Quality Of Foreign Language Teaching Research Articles

Emotional reflection as a factor of improving quality of foreign language teaching at school.

The article deals with the problem of reflexive skills formation in schoolchildren in a foreign language lesson at school; it substantiates the importance of their formation for the cognitive and communicative activity of students; it also describes the ways of developing reflexive skills in schoolchildren in a foreign language lesson, reveals the functions of reflection in the educational process in a foreign language, provides a list of types of reflection. A detailed description of the student’s emotional reflection is given and teaching methods aimed at the formation of emotional reflection skills at different educational levels in school foreign language education are proposed; criteria and indicators of the formation of students’ emotional reflection skills by means of a foreign language are revealed.

Modeling the development of meta-communicative competence of foreign language teachers in Kazakhstan

Relevance. Over the past decade, Kazakhstan�s higher education has undergone significant changes, which has affected the quality of foreign language teaching, as teachers must acquire new professional competencies to effectively interact with students� needs. In this context, the educational policy determines the variability of qualification criteria for the training of specialists, whose knowledge of the language is an important component of professional competence for the intellectual labor market. Purpose. The purpose of the article is to study the features and ways of improving the level of metacommunicative competence of foreign language teachers in Kazakhstan. Methodology. The methodological framework is supported by the communicative approach as the main tool of Content and Language Integrated Learning (CLIL) theory through a comparative analysis of the required metacommunicative competence. Results. The results of the study indicate that some educational programs in foreign languages do not provide for the acquisition of the necessary metacommunicative competences, and the outlined educational material needs to be diversified according to today�s requirements. The results show that new teaching methods should be focused on the effectiveness of knowledge and the practical orientation of abilities and skills, which will significantly increase the quality of education, accelerate the transfer of knowledge and allow more effective assessment of students� educational achievements. Conclusions. In conclusion, the study highlights the critical need for enhancing the metacommunicative competence of foreign language teachers in Kazakhstan to meet contemporary educational demands. It emphasizes that current educational programs often fall short in providing the necessary competencies, suggesting a need for diversified and practically oriented teaching methods. Implementing these improvements will enhance educational quality, expedite knowledge transfer, and improve the assessment of students� achievements. Keywords: CLIL competence; CLIL technology; higher education; bilingual education; EMI approach

Modeling the development of meta-communicative competence of foreign language teachers in Kazakhstan

Relevance. Over the past decade, Kazakhstan�s higher education has undergone significant changes, which has affected the quality of foreign language teaching, as teachers must acquire new professional competencies to effectively interact with students� needs. In this context, the educational policy determines the variability of qualification criteria for the training of specialists, whose knowledge of the language is an important component of professional competence for the intellectual labor market. Purpose. The purpose of the article is to study the features and ways of improving the level of metacommunicative competence of foreign language teachers in Kazakhstan. Methodology. The methodological framework is supported by the communicative approach as the main tool of Content and Language Integrated Learning (CLIL) theory through a comparative analysis of the required metacommunicative competence. Results. The results of the study indicate that some educational programs in foreign languages do not provide for the acquisition of the necessary metacommunicative competences, and the outlined educational material needs to be diversified according to today�s requirements. The results show that new teaching methods should be focused on the effectiveness of knowledge and the practical orientation of abilities and skills, which will significantly increase the quality of education, accelerate the transfer of knowledge and allow more effective assessment of students� educational achievements. Conclusions. In conclusion, the study highlights the critical need for enhancing the metacommunicative competence of foreign language teachers in Kazakhstan to meet contemporary educational demands. It emphasizes that current educational programs often fall short in providing the necessary competencies, suggesting a need for diversified and practically oriented teaching methods. Implementing these improvements will enhance educational quality, expedite knowledge transfer, and improve the assessment of students� achievements. Keywords: CLIL competence; CLIL technology; higher education; bilingual education; EMI approach

Teaching foreign languages in Poland – the ongoing search for efficient ways

Teaching foreign languages in Poland – the ongoing search for efficient ways

Community Learning Model in Teaching and Learning Foreign Languages at Labor Export, Study Abroad Companies

The community learning model is applied as a method for educators and learners to share experiences, challenges, and solutions in teaching and learning foreign languages. Together, they develop knowledge and language skills. This paper explores and proposes a community learning model in teaching and learning foreign languages at some labor export and study abroad companies to enhance the quality of these activities. Through analyzing the current situation of teaching and learning foreign languages and the challenges learners are facing, the study focuses on implementing a learning model based on knowledge and experience sharing among teachers, learners, and support from information technology. The results of analyzing and evaluating 302 teachers and learners on the reliability of the community learning model demonstrate its numerous advantages and high feasibility for enhancing the quality of foreign language teaching and learning activities.

