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Перспективы Науки и Образования
Международный электронный научный журнал ISSN 2307-2334 (Онлайн)
Адрес выпуска: https://pnojournal.wordpress.com/2023-2/23-01/ Дата поступления: 11.07.2022 Дата публикации: 28.02.2023
Л. Н. ОвиновА, А. М. Маркусь, Е. Г. Шрайбер, К. Н. Волченкова
Факторы повышения эффективности онлайн-курса по иностранному языку для молодых ученых
Введение. Стремительное развитие цифровых технологий, дистанционный формат учебного процесса в связи с распространением COVID-19 актуализировали онлайн-обучение в университетах. Совмещение молодыми учеными трудовой деятельности и обучения в аспирантуре, ограниченные временные рамки, низкая мотивация обусловливают необходимость поиска оптимальных способов организации образовательного процесса по иностранному языку. Рассматриваемый онлайн-курс предоставляет молодым ученым возможность совершенствовать уровень иноязычной коммуникативной компетенции в академической и научно-исследовательской областях.
Цель исследования: повышение эффективности онлайн-курса по иностранному языку для молодых ученых.
Методы исследования. В исследовании приняло участие 445 аспирантов первого и второго курсов Южно-Уральского государственного университета. Для определения эффективности онлайн-курса в программе изучения иностранного языка в аспирантуре и повышения уровня иноязычной коммуникативной компетенции использовались: метод педагогического эксперимента, метод наблюдения, эконометрический метод математической статистики Difference in Differences (DID). Для выявления образовательных потребностей молодых ученых был использован метод анкетирования. В качестве методологического основания редизайна онлайн-курса была выбрана музыкальная модель мотивации Б. Д. Джонса. Целесообразность и полнота применения стратегий музыкальной модели Б. Д. Джонса в процессе онлайн обучения иностранному языку в аспирантуре проверялась с помощью параметрического t-критерия Стьюдента с зависимой выборкой.
Результаты исследования. В результате эксперимента, направленного на повышение эффективности онлайн курса по иностранному языку для аспирантов, зафиксирована положительная динамика уровня иноязычной коммуникативной компетенции аспирантов экспериментальной группы по сравнению с обучающимися в контрольной группе по критерию Change, который отражает разницу в результатах итоговой аттестации аспирантов, что зафиксировано методом DID: «отлично» - (Change > 12 %), «хорошо» - (Change < 9,5%), «удовлетворительно» - (Change < 2,5%).
Заключение. Доказано, что выявленные факторы повышения эффективности онлайн-курса для аспирантов (редизайн онлайн-курса, учет образовательных потребностей аспирантов) определили положительную динамику уровня иноязычной коммуникативной компетенции аспирантов.
Ключевые слова: онлайн-курс, аспирантура, эффективность, образовательные потребности, редизайн, модель музыкальной мотивации Б.Д. Джонса
Ссылка для цитирования:
Овинова Л. Н., Маркусь А. М., Шрайбер Е. Г., Волченкова К. Н. Факторы повышения эффективности онлайн-курса по иностранному языку для молодых ученых // Перспективы науки и образования. 2023. № 1 (61). С. 554-574. doi: 10.32744^е.2023.1.33
Perspectives of Science & Education
International Scientific Electronic Journal ISSN 2307-2334 (Online)
Available: https://pnojournal.wordpress.com/2023-2/23-01/ Accepted: 11 July 2022 Published: 28 February 2023
L. N. Ovinova, A. M. Markus, E. G. Schreiber, K. N. Volchenkova
Factors to increase the effectiveness of an online foreign language course for young scientists
Introduction. The rapid development of digital technologies, online format of the educational process due to the spread of Covid-19 have actualized online learning in universities. The combination of work and postgraduate studies by young scientists, limited time frames, low motivation make it necessary to find the optimal ways to organize the educational process in a foreign language. The considered online course provides young scientists with the opportunity to improve the level of foreign language communicative competence in academic and research fields.
Purpose of the article: to improve the effectiveness of the online foreign language course for young scientists.
Research methods. The experiment involved 445 first- and second-year graduate students of South Ural State University. To determine the effectiveness of the online course in the program of foreign language study in graduate school and increase the level of foreign language communicative competence the following methods were used: method of pedagogical experiment, method of observation, econometric method of mathematical statistics Difference in Differences (DID). The method of questionnaires was used to identify the educational needs of graduate students. The B.D. Jones's MUSIC® Model of Motivation was chosen as the methodological basis for the redesign of the online course. The relevance and completeness of the strategies of the B.D. Jones's MUSIC® Model of Motivation according to graduate students' opinions were tested using a parametric Student's t-test with dependent sampling.
Results. As a result of the experiment aimed at improving the effectiveness of the online foreign language course for graduate students, positive dynamics in the level of foreign language communication competence of graduate students in the experimental group compared with students in the control group was verified by the Change criterion, which reflects the difference in the results of the PhD Foreign Language Exam of graduate students, recorded by DID: "excellent" - (Change > 12%), "good" - (Change < 9.5%), "satisfactory" - (Change < 2.5%).
Discussion and conclusion. It was proved that the identified factors to improve the effectiveness of the online course for young scientists (redesign of the online course, taking into account the educational needs of graduate students) determined the positive dynamics of the level of foreign language communication competence of graduate students.
Keywords: online course, graduate school, efficiency, educational needs, redesign, B.D. Jones's MUSIC® Model of Motivation
For Reference:
Ovinova, L. N., Markus, A. M., Schreiber, E. G., & Volchenkova, K. N. (2023). Factors to increase the effectiveness of an online foreign language course for young scientists. Perspektivy nauki i obrazovania - Perspectives of Science and Education, 61 (1), 554-574. doi: 10.32744/pse.2023.1.33
_Introduction
he development of digital technologies, global changes in the world space associated with the threat of the spread of coronavirus infection, led to the active use of online learning in universities. Transformations in modern information society are reflected in the key initiatives of international public organizations. The annual World Summit on the Information Society Forum, established by the UN General Assembly and organized by the International Telecommunication Union, UNESCO declares the need for dissemination of and equitable access to best practices and knowledge in the information society, which is important for the development of the knowledge society, including higher education [36]. The International Association of Universities (IAU) emphasizes the importance and feasibility of developing quality (online) learning and assessment practices in hybrid and online higher education scenarios in today's environment [1; 13].
