Future Primary School Teachers Research Articles

FORMATION OF LEADERSHIP QUALITIES IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN THE CONDITIONS OF AN INSTITUTION OF HIGHER EDUCATION

The research is conducted in the article and theoretical and practical analysis of the characteristics of leadership and the substantiation of the psychological and pedagogical conditions for the formation and development of leadership qualities in students in the process of professional training in a higher educational institution. An analysis of various approaches to the interpretation of the concepts of "leader", "leadership", "leadership in education", and "educational leadership" is proposed; Based on the various definitions analyzed, he identifies the signs of student leadership: initiative, contact, sensitivity, goodwill, broad social and intellectual horizons, willingness to help, etc. It is noted that the concept of leadership is considered by scientists in such aspects as leadership as a mechanism for introducing innovative changes, leadership as a model of personality formation, and leadership as the spiritual mission of an individual. The results of a study conducted among students of the first (bachelor's) level of higher education of specialty 013 "Primary Education", which was conducted to study the state of formation of leadership qualities. future primary school teachers are presented and characterized. Empirical studies have shown that students systematize all leadership qualities into the following groups: organizational, communicative, perceptual, creative, and self-regulatory. It is noted that confirmation of the qualities of a leader in future primary school teachers involves the creation of appropriate favorable conditions that ensure that students’ activities are focused on the development of leadership motivation. The article defines and characterizes the necessary psychological and pedagogical conditions: the formation of the motivational and value sphere of a future teacher education specialist for impact on the process of increasing the level of personal professional development within the limits of future professional activity; the readiness of the university’s scientific and teaching staff to work with potential leaders; formation of practical leadership experience in the conditions of educational applicants undergoing various types of teaching practice; development and implementation of training sessions in the educational process of professional training of future specialists.

The Use of Digital Technologies in Professional Training of Primary School Teachers

The growing significance of digital technologies in society creates a need to train teachers who can use these technologies in the educational process and prepare students for life in the digital world. The aim of this study was to analyse the impact of digital technologies used in professional training of primary school teachers on increasing their professional competence level. The adapted versions of Ferrell & Daniel’s test for Measuring Teacher Career Motivations, the Orshanski’s orientation of future teachers towards humanistic and professional value were used to diagnose the state of development of professional competence. The level of the development of the subject-subjective model of pedagogical communication (modified test based on Sternberg & Williams, Alexander & Winne) and the level of projective skills in primary school teachers were also diagnosed. The students’ performance was assessed based on the results of the examinations. Chi-squared test (χ2) was used for statistical confirmation of the conducted research. Positive dynamics were found in both groups after the formative stage of the experiment. However, the experimental group was noted for greater quantitative and qualitative improvement for the selected criteria. The largest changes were observed for the operational criterion with a difference of 15.40% (against 7.90% in the control group). The cognitive criterion showed the smallest increase: 8.5% in the experimental group compared to 3.4% in the control group. The high general mean showed a difference of 11.22% for the experimental group and 5.1% for the control group. It is also important to note a greater increase in the average indicator at the general level in the experimental group of 52.04% compared to 40.82% in the control group. The differences in the distributions of the control and experimental groups according to the levels of each criterion are statistically reliable and testify to the effectiveness of using digital technologies for the development of professional competence of future primary school teachers. The areas for further research include the analysis of the impact of digital technologies on the development of information literacy skills and critical thinking.

The Use of Interactive Teaching Tools in the Kazakh Language Lessons of Primary Classes

Today, the goal of the school is not only to give new knowledge, values and personal meanings, but also to reveal the abilities of growing younger students. The interest in interactive methods and tools stems from the need to improve modern practice. Interactive teaching methods provide solutions to educational problems. The issue of the introduction and further use of electronic resources in the educational process is one of the most important in modern conditions. The article discusses the main aspects of the use of electronic educational resources in Kazakh language lessons in primary school. The analysis of the readiness of future primary school teachers to use active means in the educational process is carried out. The general theoretical and methodological basis of the research problem: the scientific works on the use of interactive tools in the educational process are considered, the specifics of interactive methods and the theoretical significance of the research are revealed-pedagogical conditions for the use of interactive learning tools in the development of speech skills of younger schoolchildren. At the same time, in order to teach the subject «Kazakh language» in primary school, based on the results of the pedagogical practice of future primary school teachers in secondary school, the identification of the main contradictions between the new requirements for the development of students' speech skills and the insufficiently studied possibilities of using interactive learning tools in Kazakh language lessons in the practical implementation of these requirements is stated. In a comparative analysis of the results of the study, it was found that with the help of interactive learning tools, the positive dynamics of the presented tasks was noted, the data on the results of the research stages are represented by diagrams, figures.

