Project-oriented teaching during learning ukrainian as a foreign languages: development of students' communication skills
DOI:
https://doi.org/10.46502/issn.1856-7576/2024.18.01.18Keywords:
Bilingualism, language knowledge, communication skills, dialogue communication, interactive technologies, active student interaction.Abstract
Perception of professional information is possible due to orientation to different sources that are related to foreign language learning. The study aims to determine the peculiarities of the development of communication skills of students through the use of project-oriented teaching of Ukrainian as a foreign language. Ensuring the development of the set purpose was possible due to the use of the methods of analysis, observation and estimated efficiency coefficient, effect level coefficient, Student’s coefficient. Project-oriented approaches to education, oriented to the development of communication skills were developed during the study. They were based on dubbing the disciplines in two languages, formation of theoretical language knowledge, and development of dialogue communication and writing skills. The most positive role of the selected project-oriented teaching was found using SWOT analysis. The practical significance of the work provides for the possibility of the use of developed approaches to studying Ukrainian as a foreign language for the possibility of obtaining communication skills. The perspective of the study will be oriented towards a comparison of the influence of project-oriented studying of students of different ages with consideration of their possibilities at the beginning.
References
Akhmetova, D.R., Kopzhasarova, U.I., & Devereaux, C. (2023). The effectiveness of MOOCs in ESP for technical students: A Kazakhstan case study. XLinguae, 16(2), 3-15. https://doi.org/10.18355/XL.2023.16.02.01
Alhabdan, A.S. (2021). Evaluating English learning websites and digital resources from the perspective of Saudi English language learners: Technical assessment. Theory and Practice in Language Studies, 11(6), 639-651. https://doi.org/10.17507/tpls.1106.07
Al-Hawamleh, M.S., Alazemi, A.F., & Al-Jamal, D.A.H. (2022). Digital portfolio and self-regulation in speaking tasks. Asian-Pacific Journal of Second and Foreign Language Education, 7(1), 14. https://doi.org/10.1186/s40862-022-00141-w
Alrashidi, O. (2022). Exploring learner autonomy: Secondary school EFL teachers' beliefs and practices in the Saudi context. World Journal of English Language, 12(8), 97-105. https://doi.org/10.5430/wjel.v12n8p97
Antufieva, V., Holubova, H., Lisovska, A., Kuleshova, K., & Oriekhova, L. (2023). Professionally-oriented discourse in foreign language teaching in HEIs. World Journal of English Language, 13(4), 61-67.
Byram, M., Porto, M., & Yulita, L. (2023). Beyond teaching languages for communication Humanistic perspectives and practices. Languages, 8(3), 166. https://doi.org/10.3390/languages8030166
Campillo-Ferrer, J.-M., & Miralles-Martínez, P. (2022). Primary school teachers’ perceptions of the level of development of low-order cognitive skills under the content and language integrated learning approach. Frontiers in Education, 7, 815027. https://doi.org/10.3389/feduc.2022.815027
Ciuciulkiene, N., Tandzegolskiene-Bielaglove, I., & Culadiene, M. (2023). Phenomenon-based learning in teaching a foreign language: Experiences of Lithuanian teachers. Social Sciences, 12(12), 670. https://doi.org/10.3390/socsci12120670
Diachenko, I., Kalishchuk, S., Zhylin, M., Kyyko, A., & Volkova, Y. (2022). Color education: A study on methods of influence on memory. Heliyon, 8(11), E11607. https://doi.org/10.1016/j.heliyon.2022.e11607
El Khaymy, A. (2023). The use of ICTs as an empowering tool in the teaching-learning process of Arabic as a foreign language. Human Review. International Humanities Review, 17(4). https://doi.org/10.37467/revhuman.v12.4742
Handzilevska, H., Tkachuk, O., Hundarenko, O., & Lelakova, E. (2023). Psychological features of educational bilingualism of Ukrainian and Slovak students through the prism of the resilience approach. Youth Voice Journal, 1(Speacial Issue), 39-48. Retrieved from https://acortar.link/8hhK7n
Herrmann-Israel, A., & Byram, M. (2023). Comparing and contrasting approaches to education for transition and transformation. Compare, 2023. http://dx.doi.org/10.1080/03057925.2023.2268508
