Language Lessons Research Articles

Pengaruh Penggunaan Media Mistery Box terhadap Kemampuan Menulis Karangan Narasi pada Pelajaran Bahasa Indonesia Siswa Kelas V SD di Kabupaten Gow

This research aims to find out if there is an influence of the Mystery Box media on the ability to write narrative essays in Indonesian language lessons for fifth grade students at SD Inpres Tamattia, Gowa Regency. The type of research used is pre-experimental one-group pretest-posttest design. With a total of 20 students. The research instrument was a narrative essay writing test. Data analysis uses descriptive analysis and inferential analysis. The results of the research show that there is an influence of using mystery box media on the ability to write narrative essays in Indonesian language lessons for fifth grade students at SD Inpres Tamattia. This can be seen in the increase in grades obtained by students. The average value of the pretest results before applying the mystery box media was 47.40. After implementing the mystery box media, the posttest score reached 89.30. Furthermore, the results of inferential analysis using the t-test show that the tcount value > tTable value or 13.976 > 2.093 so that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. Thus, it can be concluded that the mystery box media influences the ability to write narrative essays in Indonesian language lessons for fifth grade students at SD Inpres Tamattia.

Kyrgyz Proverb as a Means of Teaching the Syntax of the Kyrgyz Language

The article discusses the importance of using proverbs in the field of education and teaching the Kyrgyz language, as well as a syntactic analysis of proverbs. The proverb as a linguistic and speech unit is widely studied in Kyrgyz linguistics, as a didactic work in Kyrgyz literary criticism and as a classic example of folk pedagogy. The purpose of the study is to show how to correctly and effectively use Kyrgyz proverbs when teaching Kyrgyz as a native language. The work mentions some ways of implementing the syntactic constructions of proverbs in the Kyrgyz language. Kyrgyz folk works, when used skillfully, can help intensify the cognitive activity of students. The use of folklore materials as a teaching tool requires a detailed study of their linguistic nature. The use of proverbs in Kyrgyz language lessons enriches vocabulary and expands the range of grammatical means used, develops the ability to recognize, analyze, and classify linguistic facts.

Development of students' communicative abilities through case technology in foreign language lessons in Russia

Development of students' communicative abilities through case technology in foreign language lessons in Russia

Digital Literacy as a Meta-Cognitive Component of Younger Students’ Intellectual and Creative Potential in Foreign Language Lessons

The article reflects on the results of the digital literacy study in the structure of the meta-cognitive component of the intellectual and creative potential of younger schoolchildren in foreign language lessons. The team of authors substantiates the relevance of approaches to understanding digital literacy as an element of meta-cognitive skills and its increasing role in the development of language education in modern conditions of electronic information society. The scientific and analytical baggage of scientific and pedagogical research of Kazakhstani and foreign authors made it possible to identify the features of universality and meta-subjectivity inherent in the psychological and pedagogical phenomenon of digital literacy. Hypothesis: self-mastery of a foreign language in the modern information and communication space acquires the features of meta-subjects under the influence of digital literacy of students. The revealed similarity of skills and knowledge of speech-thinking activity and digital literacy as metacognitive categories and aspects of meta-knowledge form the intellectual and creative potential of a student’s personality. The results of the study prove that digital literacy as an element of the meta-cognitive component of the intellectual and creative potential of students has an intensifying effect on the development of speech-thinking skills in younger schoolchildren. The results obtained are based on experimental data confirming that the integration of techniques, methods, and means for the development of digital literacy acts as an intensifier of speech-thinking processes, increasing the effectiveness of teaching a foreign language in primary school. Among the defiantly difficult is the task set by the author’s team: to create a universal psychological and pedagogical algorithm to improve the meta-cognitive component of the intellectual and creative potential of a younger student with the actualization of the methodology of digital literacy in the humanities of the language cycle (state languages, literature, foreign languages, social studies, history, etc.). The training sample consisted of data obtained in the course of ascertaining and modeling experiments from real texts written by schoolchildren. Each text was checked and marked up by two experts in accordance with the levels of psychological, pedagogical, and subject competencies, which made it possible to determine the dynamics of digital literacy of younger schoolchildren in the structure of metacognitive activity of students learning foreign languages, which makes it possible to verify it as the core of the intellectual and creative potential of the student. The authors believe that the digital literacy of a modern student is a “soft power” of a new type of linguodidactics since it allows reformatting the speech and behavioral value matrix of the younger generation under the influence of the translation of priority standards of behavior in a particular ethnic society. Digital literacy is an unconditional way to expand the possibilities of developing an individual system of metacognition, determining the significant potential of its integration with the content of the foreign language teaching program in elementary grades.

