English Language Lessons Research Articles

FORMATION LEARNERS’ СOMMUNICATIVE COMPETENCIES THROUGH DIDACTIC GAMES

This article gives a conceptual apparatus of communicative competencies from different points of view and identifies active forms and methods of teaching English. One of the active forms of teaching English is games, the article contains an experiment in which didactic games are applied to practical classrooms to form the communicative competencies of learners. The research aims to ensure the effectiveness of the application of didactic games in English language lessons. The object of the research is the educational process of learners’ communicative teaching in English language lessons. The subject of research is the conditions for the formation of communicative competencies in English language lessons. The conditions for the formation and development of learners' communicative competencies are thinking, communication, and personality. Research methods were applied - the average level of education of a specialized school was chosen as an experimental class. At the beginning of the experiment, a cross-sectional survey for learners, the results of the quiz were put in the table of S.F.Shatilov. During the research phonetic, grammar, and lexical games were applied in English language lessons. At the end of the research was made the final cross-sectional survey, and the results were put according to the table, based on which the dynamics of the growth of learners’ communicative competencies had been figured out. The theoretical significance of the research lies in the fact that the teacher develops self-esteem, and increases the potential for the creativity of the learners person. The practical significance of the research lies in the fact that the game introduces learners to the communicative process, thereby motivating them to develop educational activities.

MODERN APPROACHES IN TEACHING ENGLISH LANGUAGE

The main goal of teaching foreign languages is to train students to freely navigate a foreign language environment and to respond appropriately in various situations, that is, to communicate. Every language reflects the culture of the people who speak it. The task of the modern teacher is to create conditions for each student to improve their command of the language, to select teaching methods that allow each student to express their enthusiasm and creativity, and to stimulate cognitive activity during the foreign language acquisition process. Therefore, one of the main objectives is to cultivate an interest in this subject and strive to awaken the students’ creative and intellectual abilities. The aim of this article is to examine modern approaches, particularly those with a communicative focus, to designing English language lessons and to discuss their practical application. The theoretical significance of the research lies in the comprehensive review of modern methods of foreign language teaching and in the theoretical substantiation of pedagogical conditions for applying modern technologies in the teaching process. The practical significance of the research is that the theoretical principles can be actively used in the process of teaching foreign languages in general education schools. Additionally, this research explores conditions for effective use of modern pedagogical methods and developmental techniques. The introduction of modern technologies creates prerequisites for intensifying the educational process. They facilitate the shift from mechanical knowledge acquisition to mastering the skill of independently acquiring new knowledge. Modern technologies contribute to the development, preservation, and enhancement of students’ personal qualities.

The choreography of engagement in the language classroom: Exploring the dynamic interplay between learner and teacher engagement

While a growing body of research has focused on learner engagement, teacher engagement remains largely underresearched. The purpose of this study is to examine how the engagement of teachers and learners develops in real-time throughout three English language lessons, and how they interrelate over time. Participants in the study were six students from one fourth-year English class at an Austrian middle school and their teacher. Experience Sampling Method (ESM) data were collected through the M-Path app which prompted learners and their teacher to chart their real-time levels of behavioural, emotional, and cognitive engagement at 7-minute intervals throughout three English lessons. ESM data were complemented by classroom observations, video-audio recordings of the lessons, and stimulated recall interviews cued by ESM data for both teacher and learners. Findings revealed the dynamic and multifaceted nature of learner and teacher engagement, and their complex reciprocal interactions.

METHODS OF ASSESSING STUDENTS' KNOWLEDGE IN ENGLISH LANGUAGE LESSONS

Assessing students' knowledge in English language lessons is a crucial aspect of language education, impacting both teaching effectiveness and student outcomes. This article explores a variety of methods used to evaluate English language proficiency, considering both traditional and modern assessment techniques. Traditional methods such as written and oral exams are examined alongside performance-based assessments like portfolios and project-based learning. Additionally, the article delves into formative assessments, including quizzes and classroom activities, and the growing role of technology-enhanced assessments through computer-based testing and language learning apps. By examining the effectiveness, advantages, and limitations of each method, the article provides valuable insights into how these diverse tools can be integrated into a comprehensive assessment strategy. The ultimate aim is to offer educators a detailed understanding of assessment practices to enhance language teaching and learning outcomes, ensuring that students are accurately and fairly evaluated in their English language proficiency.

