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чены тексты мотивирующего характера. Наряду с изучением социокультурных особенностей стран изучаемого языка осуществлялось усвоение материала о наших знаменитых соотечественниках - ученых, спортсменах, художниках, путешественниках, их достижениях. Помимо текстового материала использовались видео- и аудиоматериалы, также содержащие мотивирующую информацию. Итак, было создано познавательное социокультурное пространство, где школьники смогли усовершенствовать знания о своей стране, узнать новое и изменить отношение ко многому. Идея сопоставления выступала в качестве приоритетной. С данной целью на занятиях использовались интерактивные методы обучения - дискуссия, круглый стол, мозговой штурм. Для работы с текстовым материалом были реализованы приемы технологии критического мышления - ЗУХ, 5W, «Тонкие и толстые вопросы», «Карта главного героя» и др. Всё это помогало лучше запомнить информационный контент, закрепить полученные знания, осмыслить их.
Важную роль в реализации межкультурного компаративного подхода играет внеклассная работа. Она позволяет сосредоточиться на изучении социокультурной специфики в рамках конкретных внеклассных мероприятий. Нами было разработано интерактивное путешествие «Travelling around Russia» («Путешествие по России»). В качестве цели мероприятия рассматривалось повышение уровня социокультурной компетенции о родной стране и формирование ценностного отношения к ней. Внеклассное мероприятие проводилось после изучения нескольких известных достопримечательностей страны изучаемого языка. Здесь использовались иллюстративные материалы, видеофрагменты, а домашним заданием школьников было изготовление туристических буклетов. В ходе подобных внеклассных мероприятий по ино-
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странному языку показывается красота родной страны, увеличивается уровень её привлекательности.
Отметим, что кроме указанных мероприятий, мы остановились на реализации метода проектов. В данном ключе был организован конкурс проектов Traditions in Russia («Традиции в России»), проведенный в ходе «Недели иностранного языка». Кроме того, был проведён культуроведческий квест My native town («Мой родной город»), разработанный на основе межкультурного компаративного подхода. В контексте исследования использовались сюжет-но-ролевые игры, был организован просмотр коротких документальных фильмов о России на изучаемом языке с последующей работой над лексикой и обсуждением.
Анализ проведенной работы позволил сделать вывод о том, что реализация межкультурного компаративного подхода оказывает положительное влияние на гражданскую идентичность обучающихся. Подход повышает аттракцию родной страны в глазах подрастающего поколения, что в большей степени формирует ценностное отношение и чувство принадлежности ней. Межкультурный компаративный подход даёт возможность сопоставить социокультурные особенности страны изучаемого языка и родной страны, в ходе сопоставления больше ощутить её привлекательность, проявить интерес к ней. Сравнивая социокультурные реалии, обучающиеся учатся выражать собственное мнение и проявлять активную жизненную позицию, критически осмысливают различные явления и процессы в жизни родной страны. Следующим потенциальным этапом исследования может стать формирование пула заданий, ориентированных на формирование гражданской идентичности школьников в обучении иностранному языку.
1. Потемкин А.С. Метод изучения проявления российской гражданской идентичности. Москва: Издательские решения, 2022.
2. Афанасьева О.В., Дули Дж., Михеева И.В. и др. Английский язык. 11 класс: учебник для общеобразовательных учреждений. Москва: Express Publishing: Просвещение, 2009.
3. Тихонович М.И., Матвеева М.С. Специфика гражданской идентичности и патриотизма в современной России. Автономия личности. 2022; № 2 (28): 55-62.
4. Краснов Е.В. Теоретические подходы к пониманию гражданской идентичности обучающихся. Проблемы современного педагогического образования. 2019; № 62-1: 164-167.
5. Попп И.А. Конструирование гражданской идентичности российской молодежи через проекты по сохранению исторической памяти. Вопросы всеобщей истории. 2020; № 23: 355-362.
7. Залевская Н.А. Воспитательный потенциал дисциплины «Иностранный язык» (на примере изучения английского языка на нелингвистических направлениях вуза). Инновации. Наука. Образование. 2022; № 53: 334-339.
