The Role of Online Debates in the Formation of Future Philologists’ Professional Competences
Keywords:
Educational debates, innovative education, modelling of skills, philological education
Abstract
The purpose of the article was to test the effectiveness of the influence of pedagogical conditions for online debates on the formation of future philologists’ professional competencies. Methods used: pedagogical observation, pedagogical experiment, and students' self-assessment methods, mathematical and statistical methods for research results processing (t-Student's criterion), interviews, questionnaires. Dialogicality (communicative level) was estimated by L. Michelson test and by the method of diagnostics of “General Communicative Tolerance” by V. V. Boyko. Results. In an experiment, it was found that, after the secondary survey, 33.75% of respondents view online debates as educational technology and 26.25% of respondents explain their participation in the debates by the desire to improve communication skills. When analyzing the results of the secondary survey, it was found that such qualities as determination, tolerance, and sociability are in the lead. Comparing the design value and critical value of the Criterion t and T-Critical, we have taken that T≤T-Critical, and therefore accepted the hypothesis of different average values in the two frames.
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References
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Wati, N. K. D., & Palimbong, A. (2021). Application of active debate methods to improve student learning outcomes in PPKn learning in class Viii Palu Contry 2 junior high school. Jurnal Edu Civic, 9(1), 26-36. Retrieved from https://jurnal.fkip.untad.ac.id/index.php/educ/article/view/1769
Zorwick, L. W., & Wade, J. M. (2016). Enhancing civic education through the use of assigned advocacy, argumentation, and debate across the curriculum. Communication Education, 65(4), 434- 444. https://doi.org/10.1080/03634523.2016.1203005
Al Giffari, F., Wiyanarti, E., & Ma'mur, T. (2020). Student debate club dalam Pembelajaran Sejarah. FACTUM: Jurnal Sejarah dan Pendidikan Sejarah, 9(2), 203-210. DOIG: https://doi.org/10.17509/factum.v9i2.27813
Almazova, N. I., Rubtsova, A. V., Smolskaia, N. B., & Andreeva, A. A. (2021). Digital creative projects in the formation of digital competence of teachers of English as a foreign language. In International Conference on Professional Culture of the Specialist of the Future (pp. 756-764). Springer, Cham. Retrieved from DOIG: https://link.springer.com/chapter/10.1007/978-3-030-89708-6_61
Amar-Gavrilman, N., & Bentwich, M. E. (2022). To debate or not to debate? Examining the contribution of debating when studying medical ethics in small groups. BMC Medical Education,22(1), 1-10. Retrieved from DOIG: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03124-0
Bulvinska, O., & Khanykina, N. (2019). Interactive methods in communicative education. Continuing Professional Education: Theory and Practice, 4(61), 68–73. DOIG: https://doi.org/10.28925/1609-8595.2019.4.6873
Cariñanos-Ayala, S., Arrue, M., Zarandona, J., & Labaka, A. (2021). The use of structured debate as a teaching strategy among undergraduate nursing students: A systematic review. Nurse Education Today, 98, 104766. DOIG: https://doi.org/10.1016/j.nedt.2021.104766
Chala, A., Demchenko, N., Panchenko, V., Bakhmat, L., & Krekhno, T. (2021). Forming speech and communicative competency of future philologists. Revista Romaneasca pentru Educatie Multidimensionala, 13(3), 225-245. DOIG: https://doi.org/10.18662/rrem/13.3/449\
Dehtiarova, K. O., Yeliseenko, A. P., Kibenko, L. M., Karas, A. V., Zhyvolup, V. I., & Liakhova, I. V. (2021, March). Debate as a means of developing students' communication skills in the process of learning a foreign language. In The 7th International scientific and practical conference “World science: problems, prospects and innovations” (March 24-26, 2021). Toronto: Perfect Publishing. Retrieved from DOIG: http://surl.li/cfgbj
Demchenko, N. (Ed.). (2017). The personality of a teacher-philologist in training specialists for New Ukrainian School. Philological education of the future: prospects and priority directions of scientific research. Lublin.
