Checking digital competence formation of foreign language future teachers using game simulators

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Checking digital competence formation of foreign language future teachers using game simulators

Tetiana A. Vakaliuk, Doctor of Pedagogical Sciences, Professor, Professor, Department of Software Engineering; Oksana A. Chernysh, PhD in Philology, Associate Professor at the Department of Theoretical and Applied Linguistics Zhytomyr Polytechnic State University; Olha O. Osova, Doctor of Pedagogical Sciences, Associate Professor, Professor of the Foreign Philology Department of the Municipal Establishment "Kharkiv Humanitarian Pedagogical Academy" Kharkiv Regional Council; Olha І. Bashkir, Doctor of Pedagogical Sciences, Associate Professor, Professor at the Chair of Educology and Innovative Pedagogy H.S. Skovoroda Kharkiv National Pedagogical University

Abstract

The article substantiates the need for the formation of digital competence of future teachers of foreign languages (here and thereafter - teachers) as an important component of their professional competence. Taking into account the theoretical works of domestic and foreign scientists on the problem under study and the peculiarities of training teachers for professional activities in the context of the requirements of the New Ukrainian school, the concept of "digital competence of future teachers of a foreign language" is specified, its main structural components (motivational, content, operational) activity and personal-reflexive) are defined. Among the means, providing the formation of digital competence of teachers, the game simulators, considered in the context of obtaining professional experience, skills, and abilities. To determine the level of formation of digital competence of teachers, criteria (motivational, cognitive, operational - activational, reflexive-corrective) and indicators were developed, by which the levels of its formation (low, average, sufficient, high) were determined.

To increase the level of formation of digital competence of teachers, game simulators, expedient for use in the process of their professional and pedagogical training, the content of the disciplines "Methods of teaching a foreign language in secondary school", "Innovative approaches to teaching foreign languages in high school", "Modern approaches to teaching foreign languages" was selected; forms, methods and ways of using game simulators in training teachers were developed and introduced. Based on the analysis of the results of the pedagogical experiment, the difference in the levels of formation of digital competence of teachers using game simulators in the experimental and control groups was proved, which confirms the effectiveness of formation of digital competence of teachers by game simulators.

Keywords: competence-based approach; competence; digital competence; game simulators; future foreign language teachers.

Анотація

Перевірка сформованості цифрової компетентності майбутніх учителів іноземної мови засобами ігрових симуляторів

Вакалюк Тетяна Анатоліївна, доктор педагогічних наук, професор, професорка кафедри інженерії програмного забезпечення; Черниш Оксана Андріївна, кандидат філологічних наук, доцент кафедри теоретичної та прикладної лінгвістики Державний університет «Житомирська політехніка»; Осова Ольга Олексіївна, доктор педагогічних наук, доцент, професорка кафедри іноземної філології, Комунальний заклад «Харківська гуманітарно-педагогічна академія» Харківської обласної ради; Башкір Ольга Іванівна, доктор педагогічних наук, доцент, професорка кафедри освітології та інноваційної педагогіки Харківський національний педагогічний університет імені Г.С. Сковороди

У статті обґрунтовано необхідність формування цифрової компетентності майбутніх учителів іноземної мови як важливої складової їх професійної компетентності. Враховуючи теоретичні наробки вітчизняних та зарубіжних науковців із досліджуваної проблеми та особливості підготовки майбутніх учителів іноземної мови до професійної діяльності в контексті вимог Нової української школи, уточнено поняття «цифрова компетентність майбутніх учителів іноземної мови», визначено її основні структурні компоненти (мотиваційний, змістовий, операційно-діяльнісний та особистісно-рефлексивний). Серед засобів, що забезпечують формування цифрової компетентності майбутніх учителів іноземної мови, виокремлено ігрові симулятори, які розглядаються в контексті здобуття професійного досвіду, умінь і навичок. З метою визначення рівня сформованості цифрової компетентності майбутніх учителів іноземної мови було розроблено критерії (мотиваційний, когнітивний, операційно-діяльнісний, рефлексивно-корекційний) та показники, відповідно до яких визначено рівні її сформованості (низький, середній, достатній, високий).