8. Будник А.С. Межкультурный подход к обучению иностранным языкам в общеобразовательной школе. Вестник Бурятского государственного университета. 2012; Выпуск 15: 98-101.
9. Пушкарева И.А. Межкультурный подход к обучению иностранным языкам как способ формирования транскультурной компетенции. Теория и практика научных исследований: психология, педагогика, экономика и управление. 2020; № 1 (9): 49-56.
References
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Статья поступила в редакцию 24.07.23
УДК 372.881.1
Zubkov A.D., senior teacher, Novosibirsk State University of Economics and Management (Novosibirsk, Russia),
E-mail: zubkov_nstu@mail.ru
DEVELOPMENT OF PROFESSIONAL FOREIGN LANGUAGE COMPETENCE IN STUDENTS USING MOOCS: PSYCHOPHYSIOLOGICAL FEATURES.
The research conducts a literature review, identifying key aspects and significance of foreign language competence in higher education, as well as examines the role and importance of MOOCs in foreign language instruction. Particular attention is paid to the psychophysiological aspects of learning with the use of MOOCs, such as student motivation, level of self-regulation, cognitive processes, and emotional aspects. The study highlights the influence of these factors on the effectiveness of foreign language learning through MOOCs and demonstrates that considering students' psychophysiological characteristics can enhance the quality of education. Practical recommendations for educational institutions and teachers are suggested. The conclusion notes the importance of considering psychophysiological aspects of learning with MOOCs and the necessity of adapting instructional materials for successful formation of students' professional foreign language competence.
Key words: massive open online courses, higher education, foreign language instruction, learning effectiveness, cognitive processes, student motivation, self-regulation
АД. Зубков, ст. преп., Новосибирский государственный университет экономики и управления, г. Новосибирск,
E-mail: zubkov_nstu@mail.ru
ФОРМИРОВАНИЕ ПРОФЕССИОНАЛЬНОЙ ИНОЯЗЫЧНОЙ КОМПЕТЕНЦИИ СТУДЕНТОВ С ИСПОЛЬЗОВАНИЕМ МООК: ПСИХОФИЗИОЛОГИЧЕСКИЕ ОСОБЕННОСТИ
В ходе исследования был проведен обзор литературы, выявлены ключевые аспекты и значение иноязычной компетенции в высшем образовании, а также рассмотрены роль и значение МООК в обучении иностранным языкам. Особое внимание уделено психофизиологическим аспектам обучения с использованием МООК, таким как мотивация студентов, уровень саморегуляции, когнитивные процессы и эмоциональные аспекты. Исследование подчеркивает влияние этих факторов на эффективность обучения иностранному языку с привлечением МООК, а также показывает, что учет психофизиологических особенностей студентов может повысить качество образования. Предложены практические рекомендации для образовательных учреждений и преподавателей. В заключение отмечается значимость учёта психофизиологических аспектов обучения с использованием МООК и необходимость адаптации учебных материалов для успешного формирования профессиональной иноязычной компетенции студентов.
Ключевые слова: массовые открытые онлайн-курсы, высшее образование, обучение иностранным языкам, эффективность обучения, когнитивные процессы, мотивация студентов, саморегуляция
In the contemporary world where globalization has become an integral part of our everyday life, the professional foreign language competence of students is becoming a key factor in their successful integration into the global educational and work community [1; 2]. The importance of mastering foreign languages, particularly in the context of using Massive Open Online Courses (MOOCs), is becoming increasingly relevant [3; 4]. The relevance of this study lies in the need to optimize the process of forming the professional foreign language competence of students through MOOCs, taking into account their psychophysiological characteristics in order to increase the effectiveness of education. The objective of this article is to theoretically explore the process of forming professional foreign language competence in students using MOOCs and to identify psychophysiological characteristics that influence this process. The tasks set by the primary objective are: 1) to identify and analyze the psychophys-iological characteristics that have an impact on the effectiveness of learning through MOOCs; 2) to evaluate the interplay between psychophysiological factors and the learning outcomes in the context of utilizing MOOCs for language education; 3) to provide insights and recommendations based on the findings to improve the design and implementation of MOOC-based language courses to cater to individual student needs and enhance their language learning experience. The subject of the research is the process of forming professional foreign language competence in students who learn through MOOCs in higher education institutions. The primary focus is given to studying how MOOCs impact the acquisition of foreign languages and what characteristics of student psychophysiology may influence the quality of education. The objects of the study are students who are mastering a foreign language using MOOCs.