Development of pedagogical competences for future primary school teachers through distance learning

The aim of this work is to identify effective means of distance learning, aimed at the formation of pedagogical competence among students-teachers. Achievement of the set goal is possible only by applying a number of special methods and approaches, among which dialectical and functional, as well as the method of analysis and synthesis, pedagogical observation, comparison, classification. The article produced a number of important results, including both theoretical and practical bases of the study. The practical value of the article lies in the fact that it can be used both in the form of teaching and methodical material in the process of training future teachers, and on an arbitrary basis by already working educational workers to improve their skills. In subsequent scientific developments it is necessary to determine the evolution of the development of distance-learning means of training teachers, in order to identify their main shortcomings and thus overcome.

The use of Class Dojo in the preparation of future primary school teachers for the organization of distance learning

The urgent transition to distance learning has necessitated the preparation of teachers to organize the educational process based on the use of information and communication technologies in emergency situations. Therefore, research on the process of preparing future elementary school teachers for distance learning in higher education institutions using learning management systems, particularly ClassDojo, is relevant. The purpose of the study was to investigate the effectiveness of implementing the ClassDojo platform in preparing teachers to organize distance learning in elementary schools. The methodological basis of the research consisted of basic theoretical (analysis, synthesis, comparison, abstraction, and specification), empirical (observation, surveys, diagnostic practical work methods, pedagogical experiment), and statistical methods (variation characteristics, Student's t-test, Pearson's criterion). The article describes the main characteristics, functions, interface features, and advantages of using ClassDojo in the educational process of elementary school, namely: its positive impact on shaping behaviour, learning motivation, value orientations, character, and emotional intelligence of younger school students. The main ways of preparing future elementary school teachers to use distance learning platforms in their professional activities in higher education pedagogical institutions are presented. Examples of preparing students specializing in “Elementary Education” for organizing distance learning through practical work using the ClassDojo learning management system are described. The results of the research on the effectiveness of using the ClassDojo learning management system in preparing students specializing in “Elementary Education” at the Communal Higher Education Institution “Barsky Humanities and Pedagogical College named after Mykhailo Hrushevsky” are presented, analysed, and summarized. The effectiveness of the teaching methods used by education seekers is statistically verified. The research results demonstrate the effectiveness of the forms, methods, and techniques used in preparing teachers to organize distance learning in elementary school. The practical significance of the research results lies in their applicability by higher education institutions in the professional training of future teachers to organize distance learning and by practising teachers of elementary school classes

The impact of a training cycle on statistics and probability for future primary schoolteachers with a gender-focused approach within the framework of education for sustainable development

This study explores a training cycle in statistics and probability for future primary school teachers, aimed at fostering gender equality and education in sustainable development. By implementing methodologies such as lesson study and didactic-mathematical knowledge and competencies model, an intervention was conducted with two groups of future teachers: the first group comprised 16 participants, while the second had nine, with the latter receiving an enhanced version of the training cycle. The assessment was carried out using content analysis and tests before and after the cycle, in addition to focus groups with the second group. The findings indicate improvements in pedagogical skills, gender equality, and knowledge in statistics and probability, underscoring the effectiveness of the training cycle. It is concluded that, despite the lack of notable differences between the two versions of the training cycle, it is effective in its educational aim and in raising awareness on sustainability issues.