ISSUES OF ENHANCING THE EFFICIENCY OF ORGANIZING STUDENTS' INDIVIDUAL ACTIVITIES IN ENGLISH LANGUAGE LESSONS

The effectiveness of English language teaching is profoundly influenced by how well individual activities are organized and tailored to address learners’ specific needs. This paper examines the challenges and practical strategies involved in organizing individualized activities in English language lessons. Key areas explored include accommodating diverse proficiency levels, fostering learner autonomy, leveraging technology, and addressing motivational issues. The study highlights the role of differentiated instruction and personalized feedback in promoting language proficiency and enhancing student engagement. Recommendations for practical implementation and institutional support are provided to bridge the gap between theoretical frameworks and classroom practices.

TECHNOLOGIES FOR DEVELOPING STUDENTS' PHRASEOLOGICAL COMPETENCE IN ENGLISH LANGUAGE LESSONS (BASED ON EXAMPLES FROM GRADES 5-9)

This article explores the significance of developing phraseological competence in English language lessons for students in grades 5-9. It highlights the importance of idiomatic expressions, collocations, and fixed phrases in achieving effective communication and language proficiency. The article presents various technological tools, including interactive learning platforms, digital storytelling tools, online phraseology resources, video and multimedia resources, and mobile applications, that can enhance students’ understanding and use of phraseological units. Practical classroom examples illustrate how these technologies can be integrated into lesson plans to foster engagement and collaboration among students. Ultimately, the article underscores the role of educators in equipping students with the necessary skills to navigate the complexities of the English language, preparing them for success in diverse contexts.

Using ChatGPT in planning English language classes

The digital transformation is a global trend in modernizing educational systems. Implementing digital technologies in Russian educational institutions has been legally established and has become an everyday practice for teachers and students. The transition to new forms of learning, including interaction with artificial intelligence (AI) in combination with other technological solutions, contributes to solving applied problems, such as optimizing teacher’s working time. This article explores the possibilities of using AI (in particular, ChatGPT) as a tool for English lesson planning and instructional design.The article provides an overview of the capabilities, basic principles of interaction, and prospects for using ChatGPT in the educational process. The main part of the article consists of examples of ChatGPT responses to requests from a user — an English language teacher. As a result of interaction with ChatGPT, we were able to create a lesson plan as well as exercises for the development of lexical skills, for monitoring text understanding, for developing speaking skills and listening skills. The article demonstrates that the use of ChatGPT in English language lesson planning opens new perspectives for effective individualized learning and expands the possibilities for creating attractive and relevant educational content to meet diverse needs of students.

Neurodivergent Students in English Language Lessons: Reflections at the Teaching Practicum

The inclusion of neurodivergent learners in English language lessons has gained significant attention to promote equitable and effective learning environments for all students. This article presents reflections stemming from my role as a mentor in an English language practicum. It is within this context, supporting student-teachers, that I have helped to develop lessons designed to embrace autism as a unique neurological diversity within the realm of English Language Teaching. Employing narrative inquiry as a research methodology, the transition from instrumental to humanizing perspectives regarding lesson planning is examined providing insights into meaningful practices for teacher education. The narratives inspected reveal the potential to contest normative curricula perpetuating oppression, silencing, and marginalization. Insights into challenges, opportunities, and meaningful practices associated with neurodiversity inclusion in English language teaching (ELT) settings are provided, along with implications for teacher education. The study underscores the adaptability of lesson planning to address the diverse needs of neurodivergent students and highlights how teaching practicum experiences enhance student-teachers’ abilities to cultivate inclusive and effective learning environments.

