Progressive Teaching Methods Research Articles

The Impact of Multilingual Education On Developing Communication Skills for University Students Within Foreign Language Learning

Today, multilingualism can be considered as an undeniable reality. The rapid pace of globalisation processes and the fast information spreading compelled society to adapt and keep pace with the new realities. These shifts require significant language proficiency and advanced communication skills. In this sense, the command over multiple languages not only broadens one’s horizons and enhances his and/or her professionalism but also facilitates cross-cultural communication as well as the acquisition of multiple knowledge. The relevance of this study is featured by the dynamic changes in society, highlighting the need of multilingual education for people to fully realise their potential in life. This research investigates the impact of multilingual education on developing communication skills for University students within foreign language learning. It explores the principles of multilingual learning and identifies effective pedagogical methods that enhance language abilities, with a particular emphasis on the role of technology, delving into strategies like gamification and virtual classrooms. Furthermore, this research thoroughly examines the different ways multilingual education affects communication skill development in the study of foreign languages at universities. It aims at identifying progressive teaching methods and strategies that improve the quality of students' language acquisition. It is important to point out that higher education institutions serve as the keystone for multilingual education, providing students not only with linguistic competencies but also with professional knowledge to expand their career prospects. The methodological framework employed in this research provides a comprehensive approach, integrating historical, social, linguodidactic, and pedagogical concepts alongside several scientific methods. The study refers to methods of scientific cognition such as systematic analysis, synthesis, dialectical inquiry, and normative methods to enrich its findings. Moreover, significant advantages of multilingual learning, particularly in enhancing English language proficiency and communication skills, are identified. Also, the study stresses the focal role of modern technologies in multilingual education, highlighting their potential to transform learning experiences and personalise educational approaches. Particularly, the research underscores how multilingual education fosters communication skills, notably in English as a global lingua franca.

Launching TESOL Today: A New Hub for English Language Education Research

As an academician, I have always believed that I have to allocate time for editorial services to profession in the field of my work. That said, I attempted to launch a new journal in the field of English language education in Kurdistan with the help of a public university, but the attempts remained unsuccessful for a number of reasons. My driving interest of working for scientific journals pushed me to work as an editor and reviewer for a few journals over the past few years with the dream of learning how to become familiar with editorial services in the line of my work, and eventually launch a new journal in the field of English language education research. Over the past two decades, an increasing number of Kurdish scholars and researchers have turned their interest and attention into the English language education phenomenon, investigating its learning and teaching in the context of Kurdistan. However, researchers in the field of English language across the region did not have a venue to publish their research findings and contributions with journals specifically designed for the English language education research. The reason for this was that all the journals published by public and private universities publish broadly-defined subjects and disciplines in humanities and social sciences, leaving no specific rooms for English language research only. As such, the main driving force to launch TESOL Today came from the understanding that no journals in the field of TESOL and Applied Linguistics exist neither in Iraq nor in Kurdistan to date. However, it is worth mentioning that TESOL Today doesnot aim to remain within the context of Iraq and Kurdistan. Rather, the journal seeks to publish a wide range of perspectives on English language internationally. Based on this, TESOL Today covers a comprehensive range of topics within the field of English language teaching and learning including, English language planning and policy, innovative methods in English language teaching and learning, curriculum design and materials development, pragmatics instruction in ELT, and technology integration into English language classroom, to name a few. Responding to the rising scholarly interest in the field of English language, we are launching TESOL Today with the ambition to become a hub for TESOL and Applied Linguistics researchers across the globe. In other words, TESOL Today aims to become an international room for researchers of TESOL and Applied linguistics in the world. We also intend to be a teaching journal to less experienced researchers who work hard to get their research findings published. TESOL Today; therefore, encourages submissions of empirical and theoretical scholarship from younger and novice researchers that contribute to the professional knowledge base of TESOL, promoting a collaborative exchange of ideas that can inform and shape future practice and policy in English language education. The journal is committed to upholding rigorous academic standards while embracing innovative research that challenges traditional paradigms and promotes progressive teaching methods. While it is our hope that TESOL Today will be especially useful to younger scholars, we also encourage seasoned scholars to submit their research findings to TESOL Today. We intend to continue to serving as a prime venue for the development of English language research through publishing original contributions and exciting new research by figures in the field. As such, we humbly feel this journal will play a key part in the increasing academic respectability of researchers all over the world. In doing so, we are committed to bring this journal into a higher level of scholarship and get it indexed by international databases including Clarivate Analytics and Scopus. In our endeavor, we are fortunate to be supported by an editorial team of members across different countries who work hard in pursuit of the success of TESOL Today. We work together closely to enrich the journal and shape its development, engagement and its future. However, we continue to strive for adding new members to our board. In closing, then, we extend our sincere invitation to TESOL and Applied Linguistics researchers across varying geographical areas around the globe to join us and submit their research and shape TESOL Today into a path-breaking academic journal by addressing different critical questions in the field of TESOL and Applied Linguistics.