With the implementation of the project "Modern Digital Learning Environment in Russia" in the educational practice of Russian universities there is a tendency to strengthen the use of modern information technologies, positively affecting the conditions for obtaining a qualitatively new education for students [25]. South Ural State University (Chelyabinsk) has created various conditions for integrating online courses into the educational process [37].
South Ural State University (National Research University) (SUSU) acts as a regional project office of the Ural Interregional Scientific and Educational Center of the world level (UMNOC) and in accordance with the strategy of scientific and technological development of the Russian Federation is focused on the development of major scientific interdisciplinary projects in various scientific fields. The tasks set for the university actualized the problem of improving the organization of the educational process in postgraduate education.
Adopted in 2014 Federal State Educational Standards of Higher Education (FSES HE) for postgraduate education significantly modernized the system of postgraduate foreign language education. First, it focuses on the new goals of postgraduate education that is training a tutor-researcher. Second, on the formation of communication skills in academic activities [34].
In accordance with the definition of V.V. Safonova, we consider foreign language communicative competence as a level of foreign language proficiency, at which a student (postgraduate student) is able to carry out communication depending on the purposes of communication [26].
It is necessary to note that the improvement of postgraduate foreign language communicative competence has a pronounced professional orientation aimed at developing the skills and abilities required in professional communication and in the scientific field: forming the ability to present the results of their research at international conferences and symposia, taking part in academic mobility programmes, publishing the results of their scientific achievements in international journals, applying for international grants [7].
Skills, the development of which involves improving foreign language communicative competence, are reflected in all major professional educational programs in the system of higher education of the Russian Federation. In the programs of all postgraduate courses of the discipline "Foreign Language" and "Foreign Language for Scientific Purposes" the
following universal competences are presented: U04, correlating with the readiness to apply actual methods and technologies related to scientific communication in Russian and foreign languages; U03, reflecting the individual activities of a postgraduate student in Russian and international research teams.
The universal competencies of the current standards for postgraduate education (U03 and U04) require the introduction of new pedagogical approaches, forms of academic work and methods that will prepare a graduate for successful communication [34].
Having analyzed and summarized all the requirements to the level of foreign language communicative competence of graduate students, the tutors of SUSU Department of Foreign Languages have created a set of online courses aimed at improving foreign language communicative competence of graduate students on the basis of LMS Moodle electronic educational platform. The developed online courses were tested in the educational process among graduate students in 2018-2019.
However, the analysis of the results of the PhD exam (May 2020) and the interim exam (2nd semester) (July 2020) revealed an insufficient level of foreign language communication competence of SUSU graduate students after the organization of classes in the format of online learning. These results served as a stimulus to conduct research aimed at improving the effectiveness of the online foreign language course in order to increase the level of foreign language communicative competence of the postgraduate students.
Thus, the purpose of our research is to improve the effectiveness of the online foreign language course, which will contribute to improving the level of foreign language communication competence of graduate students.
To achieve this complex goal, it was important to solve the following tasks: first, examine the state of the research problem in the current environment; second, to analyze the results of interim and final exams of graduate students, as well as the PhD foreign language exam; third, to identify the educational needs of graduate students; forth, to determine the theoretical and methodological basis for the redesign of the online course to improve its effectiveness; fifth, to implement the redesigned online course, and finally, to analyze the effectiveness / ineffectiveness of online course to improve the level of foreign language communication competence of graduates.
This article presents the results of a questionnaire to identify the educational needs of graduate students; discloses the results of the analysis of scientific research on the problem of research; describes the results of the redesign of the online course, conducted in accordance with the five strategies of the Jones' MUSIC® Model of Motivation.
We would like to begin the study of the research problem by presenting a literature review.
Literature review
According to the Russian scientists [27], a postgraduate student is a novice researcher who has not confirmed scientific qualification (researcher of the first level), but with an advanced understanding of the professional field. According to the European Research Career Framework it is the level (rank) of an entry-level R1 researcher, i.e. a novice researcher (including PhD Students) before the PhD degree, capable of performing supervised research in research institutes or universities, as well as in industry, business, and social sphere.
To implement new approaches to teaching graduate students, we, following some Russian scientists [22; 27], highlighted the specific features of postgraduate education. They are: orientation on the goals and motives of postgraduate students, providing them with opportunities for self-realization, which requires flexible programs and organizational formats; consideration of gained professional, scientific and life experience of postgraduate students, which requires using andragogy principles, innovative technologies of project and interactive learning.
It is indisputable that many graduate students enter graduate school with some basic research skills. But, summarizing the conducted research, K.N. Volchenkova concludes [37] that graduate students have a low level of cognitive academic thinking, critical reading and writing skills necessary for writing academic papers and speaking in graduate school. In addition, graduate students lack English language skills. They all have different educational backgrounds and levels of English proficiency. Moreover, 76% of graduate students at SUSU have a poor command of English, and 67% of graduate students have a vague idea of what research skills they need to master in order to succeed in their studies. Concerns about the difficulties many graduate students have with written and oral communication pose serious challenges at the graduate school level.
A. Brew also states that faculty expect that graduate students "already have had considerable experience in investigation, in project research, and in inquiry-based learning" [3], a reality that requires additional training for graduate students to meet expectations.
Analysis of the scientific literature revealed that the training of graduate students, has a number of features that must be taken into account when organizing the educational process. According to the scientists [29], an adult person learning a foreign language at a mature age (after 30 and older) faces psychological difficulties. This occurs if there is no natural need and respectively practice in using a foreign language in real life, so there is a low result, affecting the desire to continue learning. Second, much more effort is required from the adult than from the child, because mental processes are already stable, which means the termination of active development, as the famous Swiss psychologist E. Klapared argued back in the 1920s.
Although adult learners may be driven by intrinsic motivation, in adult learning it is important to provide incentives to increase their motivation [16; 31].