(Im)mobility infrastructure and the production of the linguistic precariat

Abstract Based on an 18 month long ethnographic fieldwork in self-organised English language lessons in a radical café and a squat in two neighbourhoods of Athens, this article deals with (im)mobility infrastructure and the production of the linguistic precariat in Greece. To do this, I investigate how waiting as a bordering technology shapes language learning practices of refugees whilst they plan their journeys to northern Europe via human smugglers. I explore how language and communication intersect with (im)mobility infrastructure, how it is rationalised and what it does in the context of forced migration. More specifically, I investigate how language learning and communication practices of refugees are shaped by this apparatus and turn them into the linguistic precariat. The notion of linguistic precariat refers to uncertainties, anxieties, vulnerabilities, insecurities experienced by individuals who make temporary investments in their language learning choices. I discuss how my participants, including refugees and anti-authoritarians, mobilise vulnerability, lack of language(s), through self organised teaching and learning, to reduce condition of precarity.

THE CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) METHODOLOGY AT ENGLISH LESSONS IN GENERAL SECONDARY EDUCATION INSTITUTIONS OF UKRAINE

Methodology of content and language integrated learning (CLIL) is a gradual replacement of cramming and sometimes unconscious repetition. The principle of integration and functional contextual mastering of a foreign language have become extremely popular in the world, and have also made it possible to determine the advantages and problems of implementing the content and language integrated learning method into the educational process in many countries of the world. The given article is devoted to the issue of using the methodology of content and language integrated learning (CLIL) at each educational level of the Ukrainian education system, its methodological tasks are considered at each structural stage. Attention is paid to the main conditions for the successful implementation of the method of content and language integrated learning (CLIL) in Ukrainian secondary education institutions. The general principles of lesson planning and a series of English language lessons in Ukrainian secondary schools are considered.

Questioning Practices in Indonesian English Language Classrooms: An Analysis of Question Types and Student Engagement

This study examines the question types used by Indonesian English language teachers in high school classrooms and their impact on student engagement. The data were derived from two YouTube videos showcasing English language teaching in real classroom contexts. The questions posed by the teachers during the English language lessons were coded according to two criteria: convergent and divergent questions. Student engagement is measured by the number of responses to the teachers’ questions. The results reveal that the predominant type of questions used by the teachers during the lessons were convergent questions, which seek specific information or recall from students, while divergent questions, which encourage open-ended and varied responses, were used much less frequently. Furthermore, student engagement remained limited across both question types, with only a few students participating in responding. These findings highlight the prevalence of a traditional instructional approach characterized by convergent questions. The article concludes with some suggestions for utilizing alternative instructional interventions that can promote more interactive questioning practices and potentially enhance student engagement during English language instruction.

Development of mathematical competence as a key competence in English language teaching

The relevance of the study is conditioned to the need to explore new effective methods of implementing competence-oriented education while teaching English and forming key competences as a basis for learners’ comprehensive development and successful integration into a fast-moving cross-cultural society. The purpose of the study was to substantiate the category “mathematical competence in English language teaching learning” and analyse the survey of English language teachers to determine its understanding among teachers of secondary educational institutions. General scientific and empirical methods, deduction, comprehensive analysis, and comparison facilitated achieving the set goals. Hence, this paper presents the research on implementing the competence-oriented strategy stated by the Law of Ukraine on Education in general and the features of developing mathematical competence in English language teaching/learning as a key one. The modern view on understanding the concept in scientific discourse was analysed, including considering mathematical competence as a subject-specific, key, and super-competence. Assuming that communication is one of the methods and ways of teaching the English language, the authors’ vision of its definition regarding its development in the language learning was suggested. In addition, the survey of English language teachers was conducted and analysed and contradictions and problems in its comprehension and implementation among teachers were revealed: understanding the need to develop mathematical competence as a key one in teaching English; and the lack of methods and didactic materials for practical use at the English language lessons at secondary educational institutions. Furthermore, outlined prospects for future research in developing methods and efficient didactic materials for developing the mentioned competence and conducting an experiment to prove their effectiveness. These didactic materials also should comprise the psychological, linguistic, and lingua-didactic aspects, previously substantiated by the author of this paper, for developing mathematical competence as a key one in the process of teaching the English language

Forming correct speaking skills in primary class english language lessons with the help of poems and rhymes

This article considers to the introduction of a foreign language in elementary school. It also points out one of the most important problems in the teaching methodology using rhyme and poems in class. Rhymed material influences on a better development of pronunciation skills. The main objective of foreign language teaching in primary schools is to develop pupils' ability to communicate in the target language. Experience shows that the motivation of learning foreign language of elementary school pupils at the beginning of the school course is quite high, and pupils, in spite of the rapidfatigue, ready to pronounce a lot of time every sound. Comfortable n-aj' of remembering articulation and auditory sound contributes to review the use of game material (rhymes, patters and others).