Для підвищення рівня сформованості цифрової компетентності майбутніх учителів іноземної мови дібрано ігрові симулятори, що є доцільними для застосування під час їх професійно-педагогічної підготовки; удосконалено зміст дисциплін «Методика викладання іноземної мови у середній школі», «Інноваційні підходи до викладання іноземних мов у вищій школі», «Сучасні підходи до викладання іноземних мов»; розроблено та впроваджено форми, методи та засоби використання ігрових симуляторів у підготовці майбутніх учителів іноземної мови з метою оволодіння ними методикою використання ігрових симуляторів у системі навчання, а також для підвищення залученості студентів до процесу навчання. На основі аналізу результатів педагогічного експерименту доведено різницю в рівнях сформованості цифрової компетентності майбутніх учителів іноземної мови засобами ігрових симуляторів у експериментальній і контрольній групах, що підтверджує ефективність формування цифрової компетентності майбутніх учителів іноземної мови засобами ігрових симуляторів.

Ключові слова: компетентнісний підхід; компетентність; цифрова компетентність; ігрові симулятори; майбутні вчителі іноземної мови.

Introduction

Problem statement. The rapid development of digital technologies and innovative means of education requires the preparedness of preparing professionals to apply technological innovations in future professional and pedagogical activities and revision of approaches to the formation of their professional competence. Digitalization of the educational process leads to profound changes in the system and structure of education, the dynamics of scientific and technical modernization, new approaches to the formation of professional competence of future teachers of a foreign language (here and thereafter - teachers). Consequently, an important component of professional competence of teachers is defined as digital competence, which provides "confident and critical use of digital technologies, as well as the presence of information and media literacy, algorithmic thinking, knowledge of the basics of programming, obtaining skills in Internet safety and cybersecurity, and understanding the peculiarities of work with information" [1], which is nowadays essential for effective professional activity in a foreign language information and communication space.

The need to improve the level of digital competence of modern professionals, the formation of the ability to foreign-language pedagogical interaction in a modern educational environment is noted in the legislative framework of Ukraine: the Law of Ukraine "On Higher Education" (2017), the Program "New skills for Europe" (2016), the Strategy for Higher Education Development in Ukraine for 2021-2031 (2020), etc. Thus, the Strategy for Development of Higher Education in Ukraine for 2021-2031 refers to megatrends that predetermine the future of education, one of which is determined by digitalization [2]. The document notes that education lags behind digitalization, which in turn will require more attention and efforts to use the possibilities of innovative technologies in the educational process [2]. According to “The Digital Agenda of Ukraine - 2020”, the skills of the modern specialist for most specializations, including education, is the ability to work with "digital" technologies, which leads to Ukraine promotion of professional digital competencies and skills as key components of the "digital" economy.

The priorities of foreign language pedagogical education development are specified in the state documents and oriented on digitalization of educational environment and integration of knowledge of foreign languages due to qualitative professional training of the teacher of a foreign language, who is ready to provide the European quality of education, transition to innovative forms and methods of educational process organization, as well as the introduction of digital technologies.

The relevance of the problem under study is strengthened, on the one hand, by the presence of a wide palette of means of preparation of teachers for professional activity, on the other hand - by the insufficient level of knowledge of teachers on their application in the process of foreign language teaching [3], [4]. Unlimited access to information, the insufficient level of formation of skills critically select it and use it in professional activity, strengthen the objective need of the new Ukrainian school in teachers of foreign language, who are ready to implement digital educational technologies.

The above gives reason to argue that solving the problem of the formation of digital competence of teachers as an important component of their professional competence is an urgent requirement of the present.

1. Analysis of recent research and publications

The review of scientific literature on the topic of research allows us to state that the problem of forming the digital competence of teachers utilizing game simulators in the domestic and foreign opinion is covered aspect by aspect. Thus, the theoretical issues of forming professional competence of future teachers employing information and communication technologies are reflected in the scientific works (O. Honcharova [4], R. Hurevych [5], I. Kostikova [3], L. Kartashova [6], L. Morska [10], etc.).