PEMANFAATAN MEDIA WESITE WIZER.ME BERBANTUAN CANVA PADA TEKS FABEL DALAM PELAJARAN BAHASA INDONESIA

This research aims to determine the use of learning media on the Wizer.me website assisted by Canva in Indonesian Fable Text lessons. The method used in this research is descriptive qualitative. The data source in this research is class VIII B students of SMP IP Yakin Jakarta located in Cengkareng, West Jakarta. This research instrument uses field observations. In collecting data using the Wizer.me website which has been modified using the Canva application link to be applied to class VIII B students in class and a questionnaire in the form of a Google form. The technique used in the research is a note-taking technique by describing the scores for each aspect. The assessment score uses a Likert scale. The use of Wizer.me media with the help of Canva is quite effective as a student worksheet on fable texts in Indonesian language lessons. The results of research on class VIII B students at SMP IP Yakin Jakarta showed that 75.9% of students liked the Wizer.me learning media, 79.3% students chose Wizer.me media as suitable for Fable Text material, 72.4% of students agreed that the learning material was suitable for Wizer.me Student Worksheets, 72.4% of students were interested in Wizer.me media as worksheets rather than paper, 72.4% students agree that the Wizer.me learning media assisted by Canva makes them easier to access Fable Text material, and 65.5% of students.

Language Lessons Learned? NATO Requirements and Norwegian Officer Cadets

This study establishes the extent to which Norwegian officer cadets have reached NATO English-language capability targets (NCT) on their graduation with a bachelor’s degree in Military Studies. It further investigates their opinions about the role of English language in the context of the officer profession. Cadets (n = 104) from the three military academies (Army, Navy, Air Force) filled in a Likert-scale questionnaire and afterwards tested on their language in accordance with NATO Standardization Agreement 6001. Analyses of test results showed that while very few cadets reached the NCT for officers working on international staffs; a larger number, however, reached the NCT for officer deployments to NATO operations, exercises, or training. While questionnaire respondents considered the English language instruction offered during their studies relevant to the military profession, the absence of a summative assessment of language proficiency would appear to influence motivation for language training efforts. We conclude that, in order to reach NCT, military educational institutions would do well to increase their focus on the NATO language standard and consider their future assessment practices.

Technological Tools and their Impact on Ghanaian Language (Twi) Lesson Delivery: The Role of the College Tutor

This investigation examined how in recent years, technological advancements have significantly transformed various aspects of education, including language (Twi) learning and teaching. The impact of technological tools on Ghanaian language (Twi) lesson delivery: The role of college tutors in integrating these tools effectively to achieve quality education cannot be over-emphasized in achieving quality education. The purpose of this investigation was to understand how the utilization of technology can enhance the teaching and learning experiences of Ghanaian languages specifically Twi, while also examining the challenges faced by tutors in using these tools in their lesson delivery. The study adopts a single research approach, qualitative data collection methods. The research design was descriptive in nature. Interviews were conducted on college tutors in Ghanaian language (Twi) departments and units to gauge their awareness, attitudes, and experiences regarding the use of technological tools in language instruction. In all, fifty (50) participants were targeted for the investigation. Focus group discussions and interviews were used to elicit significant information for the data analysis from Wesley College of Education, St. Ambrose College of Education, Akrokerri College of Education and Atebubu College of Education. The investigation revealed that most of the Ghanaian Language (Twi) tutors lack the knowledge and skills to use the technological tools. It was also identified that technological tools facilitate teaching and learning process. The Technology Acceptance Model (TAM) theory was the theoretical framework on which this investigation was conducted.

Organization of analytical and synthetic reading in language lessons and on lexical parallelism of etymologıcal doublets

Organization of analytical and synthetic reading in language lessons and on lexical parallelism of etymologıcal doublets

Inclusive indigenous simple programming language and interpreter written in chichewa (chich++)

This paper aims to bridge the digital divide in Malawi's primary and secondary schools by developing Chich++, a simple console-based programming language in Chichewa (Nyanja). The goal is to teach fundamental programming and computational concepts to children and adults, especially those with limited English proficiency. Inspired by countries like Germany, China, and Japan, which teach IT in native languages, this initiative seeks to provide Malawian students with culturally and linguistically relevant programming education. By using Chichewa, Chich++ aims to democratize programming education and empower individuals to contribute to Malawi's socio-economic development. To achieve this vision, the paper utilizes a combination of powerful tools and resources. Java is the foundational programming language used for developing Chich++ and its infrastructure, building on the Java Interpreter Structure. Additionally, a graphical editor is employed to create the language's lessons on a documentation panel, paired with a code editor and an output pane. Preliminary (desired) results indicate a suitable engagement theme and comprehensive way for students using Chich++ to understand basic coding and programming concepts, compared to those learning in English. Positive feedback highlights the potential impact on learning outcomes. To achieve this vision, the project utilizes a graphical editor that facilitates the construction of lessons, with a well-thought documentation area to enhance the learning experience.