Особенности использования интерактивных видеоматериалов при формировании иноязычной социокультурной компетенции младших школьников

The aim of the study is to theoretically substantiate the possibility of forming foreign language sociocultural competence among younger schoolchildren during English language lessons in primary school with the use of interactive video materials. The paper examines the features of the use of interactive video materials in teaching foreign languages, including with the purpose of forming foreign language sociocultural competence among primary school pupils. The scientific novelty of the study lies in creating a methodology for using interactive video materials in order to form foreign language sociocultural competence among primary school pupils. As a result of the study, a series of lessons / extracurricular activities on sociocultural topics were developed, including methodological recommendations, lesson notes and thematic interactive video materials themselves, which can be used by teachers during lessons or extracurricular activities in order to form foreign language sociocultural competence among primary school pupils.

The Effect of Task-based Elementary School Students’ Sentence Construction Learning Using Artificial Intelligence and Corpora

This study investigates the efficacy of task-based sentence construction learning utilizing artificial intelligence (AI) and corpora among sixth-grade students in elementary education. The investigation is centered on enhancing students' proficiency in sentence construction ability, employing a structured six-step approach tailored to English language lessons for sixth graders. These steps encompass sentence preparation, practice, discovery, application, consolidation, and expansion. Each stage incorporates specific pedagogical tools: AIPengTalk for practice, corpora for discovery, task-based activities for application, and Dictogloss exercises for expansion. The findings of this study indicate several significant outcomes. Firstly, task-based sentence learning leveraging AI and corpora demonstrates effectiveness in augmenting students' proficiency in English sentence learning. The six-step approach facilitates a comprehensive and thorough exploration of sentence construction, leading to increased fluency and versatility in the utilization of English sentences. Secondly, the impact of task-based sentence learning utilizing AI and corpora extends across students of varying proficiency levels, including upper, middle, and lower achievers. Remarkably, the greatest improvement is observed among lower-level students, followed by middle-level students, while upper-level students exhibit comparatively lesser advancement. This suggests that task-based approaches are particularly advantageous for learners with moderate to lower proficiency levels, aiding in their acquisition of sentence composition skills. Notably, activities focusing on sentence construction contribute significantly to enhancing both fluency and accuracy, particularly among middle- and lower-level learners. Thirdly, the overall student response to task-based sentence learning employing AI and corpora is predominantly positive. Many students express appreciation for the integration of innovative teaching and learning methodologies, such as AI-PengTalk, corpora analysis, task-based activities, and Dictogloss exercises, citing their effectiveness in consolidating their English language skills. This study holds significance in its exploration of integrating sentence structure learning within the elementary school English curriculum, with a distinct emphasis on communicative functions, and its subsequent application within classroom settings.

Preschool English language planning in China: Tensions between policy and practice

AbstractThe earlier starting age for learning English is apparent in the non‐Anglophone world. However, in China, kindergartens are banned from delivering subjects that are designated for primary school level, including English language lessons, as part of reforms to eliminate “schoolification” of preschool education. This qualitative study takes a multi‐level approach to language‐in‐education planning to explore how local education authorities and different types of kindergartens in the city of Hefei, China, interpret and respond to this macro‐level policy. The findings reveal a disparity between officials and school participants in their attitudes toward preschool English language education, as well as divergence between public and private kindergartens in their current English provision. The study probes these disparities and their links to the interplay between the meso‐level local education authority and the different types of kindergartens, as well as the relationship between the government and the market.