Modern techniques of teaching a foreign language in high school

This article is dedicated to modern technologies and their use in teaching languages to students of the digital generation. The authors point out the factors that contribute to the introduction of new technologies, consider the psychological characteristics of modern learners and suggest ways to take these characteristics into account when choosing types of technologies for teaching foreign languages. The authors emphasize that the quality of foreign language teaching in higher education at the current stage directly depends on the introduction of modern information and communication technologies and the use of their potential in the educational process, which is a trend in the development of society. Digital narratives, clips, podcasts, web quests, and trailers are created using the video camera of any mobile device with direct. Internet access and can be accessed by any student, anytime, anywhere convenient. It is presented a variety of exercises with mobile devices that provoke a great response from both teachers and students.

Foreign Language Teaching and Learning Behaviour with a Big Data Corpus

Abstract This paper firstly constructs a foreign language subject system according to the foreign language teaching objectives and students’ learning situation in colleges and universities, puts forward a policy of informatization of foreign language teaching, and summarizes the ways in which college students’ foreign language learning behavior in the era of big data. Secondly, on the basis of corpus technology, the word vectorization representation of foreign language utterances is carried out, followed by similarity calculation of the word vectorization representation, judging the type of foreign language learning according to the results of foreign language semantic similarity calculation, and calculating the maximum weight path of the word vector sequence by using dynamic planning algorithm. Then, according to the demand analysis of the foreign language teaching corpus, the foreign language teaching corpus is constructed, and the application analysis of the corpus of foreign language teaching is carried out. The results indicate that the students in both classes have a similar understanding of the meaning and lexical properties of vocabulary. However, there is a certain gap in the collocation and utilization of vocabulary, and the corpus-based vocabulary teaching method is more conducive to students’ mastery of the target vocabulary than the traditional vocabulary teaching method, and the level of vocabulary learning is comparatively higher and more effective. The quality of foreign language teaching in colleges and universities can be improved by reference to this study.

Fostering pre-service EFL teachers’ communicative competence through role-playing games

The quality of foreign language teaching (FLT) is inextricably linked with developing students’ communicative competence (CC), a complex formation that is being comprehended by methodologists. The term “communicative competence” (CC) implies the speaker's production of grammatically correct language appropriate to various social settings while observing the linguistic and social rules of native speakers. Despite the complex structure of developing English as a foreign language (EFL) learners' CC, one of the conditions for its successful course is a systemic and technological approach to role-playing games (RPG) in teaching dialogue speech. The study aims to examine the development of EFL students' CC and the effects of RPG in teaching dialogue speech. To test the hypothesis that a systemic and technological approach to using RPG in teaching dialogue speech fosters the pre-service EFL teachers’ CC, the research methodology employed a semi-experimental pretest-posttest control group design with pre-service EFL teachers. Participants (n=36) were divided into experimental (n=18) and control (n=18) groups. The results of the posttest experiment confirmed the effectiveness of systemic and technological approaches to the use of RPG in significantly increasing the pre-service EFL teachers’ CC.

FEASIBILITY OF IMPLEMENTING INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE PROCESS OF FOREIGN LANGUAGE TEACHING

The article deals with the feasibility of implementing information and communication technologies in the process of foreign language teaching. The specifics of their use in order to improve the quality of foreign language teaching have been revealed. The role of information-communication technologies in providing a student-centred approach have been described. The prospects for implementing digital learning and the possibilities of cross-border initiatives within the Bologna Process and the Erasmus+ programme have been analysed. Particular attention has been paid to the role of information-communication technologies in internationalisation of student youth and scientific-pedagogical staff at the global level, the development of partnerships with leading institutions of the world, which improves the quality of education, teaching and research. The development of educational partnerships as a key element of the European strategy of cooperation with other regions of the world has been considered. It has been found out that the wide availability of high-quality educational resources, the ability to adapt these materials to specific conditions cause significant qualitative changes at different levels of education in many countries. The European experience in the development of e-learning strategies, the structure of pedagogical training and institutional support, as well as the possibility of integrating it into the national system of foreign language teachers’ advanced training have been researched.

