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1УДК 372.881.111.1
DEVELOPING PRODUCTIVE SKILLS THROUGH ACTIVE LEARNING
METHODS
SALIM AINUR TALGATKYZY
a 4-year student « 6В01701- Foreign language: two foreign languages » Astana International University, Astana, Kazakhstan
AKHMETOVA GULNARA SAGYNBAEVNA
Scientific supervisor, Astana International University, Astana, Kazakhstan
Abstract: The purpose of this article is to examine active learning strategies, which highlight students' participation in the learning process and encourage the growth of their productive abilities. The article discusses various pedagogical strategies such as role-playing games, project activities, discussions and debates in the learning process. The need for in-service teacher training is emphasized as the article also addresses the difficulties in adopting active learning in Kazakhstan.
Keywords: Productive skills, active learning techniques, critical thinking, role plays and case studies.
In the modern world, learning English is an integral part of education. The reason for this is that English provides a wealth of chances for both professional and personal development, being the language of global communication. Developing useful language abilities, such as speaking, writing, reading, and listening, is one of the most crucial parts of acquiring a language. To speak successfully in a foreign language in a variety of contexts, certain abilities are required. Traditional methods of teaching English in the classroom tend to focus on developing passive skills such as reading and listening comprehension. But for students to acquire useful skills, they must take a more active role in their education. That's why active learning strategies become crucial in this situation because they motivate students to think critically and do independent research.
Active learning in language education has its origins in the works of educational theorists and pedagogues who advocated for experiential and student-centered approaches. Scholars value Dewey's [1, 401-409] educational philosophy, particularly his pedagogical concept of 'learning by doing,' in identifying the theoretical foundations and historical precedents of Active Learning. Dewey emphasizes the necessity of independent learning within a student-centered instructional paradigm in which educators serve as facilitators. There is also a focus on encouraging learners' self-regulation. According to Dewey [1, 401-409], the requirement is for learners to actively engage with their environment, facilitating knowledge acquisition by exploration rather than direct instruction, and resulting in actual real-life experiences.
Furthermore, the researchers credit Piaget [2, 1-5] for emphasizing an 'active' learning method. This theoretical framework is consistent with Constructivist and Cognitivist ideas, and it serves as the theoretical foundation for the active learning approach. Constructivism holds that information is actively produced by the learner rather than passively obtained or given from an external source, resulting in a knowledge base that is essentially unique to each individual. Learners participate in an ongoing process of rebuilding knowledge as they deal with challenges in their environment, drawing on earlier experiences and existing knowledge. The importance of sociocultural circumstances on cognitive reconstruction is emphasized. This viewpoint highlights the dynamic and participatory aspect of the learning process by emphasizing the learner's position as an active producer rather than a passive listener [3, 245-246].
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The theoretical foundations of active learning gained recognition with the arrival of constructivist theories, as scientists such as Lev Vygotsky emphasized the importance of social interaction and collaborative learning in language acquisition. He believed that social connection is an essential aspect of growth that may be achieved through language. The Zone of Proximal Development (ZPD) is Vygotsky's point of focus, defined as "the distance between the actual developmental level, as determined by independent problem-solving, and the level of potential development, as determined by problem-solving under adult supervision or in collaboration with more capable others" [4, 85-87]. Vygotsky emphasizes the importance of a more informed person, such as peers or teachers, in scaffolding and bridging the gap between learners' current and future developmental levels. His theoretical conceptions are relevant to the concept of active learning since active learning addresses both the actual and potential development of learners.
Active learning, as defined by Bonwell and Eison [5, 2-7], comprises students actively participating in tasks while cognitively analyzing their actions. This instructional style advocates for students' active participation and continuous engagement throughout the learning process. Fink [6, 103-110] gives an all-encompassing perspective on active learning through a complete model (Table 1), providing a valuable conceptual framework as well as an extended explanation of the notion. This paradigm is made up of three key components: information and ideas, experiential learning, and reflective practices.
Table 1. A holistic view of active learning (Fink, 2003)
Information and Ideas Experiences Reflecting
Primary/Secondary Doing, observing On what one is learning and how one is learning
Accessing them in class, out-of-class, online Actual, simulated Alone and with others
"Rich learning experiences"
Techniques that promote active thinking and practice among students are known as active learning strategies. They allow pupils to learn new material as well as apply it to solve issues related to real-life situations. When teachers and students engage in active teaching methods, they become subjects rather than objects in the educational process, meaning they are no longer passive observers but active participants in the class. Active teaching techniques, allow students to develop their knowledge, skills, and capacities by engaging them in cognitive and educational games. As a result, educational material becomes part of schoolchildren's knowledge. According to S. O. Solijanov, there are many different types of active learning practices. These include taking brief breaks during lectures, conducting lab experiments, participating in field trips, utilizing games, role plays, and debates in the classroom, as well as short writing assignments, quizzes, and self-evaluation tasks [7, 356-358].
Active teaching strategies help students become more capable of thinking on their own and acquiring the skills necessary to address non-standard professional situations. According to Demirci C., the ultimate objective of learning is not only information that may be acquired during the learning process but also the ability to reflect, think independently, and understand one's actions. [8, 214-220] Children can acquire useful English language skills through a variety of active learning techniques. To name a few, they are:
Role-playing. By participating in role-playing games, children may encounter a variety of scenarios and practice using English in authentic contexts. This fosters the growth of communicative confidence in addition to vocabulary proficiency. For instance, youngsters can role-play dining at a restaurant, placing English-language food orders while acting as waiters and customers.