In the academic setting, T. Karsenty [17] define motivation as a dynamic state that is based on the learner's perceptions of themselves and their environment and that encourages them to choose a task, perform it perfectly, and achieve a goal.
In this context, we, following the researchers [5], believe that the pedagogical environment and learning model implemented by both the tutor and the social context are the determining factors that are likely to have a significant impact on his/her motivation in learning, success in learning, especially when it comes to the learning situation marked by the integration of information and communication technologies.
B.D. Jones [15] developed an original motivational model to enhance the cognitive and learning motivation of university students. The usefulness of the MUSIC® Model is that it identifies five key strategies that can guide educators in making informed decisions about their course design based on current research and theories in the field of motivation. What is valuable to our study is that the development of this model
consists of analyzing, evaluating, and synthesizing research and motivation theories into one coherent model. This model is based on a socio-cognitive theoretical framework that determines that learners have psychological needs, and that meeting these needs affects their perceptions and behavior. It is also relevant that the components of the MUSIC® Model can be used for online courses.
Analysis of scientific studies revealed that among the ways to maintain learning motivation can be the use of online course [6; 7].
Some researchers argue that integrating technology into teaching adds interactivity and greater motivation, leading to better feedback, social interaction, and use of course materials [2; 30].
In the course of interviews with graduate students, in practical classes, it was found that they had different motives for entering graduate school, different levels of foreign language proficiency. This is one of the reasons for determining the course redesign, for involving graduate students in the learning process and maintaining motivation when learning.
The point of view of K. Thorne is important for our study [35] who believes that in order to use online courses it is necessary to identify the learning need, determine the level of the learner's need, and his/her learning styles.
The identified learning needs are the basis for pedagogical redesign of the online course in our research in order to improve its effectiveness. Understanding under redesign the process of making changes in the online course in order to improve its effectiveness, we are guided by the definition of pedagogical design: "Pedagogical design is a holistic process of analyzing the needs and goals of learning and developing a system of ways to transfer knowledge to meet these needs" [4].
In redesigning the online course, we took T.A. Krasnova's advice: "keep an open mind and focus on the learning experience" [19]. Her approach to teaching a foreign language using online courses is pragmatic, using online methods for the purposes for which they are best suited. Thus, the grammar module is available for self-study and is assessed through automated tests set at different levels that the student can choose. Other modules are used as supplements or electives.
This approach is broadly consistent with the approach advocated by R. Launer, in which the acquisition of vocabulary and grammar is considered more appropriate for online methods, while communicative activities, especially oral and written, require teacher participation [21].
We share the scientists' point of view [33] who in the course of the conducted research proved that electronic educational resources, in particular LMS Moodle, have a special didactic potential and practical relevance for the formation of pedagogical conditions of increasing postgraduate students' learning motivation to the learning process.
Thus, analysis of scientific literature revealed the relevance of the problem of postgraduate students' foreign-language communicative competence improvement; necessity to take into account postgraduate students' educational needs when organizing educational process in the university; importance of considering specific features of educational process organization in postgraduate education: age related learning peculiarities, high degree of postgraduate students employment, need for external incentives to enhance intrinsic motivation and involvement into the educational process.
It should be noted that insufficient attention is paid in the scientific literature to the identification of factors increasing the effectiveness of online foreign language course in order to improve foreign language communicative competence of postgraduate students. This research intends to fill this gap.
Materials and Methods
First, we used the questionnaire method for different purposes: to identify the educational needs of graduate students; to determine the effectiveness/ineffectiveness of the strategies of B.D. Jones's MUSIC® Model of Motivation; and to find out the effectiveness of online course redesign in accordance with the five strategies of B.D. Jones's MUSIC® Model of Motivation.
The questionnaire was conducted to identify the educational needs of first- and second-year graduate students in 2020-2021. 445 postgraduate students from all fields of study participated in the survey. It was carried out by filling out a questionnaire consisting of 7 questions aimed at revealing the characteristic features and educational needs of graduate students at SUSU. The questionnaire method provides quantitative and qualitative data [20].
We also took the method of analysis, method of pedagogical experiment and method of observation to determine the effectiveness of the implementation of the online course.
The method of analysis was used in the study of scientific research on the problems of research and program documents in the field of Russian education to understand the current state of affairs in the study area. The results of postgraduate students' questionnaires to identify educational needs were also subjected to analysis. The results of postgraduate students' questionnaires after redesigning the online foreign language course developed with the help of B.D. Jones' MUSIC® Model of Motivation were analyzed.
The method of pedagogical experiment is the most complex and effective method of empirical research, involving the use of empirical methods (observation, comparison and measurement). It involves a purposeful, intentional transformation of the phenomena under study. The experiment was conducted from March 2020 to November 2021.
The method of pedagogical observation means active, systematic, purposeful, planned and deliberate perception of the objects of the educational process, which contributes to the disclosure of knowledge about the external aspects, properties and relations of the studied objects.
Analysis of theoretical sources in order to determine the factors for increasing the effectiveness of the online course in the educational process in graduate school and educational needs of graduate students led to the conclusion about the need to increase motivation and involvement of graduate students in the educational process. Therefore, we use B.D. Jones' MUSIC® Model of Motivation [12] as our methodological framework. In order to reflect the essence of the model B.D. Jones resorted to the acronym MUSIC (see Fig. 1):
eMpoweiment
The five key strategies (empowerment, usefulness, success, interest, caring) are related to learners' motivation to engage in activities and desire to participate in the online course.
The first strategy (eMpowerment) involves motivating and engaging graduate students to take the course. Graduate students are offered a free individual trajectory when completing assignments. They are empowered to choose consistency and variability in completing assignments.
The second strategy (Usefulness) reveals the potential usefulness of the information received and its relevance to graduate students. The online course instructor must explain the usefulness of the course content. Usefulness is defined as the worth of the task in terms of the graduate student's future goals.
The third strategy (Success) in learning activities is achieved through the efforts of graduate students. Teaching a foreign language should be done in such a way that graduate students can succeed, knowing that if they put in the necessary effort, they will gain the necessary knowledge and skills. This does not mean that an online course should be made easy. If assignments are easy, graduate students' learning motivation will decrease. It is important to structure the online course so that it is challenging, providing the resources needed to succeed.