University language education: Lessons of forced transition to teaching online

Introduction. The unexpected transition to online teaching in spring 2020 resulted in educational institutions differently equipped in terms of technology, methodology and academic staff preparedness. Moreover, educational institutions faced with a totally new working environment. One may assume that during the pandemic, education systems of most countries crossed the Rubicon, and now there is no going back. What learning and teaching will be like in the future depends, to a large extent, on the lessons the teaching community will learn.The aim of the research was to find out how successful the emergency transition to teaching foreign languages online was and to identify technological resources necessary to maintain the quality of foreign language teaching and learning in different educational formats.Methodology and research methods. The research was carried out in line with the learner- centered activity approach and principles of distant teaching and learning; it also included analysis of online teaching practices across the world before and during the COVID-19 pandemic. The research data was collected via three surveys conducted (with Google forms) among foreign language teachers of MGIMO University (1329 questionnaires) in April, June and September, 2020; 15 heads of foreign language(s) departments (July 2020), and 201 MGIMO students (September 2020). The data was analysed using IBM SPSS Statistics: correlation and cross tabulation analyses, linear regression analysis, and ANOVA.Results. In the course of the research, the correlations between class activities, selfstudy assignments, forms of assessment, and students’ engagement in learning have been established; as well as the fact that individual approach in teaching has a positive effect on students’ activity, responsibility and academic independence. Furthermore, the problems in online teaching have been identified: classes were not communicative enough, nor teaching sufficiently individualised; besides, the quality of assessment declined with the transition to online learning format.Scientific novelty. An attempt has been made to evaluate the experience of remote teaching foreign languages at university level after the emergency shift to online learning format, and to find out its potential for maintaining (and, in prospect, improving) the quality of language education.Practical significance. Class activities, self-study assignments and forms of testing found the most effective in this research can be of use to foreign language teachers working online. The need to provide individual trajectories for students to develop communicative competence in a foreign language has been established, which is important for course, programme and teaching materials designers.

Intersubjective Connections and their Role in the Process of Professionalization of Foreign Language Teaching in Law Schools

The problem of influence of intersubjective connections on the quality of foreign language teaching in law schools in the Russian Federation has attained a new level. Changes in the social and cultural environment caused by coronavirus pandemic affect all the areas of human activities including intersubjective connections. The compelling transition to distance learning of future lawyers does not allow to implement to the full extent the traditional components of higher education, including feedback and pedagogical control.That is why assessment of the role of intersubjective connections in foreign languages teaching becomes increasingly important. Hence, the issue of interaction between subjects and objects of teaching foreign languages in electronic educational environment might be viewed as a present-day challenge. It undoubtedly affects to a certain extent the professionalization of foreign languages teaching as well as effectiveness and quality in the ambiance of distance learning of a legal university

Status Quo of Foreign Language Teaching Based on Multimedia Equipment-assisted Teaching

Multimedia-assisted foreign language teaching could combine the features of text, sound, image and animation into one, which helps create a good language learning situation, maximize the motivation and initiative of students' learning and enhance the teaching efficiency. Multimedia equipment-assisted teaching is a teaching method that many foreign language teachers are exploring and trying. However, some front-line teachers still have a vague understanding of it and lack theoretical guidance. The situation of foreign language teaching is quite different from other forms of foreign language teaching. Foreign language teaching in most schools meets the needs of entrance examination to a large extent. As a result, university teachers began to take the road of multimedia-assisted teaching in foreign language teaching in universities, that is, to take the advantages of different schools of teaching methods, to remove the shortcomings of each school of teaching methods, and use multimedia equipment to assist teaching, exploring a teaching method that can not only adapt to the development of the times, but also effectively promote the improvement of college students' foreign language proficiency. Through the investigation of the application of multimedia-assisted teaching in foreign language teaching, it verified several problems in foreign language teaching, and designed the application of multimedia platform, so that multimedia equipment-assisted teaching can be reasonably used in foreign language teaching, and cultivate students' cross-cultural communication. At the same time, students should be motivated to participate actively in learning practice so as to improve the quality of foreign language teaching.

DIFFICULTIES OF LEARNING ENGLISH

Ensuring the quality of foreign language teaching of younger generation, radically improving the system of training specialists fluent in foreign languages, training of qualified personnel who meet international educational standards through the acquisition of foreign languages is one of the goals of education reform.

