Professional Foreign Language Training in the Context of the Digital University

Currently, the practical level of foreign language proficiency of philology graduates does not always correspond to the social order of society. In this paper, a model for professional foreign language training of philology stu-dents was developed, theoretically justified and experimentally tested. For this purpose, the Moodle tool was widely deployed and we identified and ex-perimentally tested pedagogical conditions that ensure the effectiveness of professional foreign language training for philology students. The experi-mental work involved a random sample of 305 students of the "bachelor" level of the training direction 5B021000 (6B023)–foreign philology. The re-sult of the qualitative and quantitative analysis allows to conclude the effec-tiveness of the proposed model of professional foreign language training of philology students based on Moodle, which is confirmed by the calculations during the statistical processing of the research results. The scientific novel-ty of the study is that the pedagogical conditions that ensure the effective-ness of the Moodle-based professional foreign language training of philology students were identified and experimentally tested. The results of the study showed the effectiveness of using distance learning in the current health context due to the COVID-19 pandemic.

Problems and Solutions in Testing Future Teachers' Knowledge in the National System of Foreign Language Proficiency

This article is devoted to the analysis of the test National System of Assessment of Foreign Language Proficiency, taking into consideration its importance on future foreign language teachers. It also concentrates on the requirements for foreign language teachers in Uzbekistan and the exercises which are essential for the professional development of prospective teachers. Apart from that, it shows the module "Types and criteria for assessing language skills". Last, it covers suggestions on how to improve the students’ knowledge and skills.

The role of education informatization in improving the efficiency of the educational process

The integration of Ukraine into the world community has caused a significant increase in interest in learning foreign languages as a means of information exchange. The modern conditions of development, expansion and deepening of international contacts require a high level of foreign language proficiency from a future specialist, especially in a foreign language of professional direction. High demands to the quality of education provision for the informatization of society. The high level of proficiency in a foreign language of a professional direction allows the future specialist to compete adequately not only in the domestic labor market but also abroad. It is promoted by the informatization of the educational process. It determined the relevance of the research problem. The study aims to establish the effectiveness of informatization of the foreign languages learning process of professional communication; to bring the feasibility of using social networks, cloud messengers, educational platforms in preparing future specialists for professional communication in a foreign language environment. The research methodology uses several methods. The main method in the study is the method of pedagogical experiment, also used the method of questioning, observation, to consider the theoretical material uses descriptive method, as well as methods of synthesis and analysis. The main hypothesis of the study is that the application of the educational potential of social networks, platforms, messengers, quizzes is an effective method of training a specialist with a high level of foreign language proficiency in the professional sphere. The result of the study is to determine the effectiveness of the use of the informatization process at the level of involvement of social networks, messengers to form a high level of foreign language proficiency as per profession. In the future, it is envisaged to study the application of informatization of the educational space during the teaching of a foreign language of professional communication.

Study on the Continuation Task of China’s New College Entrance Examination Based on the Interactive Alignment Theory

With the extensive implementation of China’s new college entrance examination policy, the Continuation Task in the new college entrance examination has attracted wide attention from the academic circle, which also gives rise to plentiful relevant research. In the past, most of the research only focused on university foreign language education, which was rarely involved in English teaching in primary and secondary schools. Based on the Interactive Alignment Theory, this paper is going to analyze and study the Continuation Task, and try to put forward some teaching strategies for the teaching of the new task, so as to improve student's English proficiency level. According to the research, this paper finds out that "The Continuation Task" can give full play to the alignment effect between reading and writing, promote writing through reading, and thus promote the improvement of students' foreign language proficiency. Therefore, this essay can provide some insights into the teaching of English in high schools.

Fostering Tertiary Student Professional Mobility Skills via Convergence of the Professional Training and Foreign Language Learning

<p style="text-align: justify;">The purpose of the study was to identify how the instructional model that converges professional training and foreign language learning can influence the students’ professional mobility and students’ readiness to build their careers. The study used the methods of a quantitative kind for the evaluation study and descriptive research. The variables for the study were as follows: levels of student professional mobility skills proficiency that included students’ competence in their professional field, foreign language proficiency, students’ networking skills, personality qualities, and sampled students’ satisfaction with the reshaped course. The field phase of the study found that the Erasmus and Work-and-Travel programmes contributed to the former students’ adaptability and flexibility, the experience of work abroad, and practical specialism-related experience gained during study. The students developed their abilities to project a positive social image, ability to build and maintain relationships, foreign language proficiency, proficiency in presenting and negotiating, and theoretical knowledge. The English Language-delivered Professional Mobility course brought shifts in the levels of students’ professional mobility skills. The experimental group students reported that they improved their competence in their professional field, foreign language proficiency, networking skills, and personality qualities. The experimental group students’ judgements concerning the quality of the course were complimentary.</p>

Psychological Perspectives Toward Student’s Incompetency in Foreign Language Course

Learning a foreign language enables learners to go further after graduation. In today’s world, there is a need for students to be able to communicate in at least one foreign language so that they can function well globally. This study investigates learning the German language among engineering students who are taking a dual degree program in a public university in east coast Malaysia. The objectives of the study were: (a) to determine the students’ attitude in learning German language; (b) gauge their understanding of the course in terms of materials and lessons used in learning the language; and (c) identify their motivation and performances taking German language. Using a descriptive research design, 60 students were involved as respondents in this study. Their responses to the researchers’ questionnaire were gathered in a WhatsApp group called Success German Course (SGC). The results of the study indicated that students demonstrated moderate attitude in learning the course since some of them were eager to learn the language while others were not. Some students reported failing to understand the course in the use of the current materials and lessons. Although they showed positive attitude in learning the course, their performances, nevertheless, were not encouraging because they did not have sufficient time to learn the language. It is concluded that students need to learn study skills to help them to be more competence in foreign language proficiency. The overall findings implied th

The State’s Orientation Towards the Integration of Human Resource So That Vietnamese People Can Work Everywhere

Viet Nam has been actively participating in the regional and global integration. It has created favorable conditions for Vietnamese workers to work everywhere. However, Vietnamese workers are facing certain limitations including foreign language proficiency, skills and knowledge of cultures of other countries, etc. In order to have Vietnamese people easily find jobs in foreign countries, international organizations and firms, the Government of Viet Nam need to give orientations and solutions to ensure the essential conditions for Vietnamese workers.

The effectiveness of game-based learning on English as a foreign language proficiency: A meta-analysis

This study was aimed to synthesize data on the impact of game-based learning on English as a foreign language learning outcome. To achieve the goal, a search for relevant studies was performed via Google Scholar electronic database, followed by the results extraction and their meta-analysis using Meta-Essentials statistical software. Since most of the relevant publications utilized the Test of English for International Communication (TOEIC) to assess the intervention effectiveness, only those studies that used TOEIC or a TOEIC-derived test were included in the present meta-analysis to unify the performance scale. The final analysis included four experimental interventions involving 148 individuals. According to the results, the combined effect (Hedges g = 0.56) of game-based learning on post-test TOEIC scores exceeds controls, but the difference is not statistically significant. Thus, concerning the study sample, it has to be said that there appears to be no positive impact of gamification on English language acquisition. The findings should be interpreted with caution due to the risk of heterogeneity between the included studies (I2 = 33.81%) and their low number. Nevertheless, to the best of the authors’ knowledge, the current meta-analysis is one of the few studies to date that employ mathematical methods to obtain a combined effect of gamified learning on English as a foreign language proficiency.