MODERN APPROACHES TO MASTERING AND IMPROVING PRACTICAL SKILLS AT THE DEPARTMENT OF HISTOLOGY, CYTOLOGY AND EMBRYOLOGY

This article outlines the organization of the educational process at the Department of Histology, Cytology, and Embryology of Poltava State Medical University. The significance of this study lies in its comprehensive approach to enhancing students' practical skills while concurrently incorporating interactive teaching methods.
 Recognizing the growing importance of integrating new information technologies into education, we have introduced innovative ways for students to engage with our subject. In addition to traditional light microscopy in practical lessons, we have seamlessly integrated electronic resources and digitized histological samples into our academic curriculum.
 Our department has implemented additional educational technologies through computer classes. This digital transformation of the student's learning environment enables access to a wide array of electronic educational materials, interactive testing, and digitized histological specimens. This multimedia electronic teaching resource opens up exciting avenues for progressive teaching methods, fostering increased student engagement and interest in the subject. It also allows students to study histological specimens independently, either within the Department of Histology, Cytology, and Embryology or on their personal devices, well in advance of practical classes.
 Today, we can confidently assert that the process of digitizing medical education is progressing ahead of schedule. By combining traditional academic instruction with modern digital technologies and tools, we are nurturing a new generation of graduates equipped with substantial theoretical knowledge and practical skills.

Technology-Enhanced Collaborative and Blended Learning Ensemble Learning: An Approach in Artificial Intelligence

Progressive teaching methods are methods of improving teaching and learning performance. A variety of innovative teaching methods are now in use around the world. In addition to face-to-face classes, hybrid classes also include e-learning. The use of technology and multimedia is detailed. It covers the use of smart devices for various tasks such as teaching, designing surveys, assessing students, providing feedback, and research methodology. The application of innovative teaching and learning methods is very important if we want to inspire and arouse students' desire and enthusiasm for learning. The role of education is not only for faculty to teach, but to make it understandable to students from diverse cultural and linguistic backgrounds and to quickly familiarize them with the standards expected of them. It's common for students to drop grades because they don't know what level they're at or what their instructor expects of them. Teachers should therefore strive to use innovative methods in such a way that the student's learning process is as fluid as possible and the methodologies used are conducive to learning. Innovative teaching and learning methods such as short lectures, simulations, role-plays, portfolio development, and problem-based learning (PBL) are helping to keep pace with rapid technological advances and develop the jobs needed in the near future. Decades ago, in the field of machine learning and data mining, the development of methods of ensemble learning received significant attention from the science community. Machine integration techniques incorporate multiple learning acquisition skills and better performance of guesswork than you would find in any available learning skills alone. Combining multiple learning models is demonstrated in thought and experimentation providing better performance than single-foundation students. In a book, mix learning algorithms form a dominant and high-level approach to high throughput performance, thus applied to real-world problems ranging from face-face-to-facetional recognition through classification and medical diagnosis in financial forecasting.