Derkach, H. S., & Olendr, T. M. (2021). Features of application of the method "debate" to improve the English communicative competence of students. Retrieved from DOIG: http://dspace.tnpu.edu.ua/bitstream/123456789/18650/1/Derkach_Olendr.pdf
Ellison, A. M. (2017). Short-term memorycapacity and recall of students with and without intellectual giftedness: an empirical inquiry. Retrieved from https://www.semanticscholar.org/paper/Short-Term-Memory-Capacity-and-Recall-of- Students-Ellison/96ecec76c07ebeae69ecf08c2136ea9f4927f941
Ferrada, D., & Del Pino, M. (2020). Communicative competences required in initial teacher training for primary school teachers of Spanish language in contexts of linguistic diversity. International Multilingual Research Journal, 14(1), 76-92. DOIG: https://doi.org/10.1080/19313152.2019.1653156
Forsberg, J., Mohr, S., & Jansen, S. (2019). The goal is to enable students to communicate: Communicative competence and target varieties in TEFL practices in Sweden and Germany. European Journal of Applied Linguistics, 7(1), 31-60. DOIG: https://doi.org/10.1515/eujal-2018-0006
Holdhus, K., Høisæter, S., Mæland, K., Vangsnes, V., Engelsen, K. S., Espeland, M., & Espeland, Å. (2016). Improvisation in teaching and education – roots and applications. Cogent Education, 3(1). https://doi.org/10.1080/2331186X.2016.1204142
Holubieva, M. (2018). Didactic training-innovative form of organization of professional education, 21-23. Retrieved from DOIG: http://ekmair.ukma.edu.ua/bitstream/handle/123456789/14389/Holubieva_Dydaktychnyi_treni nh_innovatsiina_forma.pdf?sequence=1
Hotsynets, I. L. (2022). Formation of foreign language communicative competence of students of philology on the basis of debates. Modern Problems is Science – Proceedings of the XIX International Scientific and Practical Conference (pp. 492-495). Vancouver. Retrieved from DOIG: http://surl.li/cfgbg
Ijaz, N., & Sergeant, A. (2022). Beyond Binaries: A Three-Sided Pedagogical Model for Classroom Debate. International Journal of Teaching and Learning in Higher Education, 33(2), 180-194. Retrieved from DOIG: https://www.isetl.org/ijtlhe/pdf/IJTLHE4014.pdf
Jagger, S. (2013). Affective learning and the classroom debate. Innovations in Education and Teaching International, 50(1), 38–50. DOIG: https://doi.org/10.1080/14703297.2012.746515
Joldasbaiuly, A. A. (2022). Fundamentals of effective use of debate technology in geography lessons. Science Time, 2(98), 23-26. Retrieved from DOIG: http://surl.li/cfgca
Karpenko, Yu. P. (2019). Innovative methods of organizing research activities of students in institutions of higher medical education. Scientific Journal of the M. P. Drahomanov National Pedagogical
University. Series 05. Pedagogical sciences: realities and prospects, 72(1). Retrieved from DOIG: http://enpuir.npu.edu.ua/handle/123456789/29964
Khanykina, N., Sopova, D., & Bulvinska, O. (2021). Implementation of the academic integrity principles at the university: experience of conducting educological debates. Continuing Professional Education: Theory and Practice, 1, 46-55. DOIG: https://doi.org/10.28925/1609-8595.2021.1.6
Mathrani, A., Han, B., Mathrani, S., Jha, M. & Scogings, Ch. (2021). Interpreting academic integrity transgressions among learning communities. International Journal for Educational Integrity, 17, 5. DOIG: https://doi.org/10.1007/s40979-021-00073-x
Poddany, J. (2021). The positive effect of debate inside the social studies classroom. Learning to Teach, 10(1). Retrieved from DOIG: https://openjournals.utoledo.edu/index.php/learningtoteach/article/view/500
Radojevic, T., Arsic, Z., & Kompirovic, T. (2019). Teacher’s communicative competence. Research Journal of Applied Sciences, 14, 219-225. DOIG: https://doi.org/10.36478/rjasci.2019.219.225
Sysoieva, S. (2018). Comparative professional education in Ukraine: current state, challenges, prospects. Education: Modern Discourses, 1, 43-54. DOIG: https://doi.org/10.32405/2617-3107-2018-1- 5
Umarova, F. N. (2022). Communicative competence in the formation of speaking skills among non-philological students. Pindus Journal of Culture, Literature, and ELT, 2(5), 108-113. Retrieved from DOIG: http://literature.academicjournal.io/index.php/literature/article/view/359
Vorstman, E., Szőnyi, E., & Siarova, H. (2020). The future of language education in Europe: Case studies of innovative practices. Publications Office of the European Union. Retrieved from https://op.europa.eu/en/publication-detail/-/publication/d3a70e9a-8e75-11ea-812f- 01aa75ed71a1/language-en
Warwas, J., & Helm, C. (2017). Enjoying working and learning in vocational education: A multilevel investigation of emotional crossover and contextual moderators. Empirical Research in Vocational Education and Training, 9, 11. DOIG: https://doi.org/10.1186/s40461-017-0055-2
Wati, N. K. D., & Palimbong, A. (2021). Application of active debate methods to improve student learning outcomes in PPKn learning in class Viii Palu Contry 2 junior high school. Jurnal Edu Civic, 9(1), 26-36. Retrieved from https://jurnal.fkip.untad.ac.id/index.php/educ/article/view/1769
Zorwick, L. W., & Wade, J. M. (2016). Enhancing civic education through the use of assigned advocacy, argumentation, and debate across the curriculum. Communication Education, 65(4), 434- 444. https://doi.org/10.1080/03634523.2016.1203005
Published
2022-09-07
How to Cite
Latygina, A., Zvarych, I., Latygina, N., Dubinina, O., Kolot, L., & Strokan, N. (2022). The Role of Online Debates in the Formation of Future Philologists’ Professional Competences. Journal of the University of Zulia , 13(38), 626-642. https://doi.org/10.46925//rdluz.38.34
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Papers
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