Research on Computer-Aided English Language Evaluation System

With the rapid development of science and technology, computer-aided language teaching and testing has become an inevitable trend in the development of English language teaching and research. With the continuous popularization of online courses, all kinds of examinations have adopted computer-aided examinations, and CET-4 has also begun to implement computer tests. Computer aided teaching refers to the use of computers as a tutor, presenting information, providing students with opportunities for practice, evaluating students’ grades and providing additional teaching. With the development of multimedia technology and communication network technology, all individualized teaching technologies with computer as the core are called the application of information technology in education. It is dedicated to the establishment of a three-dimensional foreign language learning environment supported by modern educational technology, and aims to improve the quality of foreign language teaching in a more scientific and effective way. According to statistics, there are still few computer-based college English language testing systems. The existing systems are mainly designed and developed around the CET-4 examination, and the functions are monotonous, only serving the examination. It can not help and promote students’ learning. Testing and evaluation is a unity with different functions in teaching. Only test without evaluation, examination can not play a positive role in teaching. The test only determines the learning level of language learners, and the test results themselves can not fully reflect the specific problems, because if there is no information to explain the results, the examination can not be given for analysis and feedback. It is difficult to guide teachers’ teaching and students’ learning. In view of the above disadvantages, this study intends to establish a computer-aided English language evaluation system from the perspective of the combination of language testing and evaluation. The system has many similarities with the existing CET-4 examination system, and has more complete functions, can meet the needs of the development trend of foreign language teaching, and has great attraction to students and teachers. It can not only provide students with simulated examinations, but also help students analyze test results and check problems. The computer-aided language assessment system is fast, efficient, timely and objective.

Research on Second Language Acquisition and Foreign Language Teaching Based on Individual Differences of Learners

This article explains the connection and influence of individual differences and second language acquisition: individual learner differences have an important impact on the second language acquisition process, and improving and optimizing individual differences can help improve second language acquisition performance; the teaching process of educators is related to the second language acquisition process. The teaching strategy is linked to the learner's second language acquisition process, and it has a close influence on their acquisition performance. Based on individual learner differences, the education department should effectively reform the current foreign language education evaluation system and curriculum setting system, establish a “teaching evaluation system based on individual student differences”, and set up courses suitable for different learners based on the characteristics of individual learners System, teach students in accordance with their aptitude, and effectively improve the level and quality of foreign language teaching. Second language acquisition is a dynamic and complex system engineering. Although there are countless factors involved, they can basically be divided into four categories: individual learner differences, learning process and psychological mechanism, and the types of native language and target language. Differences and migration, social culture and environment. Based on the theoretical models and the results of empirical research in the study of second language acquisition, this article analyzes the role of these factors in the process of second language acquisition and its rationale, and on this basis, puts forward ten principles of foreign language teaching and teaching practice. Suggestions.

КОМПЬЮТЕРИЗИРОВАННАЯ ДИНАМИЧЕСКАЯ ОЦЕНКА ОБУЧАЕМОСТИ СТУДЕНТОВ ВРЕМЕНАМ ГЛАГОЛОВ В АНГЛИЙСКОМ ЯЗЫКЕ

Statement of the problem. Computerized dynamic assessment of aptitude for learning foreign languages ​​is insufficiently represented in educational practice. The paper reveals new possibilities of using information technologies for solving a topical issue of diagnosing aptitude for learning a foreign language as an integral dynamic indicator for monitoring the quality of foreign language teaching. The instrumental basis for the computerized dynamic assessment of learning criteria is the dynamic computerized test simulators (DCTS) of educational activity. The purpose of the article is to study the potential of dynamic computer test simulators “English Language Tenses” as an instrument of dynamic assessment of students’ aptitude for learning the English language verbal tenses. Research methodology includes analysis of studies by Russian and international scientists on computerization of dynamic assessment of English language learning. The methods used in the computerization of dynamic learning assessment are based on the theory of development by J. Piaget, reinforcement learning, activity and environment approaches to the analysis of procedural characteristics of learning activities. Research results. We developed instrumental tools for diagnostics of learning aptitude – DCTS “English Language Tenses”. Experimentally, two groups of subjects were chosen so that they differed from each other in the dynamics of procedural characteristics of educational activity: the first group was characterized by a monotonous decrease in the number of errors with an increase in the number of the task being performed; the second group was characterized by a non-monotonous decrease in the number of errors, disturbed by an abrupt increase in the number of errors. The subjects of the first student group, as a rule, have a greater learning potential or learning aptitude, in comparison with the subjects of the second group. Approbation was carried out and recommendations were given for the use of the DCTS “English Language Tenses” for monitoring the process of teaching English. Conclusions. Analyzing the results of experimental testing of the DCTS “English Language Tenses” in the dynamic assessment of English learning, the authors come to the conclusion that it is advisable to use the procedural characteristics of learning activities: labor intensity, temporal pace, frequency of errors and reinforcement of learning activities as indicators for monitoring English language learning. The considered approach to the diagnostics of students’ aptitude for learning the tenses of the English language provides information about features of developing cognitive functions in students.