Use Progressive Visualization Teaching Method to Improve Learning Motivation of Calculus Courses

The current Generation-Z students have the characteristics of active learners and visual gamers. The traditional teaching method only guides students to learn theoretical knowledge, lacking the experience of learning by doing and the challenge of solving practical problems. Therefore, this study proposes a three-stage progressive teaching method that uses traditional lectures, mathematical software, and visual problem-solving models incrementally over a semester. The purpose of this study is to provide students with an experiential learning environment to explore changes in their understanding and interest in calculus by sequentially engaging in three different teaching methods. The results of this research show that the introduction of visual mathematical software can allow students to directly observe the curve trend of functions, which is in line with the observer behavior of Generation Z’s learning preferences. Furthermore, engaging in creative projects enables students to apply concepts from the theory of variation to identify relationships between mathematical components and then create visual models for solving problems. Students agreed that the proposed three-stage pedagogy enhanced their interest in learning which allowed them to gain an applied knowledge of calculus through experimental learning.

A Progressive Three-Stage Teaching Method Using Interactive Classroom Activities to Improve Learning Motivation in Computer Networking Courses

Generation Z students have their learning preferences. They like to learn independently, advocate for what they believe in, and work hard to achieve their goals. However, there are significant gaps between Generation Z students’ expectations for learning and prior experiences, especially for three domains of motivation in online learning environments: relatability, affirmation, and opportunity. This study aims at exploring the effectiveness of a progressive teaching method designed for Generation Z students in computer networking courses. This study proposes a progressive three-stage teaching method that gradually implements traditional lecture, individual flipped learning, and cooperative flipped learning methods over a semester. The design principle of this study differs from most existing studies that focus on the effectiveness of specific teaching methods. This study encourages each student to learn sequentially through three teaching stages. The purpose of this study is to investigate the changes in students’ learning experiences, particularly in terms of learning comprehension and learning motivation. The research results show that the proposed progressive teaching method can improve students’ understanding of computer networking courses and enhance their learning motivation. Participants agreed that the proposed progressive pedagogy can improve their teamwork skills and provide a different learning experience in the computer networking courses.

The formation of the SPSUVM Department of Pharmacology and Toxicology

The Department of Pharmacology and Toxicology of the Saint Petersburg State University of Veterinary Medicine is rightly considered to be the center of veterinary pharmacology in Russia. Over the hundred years of its existence, it has made a huge contribution to the training of highly qualified specialists in the field of veterinary pharmacology and toxicology. During the existence of the department, the scientific school of its former leaders V. D. Sokolov and N. L. Andreeva has been formed and is actively developing. Years of work of the department staff in the scientific and pedagogical field have resulted in the introduction of textbooks on pharmacology, clinical pharmacology and veterinary pharmacy into the educational process of the country. Since 2005, the department has been using alternative forms of teaching students using adapted computer programs to study neurotropic drugs in more depth and detail, many of which, due to special reasons, are sharply regulated. The university was included in the list of the first universities in Russia that introduced such a progressive teaching method and was awarded at the international level.
 The message briefly describes the 100-year activity of the department. It tells about its leaders and about the progress made to date in the training of modern highly qualified specialists in the veterinary pharmacology and toxicology.

A Progressive Digital Narrative Teaching Method to Improve Learning Motivation as a Lifelong Learning Skill

Computer networks are a professional subject of the Computer Science Department. Traditional teaching methods are not suitable for business school students who think the content is too theoretical to understand. Therefore, this research proposes a three-stage progressive teaching method, which divides the teaching process into three teaching stages according to the depth of knowledge of the teaching content. The teaching process gradually adopts traditional instruction, digital storytelling teaching methods, and visual narrative creation projects to guide students’ learning methods. The objective of this research is to adopt a step-by-step three-stage teaching method to gradually increase students’ interest in learning and make computer network learning more effective. The research results show that this innovative teaching method can cultivate learners’ computational thinking and deepen their understanding of corresponding knowledge. The students stated that the anthropomorphic situational narrative materials in the course increased their understanding and enjoyment, thereby improving their learning motivation and effectiveness.

Influence of smart education on characteristics of urban lands’ transport systems

Intelligent well-educated Smart People are the key element of Smart City development. Different technologies are implemented to develop the residents’ intellectual added value, including Smart Education. The introduction of progressive teaching methods can have a synergistic effect, increasing the quality of processes in other systems of Smart Cities. Since the second most common type of correspondence is the trip to education, the hypothesis of a possibility to decrease transport loads on the city roads caused by the widespread introduction of progressive methods of ELearning and Blended Learning was suggested. The proposed hypothesis was tested and confirmed by the results of simulation.