INNOVATIVE TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS: ANALYSIS OF TRAINING LEVEL AND DEVELOPMENT PROSPECTS

The article is devoted to an innovative approach to the organization of high-quality education in the training of future primary school teachers from the point of view of modern education and methodology. As an urgent research problem of the modern education system in the formation and development of innovative opportunities for future teachers in their professional activities, their own judgments and conclusions are presented. The article conducts research and presents the results related to determining the meaningful level of preparation of future primary school teachers for innovative professional activities. The authors analyzed the works of foreign and domestic scientists, guided by regulatory documents. As a result of the analysis, the directions of training future specialists were discussed, which will serve as an impetus for the trajectory of professional development based on the innovative activities of students. The authors of the article also developed an author’s survey “What do you know about innovative professional activity” in order to determine the meaningful level of research work. The survey was organized on the basis of empirical methods. 123 students of the educational program 6B130100 - “pedagogy and methods of primary education” took part in the author’s survey, an analysis of the results of the content level and ideas about the need for innovation in future professions was carried out. Analyzing the results of the author’s survey, it was found that students have difficulty understanding the meaning of the concepts of “professional activity”, “innovative activity”, have a desire to use innovative technologies in the educational process, but have low knowledge of new technologies, as well as conclusions that innovative activity is necessary and should be developed for the professional growth of a teacher.. During the analysis of the research results, innovative training of future primary school teachers is being formed. Keywords: future teacher of primary school; innovative activity; professional specialty; experiment; author questionnaire.

Perception of Teachers’ Attitudes and Training Competence of Teachers in the Field of Mathematics

This article presents the results of a study on the perception that future teachers have in relation to the attitudes their teachers showed towards mathematics during the Primary Education stage, their level of competence in mathematics, and the possible relationship between both variables. A questionnaire was administered to a sample of 488 future Primary School teachers, subjecting the obtained data to a descriptive, multivariate, and inferential analysis in order to know the perception of these attitudes, establish subject profiles, and know the incidence between this variable and mathematical competence. The future teachers show an ambivalent perception of their teachers’ attitude towards mathematics. Three profiles of subjects with negative, neutral, and positive perception are set, with almost half of the sample included in the first two profiles. In the inferential study, values that reflect a significant incidence between both variables are obtained. It is important that teachers convey favourable attitudes towards mathematics to their students, since the more favourable they are, the better the levels of competence obtained. To minimise this deficit, content and activities aimed at improving mastery and encouraging the development of favourable attitudes towards this discipline through specific actions should be incorporated into training programs.

ТЕОРЕТИЧНІ ЗАСАДИ ФОРМУВАННЯ ПРОФЕСІЙНОЇ ТОЛЕРАННОСТІ МАЙБУТНІХ ВЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ В УМОВАХ ВОЄННОГО СТАНУ

The article raises the problem and emphasizes the relevance of the formation of individual tolerance in modern conditions. In particular, the aim of the article is to study the theoretical foundations of the formation of pedagogical tolerance of future elementary school teachers in the conditions of martial law, which is achieved by applying a set of appropriate methods (analysis of philosophical, pedagogical and psychological literature; study and generalization of pedagogical experience, etc.). The presented research specifies and substantiates the essence the concept of «tolerance» - a means of achieving educational and educational tasks; one of the leading goals of the education process and «professional tolerance» is an integrated characteristic, a professionally important quality. The main signs of tolerant thinking are defined: the ability to take a person's point of view - decentration as opposed to infantile egocentrism; the ability to identify essential and minor features in the object being evaluated; the ability to ambivalence in the perception of an object, in which a person can see both positive and negative characteristics at the same time, as opposed to black and white univalent perception; the ability to establish similarities and differences between the same objects on different grounds, forming different groups; flexibility of thinking, which consists in the readiness to change one's ideas about the object in connection with the received new information. The essence, structure and functions of pedagogical tolerance of future primary school teachers are considered. The main ways of its formation during the education of students in a higher education institution are outlined. The importance of the teacher's guidance on the formation of a tolerant attitude towards others in younger schoolchildren is emphasized. The main ways of developing the professional tolerance of future teachers in higher education are outlined: the systematic formation of a stable position in students regarding strict compliance with the requirements of pedagogical ethics, the understanding of the unconditional value of each child, regardlessof his nationality, faith and level of development; organization of tolerant interaction during classes, group and collective educational and extracurricular activities of students; intercultural content of pedagogical education, in particular academic disciplines related to art; directing students to the formation of tolerance skills in children.

Interfaol Training Combined In Operation

This article discusses the solution to the problem of using pedagogical systems in the preparation of future primary school teachers for professional activities.
 This article can be used by those involved in the intellectualization of the preparation of future professionals for professional activities.