The fourth strategy (Interest) operates on situational and individual interests. The online course instructor should make sure that the classes and course topics are interesting to the graduate students. Interest leads to more attention to the task, makes it easier for graduate students to actualize their existing knowledge, and frees up more cognitive abilities to solve the learning task, reducing the need to regulate time and effort to do so.
The fifth strategy (Caring) is related to graduate students' perceptions of the role of the instructor in a learning environment where the instructor concerns himself with in the success of the learners. The instructor must demonstrate to graduate students that he or she cares about whether they are successfully achieving course goals. The key to understanding the term "caring" is to plant confidence in graduate students that the instructor cares about their learning outcomes.
Respondents
The experiment was conducted from 2020 to 2021 The study involved 445 graduate students in the control and experimental groups, 237 graduate students in 2020 and 208 graduate students in 2021 of the first and second year (1-3 terms) of all fields of study at SUSU in Chelyabinsk, Russian Federation. Foreign graduate students from CIS countries (n=38: Uzbekistan (n=11), Kazakhstan (n=19), Tajikistan (n=5)), Egypt (n=3) participated in the study. The number of foreign male postgraduate students is 10.9%, aged between 33 and 43. The high number of postgraduate students at SUSU is linked to the fact that it is a crossroads, uniting Europe and Asia in the educational space. There are international students from 56 countries of the world.
There are postgraduate students from Russia - 312 men (89.1%) aged between 23 to 55, and 95 women (21.3%) aged between 30 to 50. The large difference in age is explained by the fact that postgraduate study is the third level of study in Russia, which implies the possibility of entering after a certain break in studies for various reasons: professional activity, practice abroad, change of educational direction, a break due to health problems,
etc. The prevailing majority of male respondents is associated with a polytechnic profile of the higher education institution, with a developed system of heavy industry laboratories (ferrous and non-ferrous metallurgy, mechanical engineering, power engineering).
_Findings
The experiment was conducted from March 2020 to November 2021. Stages of the experiment:
Stage 1 - identification of educational needs of graduate students through questionnaires
445 graduate students of SUSU of Chelyabinsk (n=445: 237 graduate students (2020) and 208 graduate students (2021)) participated in the survey (see Table 1).
Table 1
Analysis of the questionnaire survey to identify the educational needs
of graduate students
Questionnaire questions Quantitative analysis
1. Do you combine work and study in graduate school? Yes (426 graduate students) (96%) No (19 graduate students) (4 %)
2. Do you have difficulty combining study and work? Yes (219 graduate students) (49%) No (151 graduate students) (34%) Undecided (75 graduate students) (17%)
3. What is the purpose of your graduate studies? To deepen their knowledge in their field of study (90 graduate students) (20%) To gain some skills for research activities (54 graduate students) (12%) To have the opportunity to engage in innovative activities (37 postgraduate students) (8%) To defend a dissertation for career advancement (264 graduate students) (60%)
4. Which organization of the educational process is the most preferable for you? Online learning (198 graduate students) (44%) Off-line learning (62 graduate students) (14%) Blended learning (185 graduate students) (42%)
5. Would you like to study an individualized program tailored to your wishes? Yes (241 graduate students) (54%) No (105 graduate students) (24%) Undecided (99 graduate students) (22%)
6. Motivation is one of the key factors affecting success in learning a foreign language. Yes (320 graduate students) (72%) No (10 graduate students) (02%) Undecided (115 graduate students) (26%)
7. How motivated I am to learn a foreign language. High level of motivation (53 graduate students) (12%) Lack of motivation (290 graduate students) (65%) Extremely low level of motivation (102 graduate students) (23%)
The survey revealed the combination of work and study of graduate students in the educational process (96%), which significantly complicates attendance of classroom classes in graduate school and involves overcoming certain difficulties in mastering the content of disciplines associated with lack of time and low motivation (23% with extremely low level of motivation to learn a foreign language). It is legitimate for graduate students to choose blended (42%) and online learning (44%), allowing them to complete online course assignments at their convenience and study on an individual trajectory. 54% of the respondents are extremely positive about the individualized program of study with their wishes. The vast majority of postgraduate students note
that the purpose of postgraduate study is to defend a dissertation research, contributing to career development (60%).
Stage 2 - diagnostics of the postgraduate students' level of foreign-language communicative competence (May 2020 - July 2020)
The analysis of the results of the candidate exam in May 2020 and the exam at the end of the 2nd semester of postgraduate studies in July 2020 revealed the insufficient level of development of the postgraduate foreign language communicative competence and stimulated the developers to create the authoring online courses aimed at strengthening motivation and involvement of postgraduates in the educational process, which, in its turn, should condition the improvement of the postgraduate foreign language communicative competence.
PhD examination is a final certification event and is an admission to the thesis defense. The deadline for the PhD exam is determined by the graduate student. In May 2020 only 75 PhD students from SUSU took the qualifying exam in the "Foreign Language" discipline. Eighteen graduate students (24%) passed the exam with "excellent" marks. 25 PhD students (33%) had difficulties with the tasks of the exam and received the "good" mark, and 32 PhD students (43%) had mistakes in both written and oral parts of the exam and were given "satisfactory" marks.
The intermediate exam included several assignments: 1. Exploratory reading - reading and written translation into Russian with a dictionary of the original text on the specialty. 2. Prompt reading of an original text by specialty without dictionary. 3. Summary in a foreign language of the text on a specialty read without a dictionary (looking through + acquaintance reading). 4. Conversation with examiners in a foreign language on questions related to the specialty and research work of a graduate student. The above tasks were performed by 111 graduate students (2020-2021 academic year), with the result "excellent" showed 22 graduate students (20%), "good" 38 graduate students (34%), "satisfactory" 46 graduate students (41%). Indicative is the presence of "unsatisfactory" answers graduate students - 5 graduate students (5%) did not cope with the tasks.
Analysis of the results of the examinations (midterm exam in the 2nd semester and the PhD exam in 2020) revealed a low level of foreign language communicative competence of graduate students and proved the importance of redesigning the online courses aimed at improving the foreign language competence of graduate students.