The Application of Layered Progressive Teaching Method in Nursing Teaching of Health Management Centre

Objective: To explore the clinical effect of the layered progressive teaching method in the process of nursing teaching in the health management centre. Methods: 100 nursing students in the health management centre of our hospital were randomly divided into two groups from April 2018 to April 2019, in which students of the control group were treated with routine teaching, while those of the experimental group were treated with layered progressive teaching. Then, the teaching effect of the two groups was compared and analysed. Results: The assessment results of nursing students in the two groups were compared, in which the theoretical knowledge scores and practical operation scores of nursing students in the experimental group were (94.34 ± 2.33) and (90.45 ± 2.20) respectively. By contrast, the score of students in the control group was lower and the difference between the two groups was not significant (P<0.50). The teaching effect of students in the experimental group is more significant. Conclusion: During the process of nursing teaching in the Health Management Centre, the progressive teaching method showed a significant clinical effect and could effectively enhance students’ scores. Therefore, it is positively significant for clinical development.

Integrating Multimedia Technology Into Teaching Intercultural Communication

It is widely known that enhancement of the system of teaching foreign languages can be achieved by introducing progressive teaching methods as well as using modern teaching and information–communication technologies thus enabling them to access the achievements of the world civilization and globally available information resources, ensuring international collaboration and communication. Nowadays, culture is playing an important role in foreign language teaching and learning, therefore, a lot of researches have been done in this field in recent years. It has been recognized that a language is used as the main medium through which culture is expressed. It is believed that students are aware of language rules but are not always capable enough to use the language sufficiently as they do not have a sound knowledge of the target culture. Nevertheless, “pure information” is insight; while the development of people’s cultural understanding leads them to better critical thinking. There are ample methodologies for developing learners’ intercultural competence. The present study also seeks the ways of developing a model of blended learning course on intercultural communication.

The implementation of contemporary progressive teaching methods in teaching foreign languages in the framework of additional education

The article deals with the problems of educational technologies, contemporary progressive teaching methods used for professional language teaching. The use of these technologies in the framework of additional language education. Special attention is given to learning language for specific purposes and different additional language programs that provide professional language training.

SWIMMING CRAWL STYLE: THE EFFECT OF PURE OR PROGRESSIVE METHOD AND LEVEL OF BODY FAT

The crawl style is a freestyle which is frequently used in national and international competitions. However, this swimming style requires much attention because of its complexity. On the other hand, it is very beneficial despite the facts that athletes do not like it. The objectives of this research were to examine the significant difference between two teaching methods: the pure and the progressive teaching methods. The sample of this study were 32 male students from a junior high school in Yogyakarta. The sample were divided into two groups with 16 students in the control group and 16 students in the experimental group. The data in this study were collected through a measurement on the students crawl style basic movements and the body fat level. The data were subsequently analyzed with independent sample t-test and correlation by the means of SPSS version 23. The result showed that there was a significant difference of basic movement score between the pure method and progressive method learning with p value of 0.03 < 0.05. The level of fat was not a constraint on both methods of teaching. High and low fat were positively correlated on both methods with the strength of the correlation was very high. In conclusion progressive method was better method to teach crawl style compared to the pure method of teaching because it gave many benefits for learners compared to the pure method teaching, regardless the level of the body fat.

Design and exploration of genetic comprehensive experiments based on Ds insertion mutants

The cultivation of innovative abilities has become an important guide for higher education in China. Strengthening the integrated knowledge to design experiments is an effective way to improve undergraduate students' innovative abilities. Herein we designed a comprehensive experiment for molecular genetics by utilizing a rice Ds insertion mutant identified previously in our research project. In the comprehensive experiment, we adopt the method of scientific research as the main line of teaching and take the interesting phenotype of the rice mutant as the breakthrough point to reform and innovate genetics laboratory teaching. On the basis of this, we combined the progressive teaching method and guided the students to learn the TAIL-PCR skill and conduct an innovative experiment through expanding their knowledge. The comprehensive experiment will deepen students' understandings of the relationship between genotypes and phenotypes, help them master the effective way of thinking and technologies for scientific research to further improve their ability of the integrated application capability of theory and practices.

