and 2022 in Krasnodar among employees of five commercial organizations and a state university, the study was aimed at identifying factors of reduction in efficiency of teaching foreign languages in Russia (stop factors), as well as finding ways to avoid them (push factors). Data analysis revealed an obvious pragmatic gap between the process of learning a foreign (English) language by respondents at the school or university stage and the outcome of such learning in terms of their inability to apply gained knowledge and skills to various communicative situations at workplace. Conclusion was made that the traditional language education policy in Russia requires immediate modernization in accordance with international standards as well as incorporation of the best grading and assessment practices such as CEFR.

The increasing number of foreign tourist visits to Komodo National Park requires naturalist guides to have good communication skills in foreign languages, especially in English. Therefore, the Media Literacy and Visual Culture Expertise Group held English communication skills training for naturalist guides in Pasir Panjang Village, Komodo Islands. This training uses lecture, discussion, and direct practice methods of speaking English that are tailored to the needs of tour guides. The materials presented include how to communicate effectively with foreign tourists using English and the skills of promoting tourist destinations on social media. The evaluation results of this training showed that most tour guides in Pasir Panjang Village (96.2%) considered the materials presented to improve their knowledge and communication skills in English and all participants (100%) considered the materials presented interesting. Keywords: naturalist guide, English communication, Komodo National Park

The reality of education 4.0 is undeniably true of contemporary higher education systems. This is demonstrated by technological developments and online-based developments. This phenomenon is a challenge of any kind, particularly for students to adapt to the creation of learning processes. Therefore, the purpose of this paper is to explore the students ' improvements in their communication exchange skills and establish interpersonal relationship skills through the use of conversation exchange websites. There were six females and four males of students that has been using conversation exchange from some countries taken as participants. This survey was carried out using the video call feature in the Application tool. The semi-structured interview was used to obtain information from students on the specific theme of fun and easy conversation exchange in foreign language communication as a part of the educational challenge 4.0. By using the structural analysis, ten students have fully agreed to the use of a conversation exchange website to improve foreign language communication skills. All males and females were 90% willing to use the conversation exchange website as a measure of the effects of the use of conversation exchange through semi-structured interviews with three questions. The results show that the students ' attitudes have been welcomed by the conversation exchange website to enhance their communication skills in foreign languages. Therefore, the use of conversation exchange should be widely introduced to increase the ability to communicate in a foreign language.

A comparative analysis of the total number of admissions to the Graduate School of Interpretation & Translation (GSIT) at Hankuk University of Foreign Studies (HUFS) revealed that the number of male students drastically increased during certain years. A statistical analysis of GSIT total admissions at HUFS indicated that there is a correlation between the increased number of male students and job landing difficulties due to heightened unemployment following economic recession. In particular, the number of male students admitted to GSIT soared during the years when unemployment sky-rocketed due to economic recession. The first such instance occurred in 1999 following the Asian financial crisis when unemployment reached record highs, and the second occurrence was in 2014, when the unemployment rate was at its peak following another economic downturn.Since job seekers believe that the ability to communicate in foreign languages is a major requirement for gainful employment, they consider GSIT an option to improve their communication skills in foreign languages. Consequently, the number of male students attending GSIT increases when unemployment rates rise during economic recessions. Thus, it can be concluded that a functional relationship exists between economic recession and increasing numbers of male applicants to GSIT.

The ability to speak English has become a popular issue in the management of foundation to be learned that Islamic boarding school students need English speaking training activities to improve their communication skills in foreign languages. Based on observations, the students have different basic abilities so it was decided to provide basic language training. This training was attended by 19 students consisting of 8 male students and 11 female students and carried out five stages including field assessment, preparation, program planning, implementation, and evaluation. This training uses an educational and mentoring approach. It was found that 63.15% of the students experienced an increase in their English-speaking skills and 36.84% less. This is due to two inhibiting factors, namely time and discipline. So, it is recommended that the next training activities be carried out regularly and participants are committed to learning and the board of Islamic boarding schools or foundations are more involved in the English language learning program.

The paper focuses on the corporate language used in the business environment in Romania. English exerts the strongest influence on the Romanian vocabulary, influence appreciated by some politicians and businesspersons as beneficial, but at the same time, blamed by many linguists and cultural personalities. Corporate language is not a negative phenomenon by definition. But it becomes negative when used in excess or for no reason. In some cases, linguistic clichés turn into automatic formulas that limit thin king, while in others their use is not necessary. Corporate language manifests as a reality today both in terms of economic and social context in which organization evolves and as a distinct activity field of the organization. To meet the requirements imposed once with the internationalization of economic relations, sound professional training and a good grasp of specialized knowledge are just as important as communication skills in foreign languages, intercultural adaptation being a natural consequence.