Stage 3 - determining the effectiveness of the online course
At this stage, graduate students were divided into control and experimental groups. The control group included graduate students who were studying the previously developed online courses that were not subject to redesign. In the experimental group graduate students in the new online courses were enrolled, taking into account the educational needs of graduate students, developed on the basis of the five strategies of B. D. Jones's MUSIC® Model of Motivation, that is, undergoing a redesign.
In the third stage, a questionnaire survey was conducted to determine the effectiveness of the online course redesign in accordance with the five strategies of B. D. Jones' Music® Model of Motivation. A total of 104 first-year graduate students participated. The questionnaire consisted of 15 questions using a Likert scale. The questionnaire was administered after testing the online courses, which were subject to a redesign. Instructional design is a
technology for the development of learning experiences and environments which promote the acquisition of specific knowledge and skill by students [23].
The purpose of this questionnaire was to determine the effectiveness of the online foreign language course redesign conducted. The questionnaire consisted of only 15 questions, as we adapted the 26 quantitative questions of B.D. Jones' MUSIC® Model of Motivation for our study. This section presents the results of the questionnaire for each strategy of B. D. Jones' MUSIC® Model of Motivation.
1. eMpowerment.
Graduate students feel more confident as they are given the opportunity to choose a free individual trajectory in their assignments while taking the course. The instructor explains the structure of the course at the beginning of the online course and describes the possibilities when completing assignments. Postgraduates are aware of their choices; they do not feel that they are controlled by the course instructor. They can control some aspects of their online learning themselves. The digital transformation in the educational process has contributed to the transition of learning that is centered on the instructor to increased learner autonomy through online courses [24] (see Table 2).
Table 2
Empowerment
Number of graduate students Questionnaire questions "1" Strongly disagree "2" Partly disagree "3" Difficult to say whether I agree or disagree "4" Partly agree "5" Strongly agree
104 I would like to follow an individualized program, tailored to my wishes. 0 3 % 0 32 % 65 %
I was able to choose my own task sequence 4 % 8 % 25 % 33 % 30 %
The instructor provided me with options to achieve the goals of the online course. 0 2 % 14 % 44 % 40 %
The results of the questionnaire, presented in Table 2, show the effectiveness of the redesign of the online course using the strategy "eMpowerment": 65% of the respondents emphasized their desire to carry out learning activities according to their individual program, taking into account their wishes. Graduate students took advantage of the opportunities provided by the electronic educational platform LMS Moodle: when performing the tasks 30% of respondents noted an increase in interest in the subject due to the independent choice when passing the tasks of online courses. Explanation of the options to achieve the goals of the online course was positively evaluated by 40% of the respondents.
2. Usefulness.
Each of the three online e-courses we have created is designed for one semester and aims to improve certain speech skills of graduate students. The online course in the first semester focuses on developing critical reading skills in scholarly texts. The content of the online course in the second semester is devoted to improving oral speech skills and abilities, preparing a graduate student's oral presentation at a scientific (virtual or real) conference.
The content of the electronic course "Foreign Language for Scientific Purposes" (3 semester) is devoted to the study of the rules of writing and design of a scientific article in a foreign language. The course presents and analyzes the theoretical and practical foundations of the international system of scientific publications (see Table 3).
Table 3
Usefulness
Number of graduate students Questionnaire questions "1" Strongly disagree "2" Partly disagree "3" Difficult to say whether I agree or disagree "4" Partly agree "5" Strongly agree
104 Online learning was effective in graduate school. 9 % 17 % 8 % 34 % 32 %
The information I have learned in the online courses can be useful at work 5 % 11 % 12 % 40 % 32 %
The assignments in the online courses were useful to me. - - 1 % 32 % 67 %
The results of the survey presented in Table 3 allow us to identify the characteristics of the online course in this strategy: the effectiveness of the course in the online format of the educational process (32% of respondents - "fully agree"), the value of the information received from a practical point of view (40% of respondents - "partly agree", 32% - "fully agree"), the usefulness of the materials, which is the most pronounced characteristic of the online course (67% of respondents fully agree). In this regard, the online course instructor should conduct an analysis of relevant sources of information, actively supplementing and enriching the bank of questions (assignments) in the test mode and to include additional materials in the online course.
3. Success.
Success in learning activities is achieved through the efforts of graduate students. When designing the online course, the instructions for the assignments in each subsection were clearly thought out, taking into account the need to gradate the difficulty of the assignments. The course, according to B.D. Jones [14], should not be easy for learners. The instructor structures the online course to provide feedback on the acquired knowledge and skills of the learners. In the course the instructor places different resources focused on certain goals for the learner to achieve certain successes while passing and becoming familiarized themselves with them. Each module contains section-by-section feedback on the competencies of graduate students throughout the online course. At the very beginning of the online course a system for evaluating graduate students' work during each semester is placed and the evaluation criteria are indicated. The instructor allows graduate students to repeat the assignments, which confirms the postulate of the instructor's desire to improve the level of foreign language competence of graduate students (see Table 4).
Table 4
Success
Number of graduate students Questionnaire questions "1" Strongly disagree "2" Partly disagree "3" Difficult to say whether I agree or disagree "4" Partly agree "5" Strongly agree
104 I understand the instructions for each task. 7 % 6 % 14 % 42 % 31 %
I can get high marks on the assignments I complete. - 1 % 4 % 34 % 61 %
I understood that I could successfully complete the assignments in the online course. - 1 % 3 % 38 % 58 %
The results of the numerical analysis of the questionnaire, presented in Table 4, confirm that the strategy (Success) had a positive impact on strengthening the academic motivation of graduate students, the answers on average ranged from "Partially agree" to "Fully agree". 31% of respondents emphasize that the wording and instructions for the assignments were clearly thought out in each topic. 61% of respondents realize that the goals set can be achieved if they actively participate in the online course, and 58% of respondents believe they could successfully complete all online course assignments.