Myśl i praktyka edukacyjna niemieckich pietystów - poglądy i działalność Augusta Hermanna Frankego

The article presents the opinions and pedagogical and educational activity of August Hermann Franke - a person of interesting biography and multifaceted activity. The main objective of this sketch is to demonstrate the influence of the assumptions and practice of Pietists on pedagogical concepts and pragmatic enterprises. As far as the origin and the evolution of Pietists are concerned, the author discusses the common, fundamental assumptions (internalized faith, active social engagement, missionary work aimed at improvement of social conditions) and their exemplifications in the activity of August Hermann Franke. The fundamental conceptions of Franke were based on pietistic motivation for life according to faith and individual experience in working with the youth. The article depicts the functioning of centres and schools founded by Franke, in which the founder introduced progressive teaching and educational methods, promoted an individual approach towards pupils. Also, he maintained strict discipline and a system of reprimand, reproval, threats and punishment. The sketch stresses the significance of teachers’ training for the role of educators and also indicates which assumptions and educational practices of Franke survived until modern-day times.

James Bonwick: Australian school inspector and Fellenberg disciple

ABSTRACTThis study investigates the “educational borrowing” of Pestalozzi’s and Fellenberg’s reforms by James Bonwick, an Australian schoolmaster and inspector in the 1840s and 1850s. The article initially examines Pestalozzi’s and Fellenberg’s teaching methods and philosophies. Adopting a biographical approach, it then explores the circumstances that influenced Bonwick to embrace, utilise, and then become a protagonist in promoting the ideas of these European educationalists. Commencing with his teacher training, Bonwick was inspired to question the social and educational effectiveness of the monitorial teaching then in vogue. Transferring to the Australian Colony of Van Diemen’s Land, he operated several schools based on Fellenberg’s example. Then, in South Australia and Victoria, where he continued to implement Pestalozzian teaching methods, his superior teaching skills received recognition through being invited to appear before several governmental investigations into education. Finally, but most significantly, as a school inspector in Victoria between 1856 and 1859, he inspired a generation of the colony’s schoolteachers to take up his enlightened and progressive teaching methods and views. Most studies of “educational borrowing” focus on parliamentarians and senior bureaucrats, but this study explains how a school inspector’s energy and passion for Pestalozzian principles and methods generated widespread teacher support for their adoption.

INTERACTIVE METHODS OF TEACHING IN CLASSES OF BASIC MEDICAL AND BIOLOGICAL SCIENCES

Interactive learning is widely used in more than 115 countries around the world. It has already gained recognition in a relatively short period of time. The main methodological innovations today are connected with the use of interactive teaching methods and techniques when almost all the students are involved in a process of learning, each of whom makes their individual contribution to the solution of the task through the exchange of knowledge and ideas. The widespread introduction of innovative methods in the study of pharmacology and microbiology at the departments of Dnipropetrovsk medical academy is caused by difficulties in studying these subjects traditionally. Among the games in medical universities “Simulation” is preferred. The most common scenario is a doctor - patient, which reveal questions of clinical manifestations, treatment and prevention of certain diseases, or concilium, where the focus is on the features of the disease, methods of its diagnosis and choice of treatment and prevention, considering features of pharmacodynamics, pharmacokinetics and side effects of drugs. Tasks for independent work of students on practical lessons can be designed for both, individual and group execution (meaning not only an academic group in general, but also dynamic division into small creative or working groups / teams). “Contest” game goes well with other progressive teaching methods, such as audio and video demonstration. At studying of medical microbiology demonstration of real objects is often impossible because of their danger to life and health of students, and implementation of a number of laboratory research - because of the complexity and duration. Thus, the benefits of interactive forms of learning are the ability to activate the self-cognitive and mental activity of students, involvement of students in the learning process as active participants in the development of skills in analyzing situations, increased motivation to learn discipline and increase self-esteem in the process of getting positive results, development of skills of teamwork, the increase of independent work of students, the development of proficiency in modern technical equipment and information processing technologies. The use of such forms of work, as the computer testing, provides a more precise objective assessment of students' knowledge and learning to obtain information from different sources and the formation of the needs in this - to get a well trained modern specialist with a high level of qualification.