Professional foreign language competence refers to a complex of knowledge, skills, and abilities required for proficient foreign language use at a sufficiently high level to interact successfully in various spheres of life and professional activity [5]. In the context of higher education, proficiency in foreign language competence is one of the most crucial aspects that determine a student's success in both the academic and future professional environment. In today's world, where the borders between countries are becoming increasingly transparent, communication and interaction with representatives of other cultures is a necessity [6]. In the global economy, where companies are increasingly operating at an international level, specialists who can easily communicate and conduct business negotiations in different languages are in high demand.
Massive Open Online Courses (MOOCs) represent an innovative form of education that has been a significant breakthrough in foreign language learning [7]. They provide students with a unique opportunity to study foreign languages flexibly, efficiently, and freely through online platforms such as Coursera, edX, Udacity, among others. The role of MOOCs in foreign language instruction is vast and multifaceted. A crucial aspect of MOOCs is their accessibility, enabling students worldwide to study languages without geographical constraints. This is particularly valuable for those who cannot attend traditional language courses or reside in remote regions [8]. MOOCs offer students extensive educational resources, including video lessons, interactive exercises, quizzes, and assignments.
Foreign language learning through MOOCs encompasses not only cognitive aspects but also the psychological and physiological aspects of students that impact their ability to effectively assimilate a new language [9]. The combination of technologies and language tasks available within MOOCs creates a unique psychophysiological environment for students, which can significantly influence the learning process and attainment of success. Psychological aspects play a crucial role in motivating students for foreign language learning through MOOCs [10]. The interactivity, the ability to receive immediate feedback, and the visible progress provided by MOOCs help retain students' interest and maintain their motivation throughout the course. The opportunity to implement gamification and reward systems also enhances student engagement and attention to language learning. Cognitive processes and psychophysiological aspects are intimately connected with the acquisition of a new language. Students learning through MOOCs may have different cognitive styles and preferences, affecting their ability to process and memorize information.
Emotional aspects play a significant role in foreign language learning through MOOCs. Successful language acquisition is associated with positive experiences and emotional support [11; 12]. MOOCs can create a conducive learning environment by reducing anxiety and fear of making mistakes, which promotes active communication
and more open learning. Social aspects are also important in learning foreign languages through MOOCs. The opportunity to interact with students and instructors worldwide allows students to immerse themselves in the language environment, facilitating the development of foreign language communication skills and cultural understanding.
Physiological aspects are also relevant in learning through MOOCs. Maintaining health and optimal physical condition aids in enhancing levels of attention, concentration, and material assimilation [13]. The possibility of a flexible schedule and material availability enables students to avoid stress and tailor learning to their physiological needs. These psychophysiological aspects collectively create an optimal learning environment for students, allowing them to effectively and engagingly acquire a foreign language through MOOCs.
The effectiveness of learning using MOOCs greatly depends on psychological factors that influence student motivation, engagement, and material assimilation. Understanding and considering these factors allows for the refinement of teaching methodologies and the creation of conditions conducive to an optimal educational experience. One of the key psychological factors is student motivation. Motivation plays a decisive role in the successful learning of a foreign language through MOOCs [14]. Students who perceive the significance of the language they are studying, have clear objectives, and see practical utility from mastering the material typically demonstrate higher motivation for learning and are more actively involved in the educational process. The level of self-regulation of students is also important to consider. MOOCs provide the opportunity for flexible self-organized learning, which requires students to be autonomous and able to manage their time. Students with high levels of self-regulation are capable of effectively managing their learning, contributing to more systematic and productive material assimilation. The psychological characteristics of students' personalities also impact learning through MOOCs. Some students prefer independent learning and individual completion of tasks, while others perform better with collective work and communication with instructors and peers [15]. Adapting the educational process to individual student needs can enhance their satisfaction and learning outcomes. Moreover, psychological aspects can influence the perceived complexity of MOOCs and attitudes towards mistakes.