Transformation of the vocational training of primary school teachers in the context of bioengineering development

The article is devoted to the problem of transformation of the future primary school teachers vocational training, taking into account the socio-cultural challenges existing in the country and the world. The authors note the relevance of this problem both from a theoretical point of view and at the practical level. Based on the theoretical and methodological analysis of normative documents, the authors reveal the features of innovations in the general education system and present variants for training a “new” primary school teacher depending on technological development, in particular bioengineering. The article presents a model of criteria-based assessment of the educational outcomes in primary school, which was developed taking into account the requirements of the updated Federal State Educational Standard and the Federal Educational Program. In this regard, the authors pay attention to the formation of new meta-professional competencies of the teacher, contributing to the organization of the educational process in accordance with the technological progress. Summarizing and interpreting the opinions of scholars, the authors come to the conclusion that in the course of training future primary school teachers, it is necessary to develop a set of pedagogical and methodological measures that will become the basis for improving the quality of education in the Russian Federation. Comparative analysis of various aspects of vocational training allowed the authors to develop a model of transformation of vocational training of primary school teachers that meets modern socio-cultural challenges. The authors are convinced that the involvement of students – future primary school teachers - in scientific and methodological activities contributes to the formation of their conscious teaching position, corresponding to new socio-cultural requirements and the methodology of engineering. The article is addressed to specialists of general, secondary vocational and higher education, as well as those who are interested in the problems of modern education.

Особенности построения конструкта лекций по естественно-научной подготовке будущего учителя начальных классов

The article presents the experience of non-standard organization of lectures in the course “Natural scientific foundations of professional teacher training”, given to future primary school teachers. The author reveals five main distinctive features of designing lectures in fundamental disciplines related to the future professional activities of students. The relevance of the article’s materials is proven by the results of testing using the absolute assessment method using the modified diagnostic technique of E.M. Bukhvalova and L.V. Karpushina

ПРАКТИКО-ОРИЕНТИРОВАННЫЕ ЗАДАНИЯ КАК СРЕДСТВО ФОРМИРОВАНИЯ СОЦИАЛЬНО-ЛИЧНОСТНОЙ КОМПЕТЕНЦИИ СТУДЕНТОВ ПЕДАГОГИЧЕСКОГО ВУЗА

The direction of the research determined by the author is confirmed by its psychological, pedagogical, social and practical relevance, taking into account the changes taking place in almost all spheres of life of the Republic of Kazakhstan. The article considers practice-oriented tasks as a means of forming the socio-personal competence of students of the educational program 6B01310 "Pedagogy and methodology of primary education". The author proves the relevance of the inclusion of future primary school teachers in conditions close to professional activity in order to develop the necessary abilities, the formation of social and personal qualities of the individual. The paper defines a key concept, shows an algorithm for constructing practice-oriented tasks for the preparation of future primary school teachers in social and personal interaction with the subjects of the educational process. The paper defines the key concept of «practice-oriented tasks», shows an algorithm for constructing practice- oriented tasks for training future primary school teachers in social and personal interaction with the subjects of the educational process. The study involved young professionals with less than 3 years of experience in primary school, and students of the educational program 6B01310 «Pedagogy and methodology of primary education» of Pavlodar Pedagogical University named after A. Margulan. The system of evaluation by a university teacher of the quality of students' performance of practice-oriented tasks is presented.

Підготовка фахівців до роботи з дітьми в умовах інклюзивної освіти в загально­освітніх закладах України [Training of specialists to work with children in the conditions of inclusive education in general educational institutions of Ukraine].

The article proves the urgency of introducing inclusive education in general educational institutions; the system of vocational training of future primary school teachers in conditions of inclusive education is analyzed. The article actualizes that one of the prerequisites for Ukraine’s entry into a single European educational space is the introduction of European norms in education and science. The need for improving the Ukrainian education system, raising its level of quality is an important task, which is conditioned by the need to create positive conditions for the formation and realization of the student as a future professional and his personal self-realization. The solution of this problem is possible with the preparation of a future teacher with deep knowledge, has developed pedagogical abilities, perfect professional skills, professional self-awareness, pedagogical thinking, has the skills of self-education, self-improvement. Therefore, the formation of the readiness of the future teacher of an elementary school for professional work in modern conditions acquires special significance.