Aesthetic Principles of Training Future Teachers in Podillia Women's Religious School (the Second Half of XIX – Beginning of XX Century)

An important issue of the school remained a training of the teacher staff in Podillia in the second half of XIX – beg. of XX century. A significant part in the formation of an elementary school teacher played women religious school: The article deals with Podolsk religious women's college and spiritual Tulchynsk women's college where much attention was paid to the study of the subjects of aesthetic direction. In the research the author defined the features of content of educational programs of the aesthetic subjects such as church singing, music, crafts, drawing. The meaning and the importance of literary readings, literary vocal and musical events, which have been putting into the educational process of female religious schools were determined in the context of future teachers' personality. Educational activities of N. Leontovich in Tulchyn eparchial women's college were considered. It was also proved that N. Leontovich in his work with pupils followed the progressive teaching methods and principles using the achievements in traditional musical pedagogy both Western European and Ukrainian authors who are still relevant today. It was proved that the first teaching of the subjects in the female religious schools of Podillia in the second half of XIX – beg. of XX century had a positive influence on the formation of personality, taste, elegance – qualities that are necessary for future teaching pupils of schools. It was proved that the aesthetic elements in the educational system in the female religious schools of Podillia in the second half of XIX – beg. of XX century were focused on making future teachers have their own arsenal of means of the self-realization with the help of which they will convey to the students their beliefs.

Міжнародне співробітництво та соціальне партнерство як механізми забезпечення якості культурологічної освіти

The article focuses on the problems of modern higher education in Ukraine and the EU. A special attention is paid to issues of the mechanisms for internal Quality Assurance of education and for increase of the role of the humanities inboth Ukraine and the EU. As such mechanisms are considered international cooperation and social partnership inhigher education. The paper describes the positive experience ofrealization of international cooperation and social partnership in Taras Shevchenko National University of Kyiv in the framework of the HESDeSPI project (2010-2013), the participants of which were European universities (Armenia, Georgia, Italy,Latvia, Moldova, Portugal, Ukraine), employers from Kyiv and Simferopol, government, public and administrative agents (especially Ministry of Education and Science of Ukraine and Ministries of partner countries), and students. Special attention is given to the tasks of the project, the stage of its implementation and the results, which had a significant impact on the formation of curricula for bachelors of cultural studies (2011) and masters of cultural studies (2015) at the Faculty of Philosophy of the Kyiv University. These mechanisms helped project-team first of all to determine the set of professional competences of bachelors of cultural studies and masters of cultural studies, and then to form these professional competencies of students in the educational process. Thus, it can be argued that the mechanisms of international cooperation and social partnership allow the exchange of experience in the modernization and reform of the higher education system with the EU universities, provide staff mobility in order to exchange teaching and scientific experience, provide information on the labor market in the cultural sector, help to introduce new academic disciplines and progressive teaching methods, organize training and practices. These actions allow graduates to be ready to the demands of the labor market and allow our higher education to meet the high quality standards of the European Higher Education Area.

Problem-based learning: a non-mainstream way to teach economics

For several decades teaching in economics has been characterised by uniformity: most economics departments focus exclusively on mainstream economics leaving little room for systematically addressing real-life phenomena. However, due to the severe financial crisis many economists have become critical of modern mainstream macroeconomics. Surprisingly enough, though, economics pedagogy has not changed significantly. Economics is, in general, still dominated by the mainstream, although some universities have emphasised progressive teaching methods. As a case study, we discuss how we teach economics at the Aalborg University, Denmark. We teach economics pluralistically, incorporating both orthodoxy and a range of heterodox approaches to address issues in economics. Our pedagogy has a post-Keynesian flavour while emphasising problem-based learning.