4. Interest.
This strategy operates with situational and individual interests. The developers of the online course system tried to create an online course that promotes the situational interest of students. Situational interest arises spontaneously in a particular situation. Situational interest is synonymous with curiosity, depends directly on the content, in which, according to A. Krapp, it is necessary to use the so-called "catch-facet" tasks (catch-facet) and tasks to maintain interest in graduate students (hold-facet) [18]. B. Hoffman in "Motivation for Learning and Performance" highlights the specific features of situational interest, consisting in the temporal focus of attention and unintentional nature, it is a kind of emergent emotional state caused by specific factors, such as task instructions or cognitive text [11]. S. Hidi devoted his research to the characteristics of academic tasks that contribute to the emergence of situational interest, which influences the process of remembering and understanding the text [9]. S. Hidi and Renninger propose the four-phase model of interest development in terms of affective and cognitive processes. Phase 1 - triggered situational interest, Phase 2 - maintained situational interest, Phase 3 - emerging (less-developed) individual interest, Phase 4 - well-developed individual interest [10].
The model includes possible ways of developing educational conditions in order to support the development of interest from situational to individual interest [9]. Individual interest has its own features, reflecting a stable motivational propensity to repeated interaction with specific objects. Individual interest is associated with an increase in knowledge, values and positive feelings [10]. This sequence is due to the fact that situational interest promotes individual interest [18]. In developing the online course, we used strategies focused on increasing situational interest in graduate students, relying on a system of well-organized texts to promote interest and to provide the basic knowledge needed to fully understand and consolidate the topic, as well as providing choices on assignments (see Table 5).
Table 5
Interest
Number of graduate students Questionnaire questions "1" Strongly disagree "2" Partly disagree "3" Difficult to say whether I agree or disagree "4" Partly agree "5" Strongly agree
104 The suggested online course assignments were interesting 2 % 4 % 6 % 50 % 38 %
The online course provided the basic knowledge necessary to understand and reinforce the topics. - 1 % 5 % 22 % 72 %
I was given a choice in assignments. - 3 % 9 % 27 % 61 %
The results of the numerical analysis of the questionnaire, presented in Table 5, confirm that during the redesign of the online course analytical work was carried out to identify the most interesting assignments, which is fully confirmed by 38% of respondents, 50% of respondents partially agree. In the development of the online course graduate students were offered a variety of tasks in terms of content, containing both basic knowledge, which is necessary to understand and consolidate the topics of the modules, and new, interesting for graduate students. 61% of respondents emphasize that they were given a choice in the performance of tasks.
5. Caring.
This strategy relates to graduate students' perceptions of the teacher's role in the learning environment. The key is pedagogical facilitation and interest in the success of the learners. B.D. Jones introduces his typology, differentiating the strategy into academic and personal. Academic facilitation is the active participation of the online course instructor in the organization of the educational process in graduate school, it is focused on creating conditions for improving the foreign language communicative competence of graduate students. In academic facilitation at the postgraduate level, the instructor creates a creative atmosphere during assignments, exerting emotional influence on the postgraduate students, tactfully directing their efforts towards the tasks at hand. Personal facilitation involves assisting each individual participant in online learning (see Table 6).
The results of the Caring strategy questionnaire demonstrate how much the activity of the instructor can influence the performance of the graduate student. 41% of respondents confirm that the activity of the instructor is directly proportional to the activity of the graduate student. 63% of respondents emphasize that the teachers of the online course showed themselves as active, interested in the success of graduate students, who monitor the tasks performed by them and provide them with the necessary support and assistance. 53% of respondents felt the personal assistance of the online course host.
Comparative analysis of questionnaires results to determine the effectiveness/ ineffectiveness of B.D. Jones' MUSIC® Model of Motivation strategies from the perspective of graduate students
Table 6
Caring
Number of graduate students Questionnaire questions "1" Strongly disagree "2" Partly disagree "3" Difficult to say whether I agree or disagree "4" Partly agree "5" Strongly agree
The instructor's activity influenced the graduate student's performance on online course assignments. 3 % 9 % 20 % 27 % 41 %
104 Instructors were supportive in the online learning process. - 2 % 4 % 31 % 63 %
The instructor made sure that I did well my assignments in the online course. - 1 2 % 5 % 39 % 53 %
This questionnaire was focused on determining the effectiveness of B. D. Jones' strategies for the MUSIC® Model of Motivation, conducted before and after the integration of online courses (all terms) as perceived by graduate students. A parametric t-test with dependent sampling was used as diagnostic tools (see Table 7).
Table 7
Results of the 1 term
1 term eMpowerment Usefulness Success Interest Caring
SD 1,36 0,89 1,14 0,85 1,46
M 0,79 0,52 0,85 0,89 0,60
t-test 5,94 6,04 7,62 10,62 3,53
To compare the presented results, we used the Student's critical values table at the significance level p=0.05, the number of degrees of freedom n 104 - Student's index 1.99. All the values we obtained for the online course in the 1st term are greater than the critical value, which confirms the effectiveness of the strategies of B.D. Jones' MUSIC® Model of Motivation to enhance motivation and involvement of graduate students in learning activities, which affects the effectiveness of the online course. The Interest strategy is the most prominent (10.62). There was a dramatic increase in scores before and after taking the online course for this strategy. The authors of the online course tried, taking into account A. Krapp's theory [17], to introduce "catch-facet" tasks and materials supporting situational interest of graduate students (hold-facet) into the online course. The fifth strategy "Caring" (3.53) is the lowest. We believe that course designers need to analyze the reasons for such a low score. Professors need to be more active in advising and interacting with graduate students (see Table 8).
The obtained data of the questionnaire conducted in the second term of the postgraduate course reflect a different picture of the perception of postgraduates of the course. The value of the fifth strategy of the motivation model "Caring" (7,27) fully
confirms the labor input of the course instructors, their interest in the performance of the course, active work on organizing the interaction between the instructor and the graduate student throughout the online learning. We paradoxically perceived value of the fourth strategy "Interest" (0.84). It is less than the critical value, so we can assume that this strategy is not elaborated in the online course. Compilers should conduct an analysis on changing the materials and to include new information on the fields of postgraduate training. Perhaps it is necessary to interact more actively with the graduate departments to obtain the most relevant information, to add to the course a necessary requirement for graduate students to participate in a scientific conference in a foreign language, both as a listener and as a speaker (see Table 9).