Using translation by students in foreign (English) language lessons

Relevance. The relevance of the research lies in the use of translation by students in foreign language lessons determines the strategy and concept of learning, since the modern world is rapidly developing, differentiating and changing; it needs constant translation and explanation. Translation reduces the feeling of anxiety when learning the target language, creates a positive sense of relaxation and reduces stress in students. It helps to achieve results that require writing, reading, systematization of ideas and the formation of proposals. Purpose. The purpose of the study is to consider the factors and features of the use of translation by students in English lessons. It is important to mention pedagogical translation, which serves to improve the language skills of students. Methodology. The research is based on the following methodological approaches: empirical, pedagogical experiment, questionnaire. Results. It is suggested to use the translation of a foreign language in the lesson for a better presentation of new vocabulary, explanations of complex grammatical structures and brief comments on the content of the texts discussed. Bilingual translation is also a good tool for monitoring the degree of understanding of more complex sentences and checking whether the student has actively mastered certain language structures. Conclusions. The integration of translation in foreign language lessons not only enhances linguistic competence but also fosters active student engagement, making the didactic process more appealing and modern. The pedagogical utilization of translation represents a fundamental component of the innovative learning paradigm and is indispensable for developing essential skills and knowledge in the field of foreign language education. Keywords: foreign language; translation; lesson; students; text; language competence; pedagogical translation

Learning Through Play: Utilizing Board Games to Enhance English Vocabulary for Early Students

This public service research explores the innovative use of board games as an interactive tool for delivering basic English language lessons to elementary students. Traditional teaching methods often struggle to engage young learners and make language acquisition an enjoyable experience. In contrast, board games offer a dynamic and interactive approach that fosters language development while fostering a fun and inclusive learning environment. This study investigates the benefits of incorporating board games into the elementary English language subject, highlighting their ability to improve vocabulary, and pronunciation skills while promoting critical thinking, teamwork, and social interaction. By examining the positive impact of board games on language acquisition, educators can better understand the potential of this playful approach to enhance elementary students’ English language proficiency and overall learning experience through a board game.

THE USE OF ARTIFICIAL INTELLIGENCE BY TEACHERS IN PREPARING ENGLISH LESSONS IN PRIMARY SCHOOL

The article dwells on the problem of using artificial intelligence (AI) by primary school teachers in planning English language (EL) lessons. The relevance of the work lies in the need to update the system of teacher training for lessons based on the use of AI, as well as the need to take into account the social demand for the use of AI in the educational process and to ensure an individualised approach to each primary school student in EL lessons. The study's conceptual framework is the theory of pedagogical design by R. Gagné, individual approach to learning and the principles of AI integration in planning EL lessons. The purpose of the study is to examine teachers' views on using AI in preparing for EL lessons in primary schools and to outline practical ways to use AI in preparing for lessons by EL teachers in primary schools. The study is based on a mixed-method research methodology with the use of data triangulation. The results of the experimental study involving 26 practicing teachers are presented. It was found that, in general, respondents sometimes use AI, which is due to the contradiction between their high level of awareness of tools and programs and the existing difficulties in using these resources effectively. Based on the results of the analysis of quantitative and qualitative data, recommendations are outlined and a list of resources on the use of AI at each stage of lesson preparation according to R. Gagné's classification is compiled. Prospects for further research are to analyse ways to develop the effective implementation of the artificial intelligence module in the educational process in higher education institutions.

ПЕРЕВАГИ ТА НЕДОЛАКИ ГЛОБАЛІЗАЦІЇ АНГЛІЙСЬКОЇ МОВИ ДЛЯ УКРАЇНЦІВ

Since English is used for business and international trade in addition to being the official language of many international organizations (such as the UN, WHO, etc.), it has become a lingua franca in the modern world. English language lessons are widely taken and required in many secondary schools globally. English is now taught in many states' schools as a required foreign language, sometimes substituting other languages. Taking into account the rapid spread of the English language, the article examines the main advantages and disadvantages of English being a global language providing an example of Ukrainians living abroad and in their home country. With the help of postcolonial and globalization theories, it is shown that the spread of English is a result of the British Empire and the rise of the United States as a global actor in international relations thereafter. On the contrary, the linguistic human capital theory and theory of cultural capital underline that language proficiency can be a limitation and a getaway in socioeconomic situations. The article is conducted in a qualitative research method, namely online surveys aimed at Ukrainians in Poland, Estonia, Germany, Spain, and Ukraine. The results indicate that English being a global language provokes inequalities between people as well as people abroad are motivated to learn English because of better job opportunities. On the other hand, the number of people motivated to learn English in Ukraine is much higher.