Hsu, K.-C., & Liu, G.-Z. (2023b). The construction of a theory-based augmented reality-featured context-aware ubiquitous learning facilitation framework for oral communication development. Journal of Computer Assisted Learning, 39(3), 883-898. https://doi.org/10.1111/jcal.12792
Hsu, K.-C., Barrett, N.E., & Liu, G.-Z. (2023a). English for tourism and AR-assisted context-aware ubiquitous learning: A preliminary design-based research study. Computer Assisted Language Learning, 2023. https://doi.org/10.1080/09588221.2023.2202701
Karamanov, O., Surmach, O., Kravchenko, O., Polishchuk, N., & Albul, I. (2023). Museum educational activities in the context of disseminating modern scientific knowledge. Amazonia Investiga, 12(68), 85-92. https://doi.org/10.34069/AI/2023.68.08.8
Khalilia, W.M., Abuowda, A., Mystakidis, S., & Fragkaki, M. (2023). A Mediation model of the usability and intergroup relation for online project management community effectiveness with Microsoft teams. Societies, 13(12), 255. https://doi.org/10.3390/soc13120255
Li, J., Li, L., Zhu, Z., & Shadiev, R. (2023). Research on the predictive model based on the depth of problem-solving discussion in MOOC forum. Education and Information Technologies, 28(10), 13053-13076. https://doi.org/10.1007/s10639-023-11694-9
Morhunova, N.S., Riazantseva, D.V., Prykhodko, S.О., Semenenko, I.Y., & Kushnir, I.M. (2023). The effectiveness of the use of nationally oriented methodology in the study of the Ukrainian language by Chinese students (Phonetic aspect). Theory and Practice in Language Studies, 13(10), 2439-2448. https://doi.org/10.17507/tpls.1310.02
Mukhtarkhanova, A., Ustelimova, N., Yessengaliyeva, A., Iliyassova, A., & Tanesh, B. (2023). The use of multimedia in English classes as a means of increasing student motivation. World Journal of English Language, 13(9), 10-17. https://doi.org/10.5430/wjel.v13n9p10
National Research Ethics Committees. (2019). Guidelines for research ethics in science and technology. Retrieved from https://acortar.link/63VU62
Pimpuang, K., & Yuttapongtada, M. (2023). Language reflecting society and culture in the provincial folktale literature of Northeastern Thailand and its value: With special reference to Ekarattana Udomporn’s written work. Journal of Language Teaching and Research, 14(1), 121-129. https://doi.org/10.17507/jltr.1401.13
Pimpuang, K., Yuttapongtada, M., & Sunghor, N. (2023). Thai conversation learning and teaching for foreigners based on Thai culture context in the CTLF program at Kasetsart University: Evolution and inno-creative approach. Theory and Practice in Language Studies, 13(10), 2536-2543.
Red'Ko, V., Sorokina, N., Smovzhenko, L., Onats, O., & Chyzhevski, B. (2023). Situational foreign language instruction in competency-based learning framework: Ukrainian experience. International Journal of Learning, Teaching and Educational Research, 22(5), 637-657. https://doi.org/10.26803/ijlter.22.5.33
Sahrim, M., Soad, N.F.A.M., & Asbulah, L.H. (2023). Augmented reality technology in learning Arabic vocabulary from the perception of university students. International Journal of Interactive Mobile Technologies, 17(21), 79-96. https://doi.org/10.3991/ijim.v17i21.41277
Saito, K., Suzuki, S., Oyama, T., & Akiyama, Y. (2019). How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels. Second Language Research, 37(4), 547-571. https://doi.org/10.1177/0267658319884981
Slipetska, V., Bortun, K., Zhylin, M., Horlachova, V., & Kosharnyi, K. (2023). Structure and semantics of verbal means of expressing states of emotional tension in English publicistic texts. Amazonia Investiga, 12(67), 212-222. https://doi.org/10.34069/AI/2023.67.07.19
Tedeneke, A. (2022). Exploring the practices and contextual factors in teaching writing skills in EFL classrooms: A case study. Ethiopian Renaissance Journal of Social Sciences and Humanities, 9(2), 83-101. https://dx.doi.org/10.4314/erjssh.v9i2.6%20
Zavaruieva, I., Bondarenko, L., & Fedko, O. (2022). The role of colour coding of educational materials when studying grammatical categories of the Ukrainian language by foreign students. Review of Education, 10(1), e3312. https://doi.org/10.1002/rev3.3312
Zhylin, M., Maraieva, U., Krymets, L., Humeniuk, T., & Voronovska, L. (2023). Philosophy of mass culture and consumer society: Worldview emphasis. Amazonia Investiga, 12(65), 256-264. https://doi.org/10.34069/AI/2023.65.05.24
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Larysa Bidenko, Liudmyla Diachuk, Halyna Lotfi Ghahrodi, Oksana Krymets, Svitlana Cherniavska
This work is licensed under a Creative Commons Attribution 4.0 International License.