Working on projects. Engaging in English-language projects enhances students' vocabulary and fosters teamwork and planning abilities. During project activities, children work on complex tasks that require a creative approach. Making short videos or presentations turns learning a language into a form of artistic expression as well.
Jigsaw. Jigsaw is a valuable tool for cooperative learning and is used widely in language classroom curricula. According to Mengduo and Xiaoling, jigsaw promotes the application of social skills, prevents student competitiveness, improves individual and group accountability for learning, and fosters group interaction to complete tasks. Based on their study with college students studying EFL (English as a Foreign Language), Mengduo and Xiaoling found that jigsaw improved student engagement, involvement, and attention to language use to accomplish learning objectives in EFL classes [9, 1-18].
Discussions and debates. Through debate, students have the opportunity to improve their speaking, reasoning, and critical thinking abilities. Children can demonstrate their ideas and opinions and think critically when they participate in conversations and debates in English. [10, 843] Educators can design lessons where pupils actively engage in conversations about contemporary subjects and concerns.
Interactive games. Implementing games is an excellent method to add interest and enjoyment to studying. Teachers can utilize a variety of games to help students acquire useful abilities. Besides making lesson learning enjoyable, educational games and competitions let young people apply new information in a lighthearted manner. Quizzes, crosswords, and games using multimedia encourage active participation and retention. [11, 1-4]
However, teachers should consider the age, language proficiency, and interests of the students when selecting active learning strategies to help them build productive English skills. The selection of strategies that aid in the development of children's language abilities and make learning engaging and intelligible for them is crucial. For instance, quizzes and role-playing are more appropriate for younger pupils. [12, 104-132] Also, teachers can employ project activities, conversations, and debates with teens and older students. While learning English, applying the above-mentioned engaging active learning methods and activities helps to foster the growth of practical skills like:
- Creativity. Active learning techniques stimulate students' imagination and help them invent fresh ideas. For instance, students can come up with creative thoughts using the brainstorming technique, while the project method allows students to create original products.
- Communication skills. Students' communication abilities are enhanced by the use of active learning approaches. For example, role-playing games provide students the chance to practice speaking in a variety of contexts, and the debate approach enables them to present and defend their opinions.
- Problem-solving. Students who engage in active learning strategies are more successful in solving issues on their own. Students can examine a problem and choose the best course of action by using the case-solving approach.
- Cooperative learning. Students' abilities to cooperate and support one another are fostered with the help of active learning strategies. To give an example, students can collaborate in groups to solve common issues using the cooperative learning approach. [13, 3-5]
Taking into account the active learning method's effectiveness, it is worthwhile to mention one of the articles by Kazakhstani authors on the theme of The effects of apprenticeship of observation on teachers' attitudes towards active learning instruction. The study does list several methods that were employed in the graduate course Kuzhabekova and Zhaparova analyzed, such as mind mapping, reflective writing throughout the class, small- and large-group discussions conducted as Socratic conversations, in-class Internet searches, group work on small-scale projects like creating policy analysis and policy evaluation briefs, group presentations on assigned readings. However, according to researchers, the practical implementation of active learning methods in Kazakhstan has faced challenges due to factors such as teacher resistance to change, the influence
of the Soviet and current authoritarian culture, and the lack of in-service teacher training opportunities. [14, 208-228]
Table 2. Differences in the perception of Novice and Experienced teachers towards courses in active learning techniques
Feature Novice Teachers Experienced Teachers
Understanding of active learning techniques Greater improvement after taking the course Felt more knowledgeable and confident from professional development
Likelihood of using active learning techniques More likely to continue using the techniques in their careers Did not find the course particularly influential in terms of the likelihood of utilizing active learning techniques
Appreciation of constructivist approaches More appreciative as a learner and instructor Did not find the course particularly influential in terms of appreciation
Self-evaluation Influenced positively Did not find the course particularly influential in terms of self-evaluation
Therefore, one way to promote greater utilization of active learning instruction in schools could be to provide in-service training courses that utilize and model the use of active learning methodologies as much as possible. According to Hyun J., Ediger R., and Lee D, rather than just being taught about active learning and its application in the classroom, future and practicing teachers may be more impacted if they had transformative experiences as students in courses that actively employed fresh instructional methods and if they had the chance to watch a skilled teacher in action. [15, 108-118]
According to Desai S. R., using active learning strategies aids in setting up a framework and support system for students to learn on their own. Additionally, it helps students develop an understanding that grasping and applying complex topics is made easier through active learning. On top of that, students can be exposed to real-world issues through the use of active learning strategies. [16, 133-142]
In conclusion, active learning methods are an effective way to make learning English more enjoyable and efficient for students. They contribute to the development of productive skills that are necessary for fluent communication in a foreign language. Role-playing games, projects, games, drama and musical activities all serve as effective means of fostering the creative abilities required for success in the English language. Moreover, the positive attitude that active learning approaches foster toward English language acquisition can serve as a strong motivator for continued study. Fostering and promoting creativity in the classroom, considering the unique qualities of every student, and establishing an environment that allows for a variety of teaching styles are all essential. Thus, including active learning strategies in the curriculum enhances students' overall growth and makes learning English a more engaging, effective, and appealing process.
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