INSTILLING IN STUDENTS A WORK ADDICTION AND PROFESSION CHOICE DURING RUSSIAN LANGUAGE LESSONS IN GRADES 5–7

The article is devoted to the current problem of labor education, career guidance, choice of profession by students, the role it plays in the development of personality and further influence on a human’s life. The forms of work, a system of exercises and tasks about work and professions in the lessons of the Russian language, literature and extracurricular activities are presented, the implementation of which will contribute to the formation of knowledge about different pro- fessions and will help students in choosing their work path. The novelty of the article lies in the fact that these types of work will be useful for the teacher both when drawing up an educational work plan and a lesson plan in a certain system.

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.

Visualization of Grammatical Elements and Structures in German as a Second Language (GSL) Lessons at Vocational Schools

Visualization of Grammatical Elements and Structures in German as a Second Language (GSL) Lessons at Vocational Schools

РЕАЛИЗАЦИЯ ВОСПИТЫВАЮЩЕЙ ФУНКЦИИ ОБУЧЕНИЯ НА УРОКАХ АНГЛИЙСКОГО ЯЗЫКА

This article examines the problem of implementing the educational function of teaching in English lessons and describes the author's special course on the study of English-language literature in grades 5-11, designed for students of schools with in-depth study of the English language. The author deals with the issues of the relationship between education and learning, including in historical retrospect, the purpose of education, the importance of the educational function of learning, the educational potential of the subject "Foreign language", reading and its specifics in foreign language lessons, the principles and criteria for selecting a work, forms and methods of working with it, the problems of adapting the text for low levels and the realization of its linguistic potential, the difficulties and opportunities associated with the study of foreign language literature. In particular, a variant of the adaptation of a literary work at different years of study is presented, illustrating the possibility of gradually deepening the penetration into the text – from a short highly adapted retelling to the original. Presenting the program of the special course, the author first gives its general characteristics, and then presents the material of each year of study. This part briefly describes the features of psychological development and the level of knowledge of students in each year of study, on the basis of which a number of works are proposed for study for this academic year and possible methods, techniques and forms of work with these works are outlined.

Teaching of vocabulary in Azerbaijan language lessons

Teaching of vocabulary in Azerbaijan language lessons

Розвиток пізнавального інтересу молодших школярів на уроках української мови

The article deals with the problem of developing the learning interest of junior schoolchildren during the Ukrainian language lessons in the framework of a modern primary school. The authors of the article highlight the features of the students’ learning interest development, including the novelty of teaching approaches and the educational material, the use of gaming technologies, the introduction of interactive methods, the integration and use of interdisciplinary connections in the teaching process (the possibility of studying the material from the view of different subjects; various opportunities to develop students’ coherent speech; broadening the worldview of junior schoolchildren; development of their mental activity; fostering positive moral, aesthetic, civic, ecological and other qualities of their personalities), the use of collaborative approaches to learning with the help of dialogues, etc. It is emphasized that elements of collaborative methods and techniques are used during the Ukrainian language lessons at the stages of consolidation and skills improvement while solving a specific problem. Attention is drawn to the use of didactic games (e.g. solving a crossword on a specific topic, completing puzzles, charades, etc.). The authors of the article demonstrate that fostering interest in the subject studied ensures enriching students’ vocabulary, develops their speech, activates children’s attention, broadens their outlooks, develops creative imagination, and improves schoolchildren’s moral qualities. Interactive technologies contribute to the activation of thinking and the development of learning interest, helping children maximize their creative potential and become more successful in learning. Among those the educational features of the electronic whiteboard as a teaching tool are described. It is concluded that it is essential to develop students' interest in the knowledge itself, in the process of its independent acquisition and improvement of the existing one, while learning interest should be considered both as a long-lasting mastery of educational material and as a stimulus to expand and deepen students’ existing knowledge. Keywords: Ukrainian language lessons, learning interest, primary school students, teaching methods and techniques, primary education, development.