Stakeholders as a Factor of Quality Professional Training of Future Teachers

The article reveals the forms of extracurricular work of university students to ensure the cooperation of the graduation department with stakeholders. Extracurricular work with the participation of community representatives and stakeholders performs educational, regulatory, corrective, communicative, compensatory, evaluation and correction functions. The experience of the Department of Pedagogy and Education of the Mariupol State University regarding the organization of cooperation with representatives of the Mariupol community and stakeholders of the educational program “Primary Education” at the bachelor’s and master’s levels is described. The work is carried out in the direction of attracting external stakeholders (representatives of the Department of Education of the Mariupol City Council and the Centre for Career Development, heads and deputy heads of the city’s educational institutions, primary school teachers) and internal stakeholders (students of higher education) to participate in the scientific and methodological seminar “Pedagogical workshop of the future specialist”. The experience of reviewing and examining student scientific reports and presentations by stakeholders, presented within the framework of the seminar, is described. Emphasis is placed on the fact that such an examination provides a comprehensive impact on the motivational, intellectual, emotional and activity spheres of students. Based on the expertise, stakeholders formulate conclusions regarding the degree of readiness of future primary school teachers for pedagogical activity, the relevance and practical significance of qualification works in the speciality “primary education”; offer recommendations for improving educational and professional programs. An example of one of the seminar programs, which includes a pedagogical assembly and discussion platforms on the subject of student presentations, is given in the article. The analysis of the experience of conducting the ongoing scientific and methodological seminar “Pedagogical workshop of the future specialist” allowed us to draw a conclusion about its effectiveness as an active form of extracurricular work and a means of involving stakeholders in the process of ensuring high-quality professional training of specialists.

THE USE OF FLIPPED CLASSROOM TECHNOLOGY IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE TEACHERS OF ENGLISH IN PRIMARY SCHOOLS

The relevance of the study stems from the change in the educational paradigm from traditional to information and communication using various computer technologies as a result of the global pandemic and martial law in Ukraine. The organisation of the educational process has undergone significant adjustments and updates, in particular, the introduction of blended learning in primary schools. The article explores and clarifies the concepts of "distance learning" and "blended learning" based on the views of various national and foreign scholars. The authors of the article focus on one of the types of blended learning – the method of "flipped learning" or "flipped classroom".
 The history of this approach and its improvement by various innovative teachers are analysed. In the course of the study, the definition of the concept of "flipped learning" is clarified and it is found that there are different forms of organising this type of learning. It has been proved that the pedagogical phenomenon of the "flipped classroom" as a form of teaching English in primary school has not received sufficient coverage in the system of professional training of future primary school teachers of English, so this topic is relevant.
 The article analyses the content of the concept of professional competence of an English teacher in primary school and finds out that its information component is of particular importance. In accordance with the requirements of professional standards, a graduate of the pedagogical profile should possess and operate the necessary information and communication techniques, including: the ability to apply various means of communication, use non-standard forms and techniques in solving pedagogical tasks in the classroom in online/offline modes. On the example of the training of the Masters of the Institute of Pedagogy of Zhytomyr Ivan Franko State University in the speciality "Primary Education and English Language", examples of the use of the "flipped classroom" as a form of teaching various educational components were given: "Methods of teaching English in primary school", "Innovative technologies of teaching English", "Theory and practice of teaching a foreign language using information and communication technologies".

Инновационные игры как средство развития методической компетентности студентов – будущих учителей начальной школы

The article presents the theoretical justification and practical implementation of an educational environment aimed at developing the methodological competence of future teachers. Purpose of the study: to theoretically substantiate, practically define and experimentally create an educational environment aimed at developing methodological competence in future primary school teachers through game practice. Research methods: a) theoretical: analysis, synthesis, interpretation of scientific literature on the research problem; b) empirical: pedagogical experiment. The article describes approaches to defining the categories “competence”, “methodological competence”, “gaming practice”. The study shows the feasibility of using innovative games in teacher education and formulates the requirements for the development and implementation of innovative games. The results of the pedagogical experiment prove the effectiveness of using innovative games as a means of developing students' methodological competence. The practical significance of the study lies in the development of conditions for the use of innovative games in the methodological training of students - future teachers. The conclusions based on the results of the empirical study give reason to talk about the advisability of using elements of game practice in order to develop the methodological competence of future teachers.