Table 8
Results of the 2 term
2 term eMpowerment Usefulness Success Interest Caring
SD 1,06 0,86 1,06 0,84 0,93
M 1,12 0,39 0,58 0,54 0,66
t-test 8,97 3,82 4,64 0,84 7,27
Table 9
Results of the 3 term
3 term eMpowerment Usefulness Success Interest Caring
SD 0,97 0,84 0,95 0,82 0,86
M 0,81 0,49 0,65 0,52 0,62
t-test 8,56 5,90 6,99 6,54 7,40
The values we obtained for the five strategies of B.D. Jones' MUSIC® Model of Motivation - eMpowerment (8.97), Usefulness (6.04), Success (7.62), Interest (10.62) and Caring (7.40) are greater than the critical value, indicating the effectiveness of B.D. Jones' music motivation model strategies as well as the online course in general. The increase in the Caring value is indicative. This is due to a clear structure aimed at creating a flexible model of interaction between the graduate student and the instructor through the LMS Moodle tools Big Blue Button (video conferencing room) and Google Meet service.
The course facilitator invites graduate students to take a survey aimed at identifying difficulties in the course. The survey is followed by a table with the date and time of the online communication in order to sort out the difficulties for the graduate students and discuss additional material on the topic of the online course. The results of the discussion are presented in the foruml and chat room after each online meeting. In addition, the course presenter includes an "Evaluator's Handbook" to reflect the evaluation process, which facilitates understanding of the evaluation of each assignment, simplifying the activity of the course presenter himself. The Evaluator's Handbook consists of a detailed step-by-step description of the evaluation process for each assignment for graduate students, as well as a description for evaluators and a maximum score.
Stage 4 - Analysis of Candidate Examination Results
At this stage an analysis of the effectiveness of the online course to improve the foreign language communicative competence of graduate students using econometric method of mathematical statistics Difference in differences (DID), (Difference in Differences) was conducted [39]. Using econometric method DID [40] 2 time periods (time 1 - May 2021), (time 2 - November 2021) in control and experimental groups are analyzed.
At the end of the study of a foreign language through online courses in the disciplines "Foreign Language" and "Foreign Language for Academic Purposes," subject to redesign, graduate students took the PhD exam.
The results of the PhD exam demonstrate the level of development of the graduate students' foreign language communicative competence.
The PhD exam consists of two parts: Part 1 is written (the candidate must submit a review essay - a summary of the main content of the read literature in a foreign language, to present the translation of a selected fragment of the essay (at the discretion of the instructor), Part 2 is oral (graduate students are to perform several tasks within a certain period of time: 1) reading of an authentic professionally oriented scientific text with a dictionary of 10,00012,000 printed characters followed by the summary (120-150 words) and a list of key words (5-7 words or phrases). The time allocated for preparation is 45-60 minutes; 2) reading of the authentic professionally oriented scientific text of 1000-1500 printed characters, where the postgraduate task is to reflect the content in a foreign or native language, the working time is limited and makes 15 minutes; 3) presentation in a foreign language, reflecting the specifics of the scientific study of the student and a conversation about the topic of scientific study of the graduates). Thus, the successful passing of the PhD exam assumes a sufficiently high level of development of postgraduate foreign language communicative competence, which is based on a high level of development of abilities and skills of written and oral speech in a foreign language.
The analysis of the experiment confirmed the effectiveness of the online course taking into account the educational needs of graduate students and the redesign of the online course based on the five strategies of B.D. Jones' MUSIC® Model of Motivation (see Table 10).
Table 10
Analysis of Candidate Examination Results Using the Difference in Differences (DID) Method
Control group (S) Experimental group (P) Difference
excellent good satisfactory excellent good satisfactory excellent good satisfactory
Time period 1 (May 2021) 54,5% 37,5% 8% 55% 39% 6% 0,5 1,5 -2
Time period 2 (November 2021) 55% 38% 7% 67,5% 30% 2,5% 12,5 -8 -4,5
Change 0,5 0,5 -1 12,5 -9 -3,5 12 -9,5 -2,5
The control group (graduate students taking the previously presented online course (n=104)) and the experimental group (graduate students taking the new online course (n=104)) were analyzed. According to the Difference in Differences method, two time plans must be chosen to examine the results; according to the plans of Foreign Languages
department (SUSU), graduate students can take the exam in November and May, so time 1 is May 2021, time 2 is November 2021. Change in the criterion "excellent" - 12, which confirms the effectiveness of online courses designed to meet the educational needs of graduate students and taking into account the redesign of the course in graduate school in order to improve the foreign language communication competence of graduate students. The score (-9.5) reflects a significant decrease in the responses submitted by graduate students for the "good" grade, as they have moved into the higher category of "successful completion of the exam." The indicator (-2.5) in the "satisfactory" category indicates a slight decrease in the average level of postgraduate students' foreign language competence development...
Thus, the experiment conducted to identify the factors to improve the effectiveness of the online course in a foreign language confirmed that these factors include: Factor I -consideration of educational needs of graduate students, Factor II - redesign of the online course based on B.D. Jones's MUSIC® Model of Motivation.
Discussion
In our study we relied on the MUSIC® Model of Motivation by B.D. Jones, which is applied by many researchers [6; 29]. It should be noted that this model is used by scholars only at the undergraduate level. We have made an attempt to use the strategies of B.D. Jones's MUSIC® Model of Motivation in the organization of the educational process in graduate school.
Based on B.D. Jones' MUSIC® Model of Motivation, a redesign of three online courses was conducted which correspond to three terms of foreign language course for graduate students. B.D. Jones's MUSIC® Model of Motivation has served as a methodological framework for the redesign of the online course as it explains factors which affect people's motivation to engage in courses, class assignments and other learning activities. The analysis of the data obtained as a result of the pedagogical experiment confirmed the feasibility of the conducted redesign of the online courses in order to improve the foreign language communicative competence of graduate students. The online courses subjected to redesign have a unified structure and content integrity. The course redesign should be carried out on an ongoing basis, correlating its capabilities with the emergence of new information technologies, and using various combinations of strategies of the B.D. Jones' MUSIC® Model of Motivation (see Table 11).