English Training for Tour Guides is a strategic effort to increase the capacity of local human resources and the competitiveness of the tourism sector in Desa Warnasari, Kecamatan Pangalengan, Kabupaten Bandung, West Java. Desa Warnasari has attractive natural tourism potential, but still faces challenges in reaching foreign tourists due to limited communication skills in foreign languages, especially English. This training activity aims to equip residents and youth organizations who become local tour guides with basic English skills relevant to the world of tourism, such as introducing tourist attractions, explaining travel routes, answering visitors' questions, and conveying local cultural and historical information. The training methods used include interactive lectures, hands-on practice (role play), and questions and answers. The results of the training showed a significant improvement in the confidence and communication skills of participants in English. With this training, it is hoped that tour guides can provide more professional services to foreign tourists, as well as encourage an increase in the number of visits and tourist satisfaction, which will ultimately strengthen the position of Desa Warnasari as a leading tourist destination in the Pangalengan area.

An important sub-objective of the Lisbon Strategy states that there is a need to improve foreign language teaching at all levels of education throughout Europe. Over the past two decades, countries in the world have become ever more interdependent and many existing borders have been erased. Multilingualism, or proficiency in more than one language, is internationally gaining positive support and is viewed as an educational goal by many countries. This has brought about a situation where foreign language teaching and learning has become more necessary than ever, not simply for linking with the rest of the world but above all for producing active citizens able to function in today’s ever-shrinking world. Good communication skills in foreign languages has never been so important and necessary. Such rapid and profound social changes have not only increased the number of foreign language teachers and students and brought about complex and intriguing problems related to quality in teaching and learning, but they have also deeply affected present-day teaching methods and approaches. In today’s world, if foreign language teaching is to be successful, it is important that teaching systems and programmes are continuously remodelled, keeping in mind the social changes that have occurred in recent years. Such changes compel us to adapt to new social, cultural and linguistic realities: young people’s language use, their way of doing things, their way of studying today is very different to what it was some years ago. These also present a vast array of qualms that have to be dealt with in the foreign language classroom, namely, assessment strategies, the correct use of technological resources, and mixed ability and multicultural classrooms. All this implies that in order to make students become autonomous learners, which is the ultimate goal in language teaching, what is presented in class has to be relevant and pertinent to the students’ everyday life experiences.

This paper aims to study the relation between the evolution of youth tourism in Romania in the European context and the enhancement factors of development represented by the formation of communication skills in foreign languages, with emphasis on the so called “rare” languages; these skills include culture knowledge on the target tourist segments. The research methodology consists in highlighting the potential of the economic development of youth tourism reflected by literature in relation to the increase in competitiveness of those operators who turn into good account the online and offline communication in various foreign languages. The research of statistical sources on the evolution of the youth tourism in Romania and throughout world is correlated with the provisions of the strategic development plans of this form of tourism and the modern teaching methods as well as the content of the training programmes in the sector of the communication in foreign languages. The conclusions of the paper are: the youth tourism will have a globally sustained dynamics and the data in the paper demonstrate that by 2020 at least a quarter of the customers in this sector will come from among the young people under the age of 19; a specialist considers that the future of this form of tourism will be in countries such as Romania, where the UNWTO inaugurated in 2013 the first youth tourism cluster worldwide; in order to correlate the resources of the two sectors involved, i.e. youth tourism and education in foreign languages, it is required to have a complex strategic approach as the removal of the communication barriers and the management of cultural differences represent nowadays the way towards dialogue, tolerance and economic development.

This study aims to determine the Implementation of Foreign Language Institute Management in Improving the Arabic and English Language Skills of Santri at Modern Misbahul Ulum Islamic Boarding School. The type of research used is qualitative with descriptive survey techniques. The data presentation is done using comparative analysis. The results showed that the implementation of foreign language institute management can improve the Arabic and English language skills of students. The successful implementation of foreign language institute management is one of the foreign language institute management that is created and has been carried out in misbahul ulum modern pesantren, namely providing vocabulary (mufradat / vocabulary), language changes, muhadatsah (conversation), making mufradat exams, inter-dormitory drama, making place name boards in each pesantren area and strengthening foreign languages. The research output produced through the management of foreign language institutions in improving the Arabic and English language skills of santri is to produce graduates who not only master religious knowledge, but also have superior foreign language skills.