Modern Tendency to Practice-Oriented Learning

Today, technology is changing quickly and apparently affects all parts of life. Compared to a few years ago, many things have changed, including thoughts, habits, social activities, and ways of life. Thus, this study determined the impact of virtual reality technologies as practice-oriented learning stimuli on the development of information competence and academic performance of future primary school teachers. One hundred eighteen students from the Pedagogy Faculty of the M. Utemisov West Kazakhstan University and 105 students from the Kyrgyz National University majoring in the same field were divided into two groups for the research. Respondents in the experimental group took virtual reality courses, and their progress was evaluated by contrasting their grades before and after the programme. Based on the preliminary analysis of the student's academic performance, it should be noted that most of them performed mediocrely. However, observations by tutors and teachers revealed that when classes were taught using virtual reality platforms such as EyeJack and CoSpaces Edu, students in the experimental group were more willing to participate in tasks and seminars. Furthermore, according to the results of Content Module 2, students in the experimental group performed significantly better than students in the control group in terms of their overall academic performance (p=4.187). The article's practical significance comes from considering how virtual reality technologies might enhance Kazakhstan's and Kyrgyzstan's educational systems.

PREPARATION OF FUTURE TEACHERS OF PRIMARY EDUCATION FOR THE ORGANIZATION OF A SAFE EDUCATIONAL ENVIRONMENT IN THE CONDITIONS OF MARTIAL LAW

Creating a secure educational environment is a crucial factor in shaping a well-rounded individual who feels comfortable, at ease, and engaged in the process of acquiring new knowledge. Providing an appropriate environment for children of primary school age is characterized by supporting their mental and physical health and well-being, responsibility, values, and benevolence. The task of future teachers of primary education is to ensure conditions in the educational environment that prevent manifestations of violence, aggression, bullying, bullying, limitations, etc. Training future primary school teachers to create a safe educational environment under martial law is characterized by the assimilation of knowledge, the formation of skills and abilities to act in emergency situations, respond in time to danger, psychologically adjust children to optimistic motives, inform them about the rules for handling dangerous and suspicious objects, on evacuation and air alert actions. The article highlights the factors affecting the organization of a safe educational environment. It was found that in the conditions of martial law, the future teacher must be aware and ready to act during the «Air alarm» signal, evacuation, staying in a storage or shelter, the use of various types of weapons (chemical, biological), radiation threat, fire, building collapse, detection of explosive objects, and provision of pre-medical and psychological assistance to children. In the author's opinion, the content of professional training of future teachers should include educational disciplines, innovative forms and methods that will help to understand the peculiarities of organizing a safe educational environment, which will allow them to be responsible in their own professional activities in the future. In order to increase the level of readiness to consciously treat the organization of a safe educational environment during the training of future teachers, it is worth holding thematic events, trainings, organizing meetings with emergency services workers, psychologists and medical specialists, etc. The direction of future research is shaped by an examination of the professional preparation of prospective primary education teachers to foster a secure educational environment within the framework of an inclusive educational setting.

THE DEVELOPMENT OF SOFT SKILLS OF PRIMARY SCHOOLTEACHERS IN FOREIGN LANGUAGE FOR SPECIAL PURPOSES LESSONS

The aim of the article is to reveal the potential of the academic discipline Foreign Language for Special Purposes (FLFSP) in the development of soft skills of future primary school teachers. The objectives of the study are to analyze scientific sources on the topic of the research; to identify the soft skills important for future primary school teachers; to present a lesson sample of how learning FLFSP can contribute to the development of soft skills in students. The research methods that are used in the article include the method of critical analysis of scientific literature – to analyze scientific sources on the problem under study and identify the most important soft skills; the method of studying and summarizing the positive experience of the development of students’ soft skills while learning FLFSP – to provide a sample lesson. The research has revealed that the most important soft skills that Ukrainian future primary school teachers should possess are: communication, problem-solving, leadership, teamwork, adaptability, decision making, initiative, critical thinking and creativity. The academic discipline Foreign Language for Special Purposes has a significant potential in the development of the soft skills mentioned. Studying this discipline involves a combination of different forms of organizing students’ learning activities in the classroom (individual, pair and group work), a combination of interrelated speech activities (listening, reading, speaking, and writing), teaching methods (role play, group debates, discussion, project work, public speaking, maintaining a blog or a discussion forum), and educational materials. The analysis of the impact of different methods of teaching a foreign language on the development of students’ soft skills may be a promising direction for future studies.