Implementation Strategies for Improving the Teaching Quality of Foreign Language Courses

The teaching quality of foreign language courses is constrained by various factors. It is no easy task to improve the teaching quality or evaluate it in a reliable manner. To solve the problem, this paper attempts to design feasible strategies for improving the teaching quality of foreign language courses. Firstly, theoretical analysis was carried out on the development of foreign language teaching and the factors affecting the teaching quality, revealing the key obstacles to improving the teaching quality. On this basis, several strategies and paths were put forward to improve the quality of foreign language teaching. In addition, a novel evaluation indicator system and a multi-attribute fuzzy evaluation model were established for the teaching quality of foreign language courses. The research results provide strong supports to the teaching optimization of foreign language courses.

Enhancing students motivation in Learning English Language for non-philology students

We all know that ensuring the quality of foreign language teaching of the younger generation, radically improving the system of training specialists fluent in foreign languages, the development of foreign languages ​​that meet international educational standards. Training is one of the goals of the ongoing educational reform in our country. In order to identify and identify opportunities for language teaching, the teacher's knowledge, creativity, ability to arouse students' love for their subject, to establish a cooperative relationship with the student requires modern requirements. The decision is aimed at further development of foreign language teaching, implementation of measures to improve the level and quality of training of highly qualified teachers of foreign languages ​​for secondary schools, vocational colleges and academic lyceums, higher education institutions in accordance with international standards. At the same time, it should be noted that each language studied has its own rules and secrets. In order to become a professional who meets international standards, the learner is required to ignore the most delicate layers of language.

The Research on Cooperative Learning in English Reading Teaching in College

There are four basic skills in English learning, namely, listening, speaking, reading and writing, while reading is the most fundamental and important skill. It is also the main and effective way to learn English, so improving the quality of reading teaching is the key to improve the quality of foreign language teaching. However, in traditional teacher-centered teaching method, students gain knowledge passively and cannot effectively show their personality and abilities.Cooperative learning is a new strategy in English teaching, which can make improvement by the application of interactive teaching dynamic factors, so cooperative learning is an effective way to solve the problems in education. Data analysis points out that cooperative learning strongly promotes the efficiency and has good prospects for development. The study also finds out the problems in the application of cooperative learning in English reading practice.

Забезпечення якості викладання іноземної мови у закладах вищої освіти: методологічний вимір

The problem of quality of foreign language teaching in the institutions of higher education (IHEs) is one of the most important factors of Ukraine’s integration into the European Higher Education Area. In the article the author studies the methodological aspects of the problem of quality of foreign language teaching and analyzes the conditions of quality assurance of foreign language teaching in IHEs. For this purpose she identifies the essence of the concept of foreign language teaching and examines a range of concepts and terms that reflect assurance of its quality. It is specified the term teaching in native as well as in English-speaking discourse. The process of foreign language teaching is studied from the perspective of system approach. Moreover, the meaning of such concepts as quality of foreign language teaching and organizational and pedagogical conditions are specified. According to the author, ensuring the quality of foreign language teaching becomes possible by creating certain organizational and pedagogical conditions, namely: 1) the analysis of learners’ needs; 2) the relevance of the content of foreign language teaching to the academic and general professional environment of a future specialist; 3) ensuring the variability of teaching technologies; 4) organization of assessment and feedback while teaching. It should be mentioned that the conditions were selected with reference to the process of foreign language teaching in non-linguistic specialties in HEIs. The article is addressed to LSP teachers, scientists and researchers who are interested in the field of language education and the problem of quality assurance of teaching.