Подготовка будущих учителей к использованию современных информационных технологий

The actual character of the problem of would-be English language teachers’ training to use state-of-the-art information technologies is revealed, allowing implementation of a wide range of tasks to organize the subjects’ interaction in educational process. The main tasks are: educational process intensification; student’s personality development; social order implementation. Information technologies have significant potential in shaping students’ educational success, support and they stimulate motivation for academic subject, and contribute to professional competence development. Based on analysis of the scientific research, the main requirements are highlighted that information technologies must meet. A special emphasis is made by the authors on compliance of the research topic with the state requirements reflected in the Decree of the President of the Russian Federation on the Strategy for the Development of the Information Society in the Russian Federation for 2017-2030. Methodological approaches (axiological, informational and reflexive and activity approaches) are substantiated, on the basis of which the model of foreign languages students’ training to use of modern information technologies is constructed. The axiological approach provides the construction of a model from common value positions, the information approach allows us to consider the features of information circulation in this pedagogical system, to characterize the mechanisms of receiving, transmitting, processing and storing information, used in English classes. The reflexive and activity approach makes it possible to analyze the main components of teacher’ and his students’ activity from the same methodological positions, thereby revealing the nature and their interaction content. The article describes the stages of implementation the model of would-be foreign language teachers’ training to use state-of-the-art information technologies: 1) motivation and values (I step – motivation; II step – formation of values-knowledge, Foreign Languages faculty students get acquainted with concepts of “communication”, “informatization”, “digitalization” in psychological and pedagogical spheres of science, they gain knowledge of state-of-the-art information technologies in general and those that can be used in foreign language lesson; III step – formation of values-relationships, it involves communicative relations analysis and teacher’s communicative behavior, as well as use of IT in training classes based on transformation of behavioral patterns in minds of students, as well as methods, techniques and means of state-of-the-art information technologies in a given communication situation in foreign language lesson; IV step – formation of values-qualities); 2) content and activity (step I – formation of basic communicative competencies; step II – formation of advanced communicative competencies; step III – formation of creative communicative competencies); 3) reflexive and corrective (step I – diagnostics; step II – forecasting and long-term planning). The principles of implementing the model are also highlighted – professional subjectivity, orientation to information environment values, reflexivity of communication. Special attention is paid by the authors to various sites analysis and their use in foreign language lesson (Free printables for teachers (https://www.mes–english.com), Learn English kids. British council (https://learnenglishkids.britishcouncil.org/parents, WebQuests https://webquest.org/index.php, etc.). It should be noted that at initial stage, students’ reproductive activities are carried out, later quasi-professional activities, followed by educational and professional activities.

Теоретичні засади формування загальнолюдських ціннісних орієнтирів в здобувачів загальної середньої освіти

The article discusses the theoretical foundations of forming universal human values orientation in individuals acquiring general secondary education. Scientific developments dedicated to this issue are analyzed. It is noted that the prerequisites for the formation of value orientations are laid down in preschool age, but the actual formation occurs during adolescence, when interest in issues of morality, ethics, worldview grows, and students' interests shift from the concrete to the general. Modern scientists study the national self-awareness of young generations as a civic value, emphasizing the importance of forming value orientations in students of different age groups. Considering the crisis of values in modern society, it is crucial today to continue developing and testing personality-oriented technologies, to search for reserves to enhance the effectiveness of the educational process. Attention is focused on the fact that Ukrainian language lessons have long acquired the status of a universal human value. They serve as a means of personal growth, moral influence on individuals, and create necessary conditions for forming value orientations in students' personalities.

USING GAME TEHNOLOGIES IN THE PROCESS OF LEARNING FOREIGN LANGUAGES

Introduction. The article is focused on an actual topic, namely the use of game elements in German lessons. The attention is also drawn to the fact that in today’s conditions of the wide introduction of distance learning, the use of only traditional methods is not considered sufficient to improve student performance. Purpose. The aim of this experience is to provide a theoretical proof that game-based methods are an effective tool for teaching German at the elementary stage. Methods. It is important that the specifics of the foreign language subject require somewhat different forms of teaching than other theoretical disciplines, since the student’s goal in learning a foreign language is not just to know the subject material, but also to be able to apply it in a language situation. Results. Working with a game as a motivational tool in the classroom diversifies the type of activity in the process of learning German language and provides positive learning environment. Originality. The results of the study prove that game activities in German language lessons help to create a cognitive motive, increase efficiency, develop automaticity of action. Game activities also foster a serious attitude to the subject, implement the ideas of competition, and develop the responsibility of each student for learning and discipline. Conclusion. It is important for every teacher to improve his/ her teaching skills. Gamification is one of the ways to achieve better results. Using games for teaching helps students learn additional skills beyond the academic concept that is being taught. They will also build 21st-century social skills and problem-solving skills and build community all while learning core subject material.

Difficulties observed by students during the teaching of grammar in Azerbaijani language lessons and overcoming them

Difficulties observed by students during the teaching of grammar in Azerbaijani language lessons and overcoming them

Ocho Quilates and the Golden Age of Spanish Software as Authentic STEM Language Lessons in the Spanish Language Classroom

Ocho Quilates and the Golden Age of Spanish Software as Authentic STEM Language Lessons in the Spanish Language Classroom