As the experiment has shown, the redesign of the online course via the five strategies of the model and the identified educational needs of graduate students have served as factors that contribute to the increase of online course effectiveness which consequently result in the improvement of foreign language communicative competence of graduate students.
We believe that the identified factors to improve the effectiveness of the online course can be used by the developers not only for the discipline "Foreign Language", but also applicable to other disciplines in the humanities. However, the specifics of the study should be taken into account. The study was conducted at the postgraduate level (androgogical approach), so it is necessary to focus on the disciplines taught at the graduate or undergraduate level.
The prospects of our study are to develop and further analyze online courses at the graduate level, taking into account the described factors; to identify and apply in practice other methods focused on improving the effectiveness of the online course.
Table 11
Content redesign of online foreign language courses for graduate students based on B.D. Jones' MUSIC® Model of Motivation
eMpowerment Inclusion of tasks (Academic Vocabulary) for teamwork on vocabulary (graduate student-instructor) Inclusion of tasks for online discussions using Socratic dialogue (practicing speech samples for expressing agreement, doubt, argumentation)
Usefulness Inclusion of teamwork skills in listening tasks (TedTalkCorner) Tasks (Speaking) Tasks to prepare for an impromptu international conference (Google Meet): developing a conference outline: title, relevance, action plan, report preparation, presentation of the report, "Conclusion of the conference" tasks Active involvement of representatives of the graduating department: participants in the impromptu conference (Google Meet). Assignments (Writing) Development of teamwork skills Assignment "Writing a scientific article": writing sections of an article to publish according to the international IMRaD standard and your own scientific interests in collaboration with the instructor of the online course Assignment "Article Editor" (developing teamwork skills): reviewing articles of other PhD students according to the analytical form provided by the instructor in a microgroup
Success Clear, understandable instructions for the tasks Providing postgraduate students with a choice of assignments according to the level of development of foreign language communicative competence Flexible system of evaluation of postgraduate students' work Existence of clear criteria for the evaluation of the tasks Providing the opportunity to retry the task
Interest Linking the content of online course assignments to graduate students' research interests. Linking the content of the online course tasks with the scientific interests of graduate students. Inclusion of tasks for the development of teamwork skills in the task of collaborative translation of scientific articles "Interpreter". A micro group consists of two members of the team. Team members translate an actual article of a graduate student into English.
Caring Increased academic and personal assistance to graduate students through the use of LMS Moodle and Google Meet digital tools.
Conclusion
Improvement of the system of foreign language training of future scientists in graduate school is inextricably connected with the processes of globalization and internationalization of scientific research, which causes actual transformations in the practice of the educational process. The rapid introduction of digital technologies into the educational process, accelerated by the pandemic realities of modern life, stimulates educators to search for innovative teaching methods. This problem is especially acute at the postgraduate level, where students are characterized by a heavy workload and, as a result, insufficient motivation to improve the level of foreign language competence.
One of the possible ways of solving this problem we see in increasing the effectiveness of online courses due to the factors identified in our study, which ensure the improvement of foreign language communicative competence of postgraduate students. They are: considering the educational needs of graduate students; increasing the motivation and engagement of graduate students in the educational process; and redesigning the online course based on the strategies of B.D. Jones' MUSIC® Model of Motivation. These factors in our study represent an inseparable unity.
The developed online courses for the disciplines "Foreign Language" and "Foreign Language for Academic Purposes" after the conducted redesign based on the five strategies
of B.D. Jones' MUSIC® Model of Motivation take into account their educational needs, promote their academic motivation, which helps graduate students to overcome difficulties in learning a foreign language and, as the experiment showed, improve their level of foreign language communicative competence.
We believe that the factors described in this article to increase the effectiveness of online courses to improve foreign language communicative competence can be used in other disciplines, taking into account the educational goals and expected results.
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Информация об авторах Овинова Лана Николаевна
(Россия, г. Челябинск) Кандидат педагогических наук, доцент кафедры
иностранных языков Южно-Уральский государственный университет E-mail: ovinovaln@susu.ru ORCID ID: 0000-0002-9381-549X Scopus Author ID: 57211562211
Маркусь Анна Михайловна
(Россия, г. Челябинск) Кандидат филологических наук, доцент кафедры
иностранных языков Южно-Уральский государственный университет E-mail: markusam@susu.ru ORCID ID: 0000-0003-4200-4344 Scopus Author ID: 57442077100
Шрайбер Елена Григорьевна
(Россия, г. Челябинск) Кандидат педагогических наук, доцент кафедры
иностранных языков Южно-Уральский государственный университет E-mail: shraibereg@susu.ru ORCID ID: 0000-0001-7030-4120 Scopus Author ID: 57211553467
Волченкова Ксения Николаевна
(Россия, г. Челябинск) Заведующая кафедрой иностранных языков, доцент Южно-Уральский государственный университет E-mail: volchenkovakn@susu.ru ORCID ID: 0000-0003-1345-5082 Scopus Author ID: 57209977398
Information about the authors
Lana N. Ovinova
(Russia, Chelyabinsk) Cand. Sci. (Educ.), Associate Professor of the Department of Foreign Languages South Ural State University E-mail: ovinovaln@susu.ru ORCID ID: 0000-0002-9381-549X Scopus Author ID: 57211562211
Anna M. Markus
(Russia, Chelyabinsk) Cand. Sci. (Phil.), Associate Professor of the Department
of Foreign Languages South Ural State University E-mail: markusam@susu.ru ORCID ID: 0000-0003-4200-4344 Scopus Author ID: 57442077100
Elena G. Schreiber
(Russia, Chelyabinsk) Cand. Sci. (Educ.), Associate Professor of the Department of Foreign Languages South Ural State University E-mail: shraibereg@susu.ru ORCID ID: 0000-0001-7030-4120 Scopus Author ID: 57211553467
Ksenia N. Volchenkova
(Russia, Chelyabinsk) Head of the Department of Foreign Languages,
Associate Professor South Ural State University E-mail: volchenkovakn@susu.ru ORCID ID: 0000-0003-1345-5082 Scopus Author ID: 57209977398