Effective foreign language instruction through MOOCs requires the adaptation of educational materials and methodologies to the various characteristics of students [16]. The first step in adapting educational materials and methodologies is to take into account students' language competence levels. MOOCs can offer courses at varying levels of difficulty, ranging from beginner to advanced. A differentiated approach to the provision of materials and tasks is also of significant importance. Providing a variety of educational resources and assignments suitable for different learning styles and student preferences helps create a more stimulating and practical educational environment. Interactivity and flexibility of educational materials contribute to active student engagement in learning. Interactive exercises, quizzes, games, and tasks that allow students to practice language skills in real-life contexts foster deeper material assimilation and increase interest in learning. The adaptation of educational materials to real-world situations and practical tasks is also crucial for successful instruction. The use of authentic texts, audio, and video materials related to real-life situations enables students to apply acquired knowledge in practice and enhances their motivation to learn.
Practical recommendations for educational institutions and instructors could include the following: 1) development of courses at varying levels of difficulty, providing students with the option to choose an appropriate level of instruction allows for more effective and personalized learning; 2) diversification of educational materials and formats, offering educational materials in various formats can assist students with different learning styles; 3) practical exercises, incorporating interactive tasks and problems that require active student participation promotes deeper assimilation of material and increases motivation for learning.
In conclusion, it should be noted that the study identified and analyzed the psychophysiological characteristics that affect the effectiveness of learning through MOOCs. This includes student motivation, level of self-regulation and cognitive processes, which are key factors in successful foreign language acquisition. Relationships between psychophysiological factors and learning outcomes were assessed when using MOOCs to learn a foreign language. The study revealed that certain psychophys-iological characteristics of students can influence their success in mastering material
through MOOCs. Based on the results obtained, valuable practical recommendations were presented to improve the design and implementation of foreign language courses through MOOCs, taking into account the individual needs of students. This helps improve educational methods and provide better and more effective learning. The scientific novelty of this study is determined by its special focus on the psychophysiological aspects of learning via MOOCs. The theoretical significance of this study lies in its expansion of our theoretical knowledge about the process of foreign language learning through MOOCs and their interrelation with the psychophysiological characteristics of students. The practical significance of the research lies in that its results offer practi-
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cal recommendations for educational institutions and instructors. Moreover, the study's findings could be utilized in the development and improvement of online courses to enhance their quality and attractiveness to students.
The work conducted suggests the following prospects for further research in this area: 1) examination of the impact of using different technologies and MOOC platforms on the effectiveness of foreign language learning; 2) analysis of the influence of individual psychophysiological student characteristics on the successful completion of online courses; 3) exploration of the potential application of artificial intelligence and personalization of the educational process in MOOCs for more effective learning.
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Статья поступила в редакцию 29.07.23
УДК 372.881.1
Zubkov A.D., senior teacher, Novosibirsk State University of Economics and Management (Novosibirsk, Russia), E-mail: zubkov_nstu@mail.ru
ON RELEVANCE OF USING MOOCS FOR PROFESSIONAL FOREIGN LANGUAGE COMPETENCE DEVELOPMENT OF ECONOMICS STUDENTS. The
paper draws attention to the spectrum of opportunities that MOOCs can offer in the context of higher education, demonstrating the importance of leveraging these resources in pedagogical practice. A theoretical overview of the main features of MOOCs' operation is proposed. Subsequently, the author provides examples of successful utilization of MOOCs for foreign language learning. The study also presents an analysis of potential prospects for the use of MOOCs in higher education. This offers insight into how MOOCs can be integrated into curricula to enhance the level of foreign language competence of economics students. The research emphasizes the significance of this approach, discussing its theoretical and practical importance in the context of contemporary education. The study serves as a step in substantiating the importance of MOOCs as an effective tool for improving the foreign language competence of economics students. This proposition justifies the need for a broader use of MOOCs in educational practice, thereby opening new horizons for future research and practice.
Key words: massive open online courses, economic education, higher education, educational technologies, e-learning, distance learning, foreign language