The research on the problem of forming the digital competence of future teachers of different profiles has yielded significant scientific results. In particular, O. Romanovsky found out that the digital component of the professional competence of future teachers of mathematics reflects a set of knowledge, abilities, skills, and reflexive attitudes of future specialists in interaction with the information educational environment [9]. Studying the problem of formation of digital competence of future teachers of mathematics, the scientist determines the criteria and indicators, traces the levels of its formation [9]. Theoretical and methodological foundations for the formation of digital competence of future elementary school teachers are presented in the study of L. Petukhova [10]. The theoretical justification of the system of forming ICT competence of future computer science teachers is reflected in the scientific study by T. Schrol [11].

A separate cluster for the development of the problem under study is the works of foreign experts and scientists (Ch. Redecker, Y. Punie, S. Thiel, P. Frohlich, A. Torres-Toukoumidis, M. Maeots, F. Martin, A. Karl Betrus) aimed at justifying the conceptual foundations of using game simulators in the process of forming professional competence of future specialists. As noted by A. Torres-Toukoumidis, M. Maeots, the use of gamification tools helps to implement the constructivist approach in the process of forming the digital competence of future specialists [12].

This problem was further developed in the works of such scientists as A. Zhernovnikova, L. Peretyaga, A. Kovtun, M. Korduban, A. Nalivaiko, N. Nalivaiko, V. Kontedailo, and others. In particular, according to the results of the study conducted by A. Zhernovnikova, it is proved that the use of game approaches in non-game processes has a positive value in determining the result of the formation of digital competence of future teachers [13].

At the same time, the conducted analysis of scientific works on the topic of research allows us to state that despite the increased interest of scientists in the issues of professional training of future teachers, the problem of forming digital competence of future foreign language teachers utilizing game simulations requires more detailed study.

Therefore, the aim of the research is to check the effectiveness of the formation of digital competence of future teachers of foreign languages by means of game simulators.

2. Research methodology

In the research a set of complementary methods was used, reflecting the dialectical unity of knowledge at the theoretical and empirical levels, namely: analysis, synthesis of psychological and pedagogical, methodological, and general technical literature to form the main provisions of the study; comparison, synthesis, systematization of scientists' views on different aspects of the problem under study; educational experiment to determine levels of learning achievements and motivation of future foreign languages teachers; methods of mathematical statistics for data processing obtained during the ascertaining stage of the study.

During the implementation of the ascertaining stage of the pedagogical experiment, the theoretical and methodological concepts of the introduction of digital technologies of teaching foreign languages in the provincial-pedagogical training of specialists were studied; a crosssection of the levels of learning achievement of teachers according to certain criteria (motivational, cognitive-informational, technological-activity, personal-reflective) and indicators of formation of digital competence was conducted, levels of formation of digital competence were determined The experimental study also involved data processing obtained at the ascertaining and formative stages, their comparative analysis, and checking the results obtained using mathematical statistics methods.

The experimental work involved 216 students of Kharkiv Humanitarian Pedagogical Academy (EG 109 students) and H.S. Skovoroda Kharkiv National Pedagogical University (CG 107 students).

The research program included the use of the following techniques: "Diagnosis of motives of digital activity" (motivational criterion); "Diagnosis of knowledge of digital educational technologies in future professional activity" (cognitive-informational criterion); "Diagnosis of the level of readiness of the teacher to implement digital technologies in education" (technological-activity criterion); "Reflection of own digital activity" (personal-reflexive criterion).

3. Results

The competency-based approach is the basis of future foreign language teachers' training for professional activities, and its result is defined as a high level of professional competence formation, characterizing the readiness of future foreign language teachers for professional and pedagogical activities.

The understanding of the competence approach is based on the essence of the main concept underlying it - the concept of "competence". Based on the analysis of scientific and pedagogical sources [8, 9, 14, 15], we view competence as a set of knowledge, skills, and activities.

One of the key competencies for lifelong learning at the beginning of the XXI century according to the European Parliament and the European Council digital competence of specialists was recognized [16]. The very concept of digital competence is used in the educational system of Norway, which became the first country to include digital competence in the national curriculum.

Studying scientific sources and normative documents allows us to state that the digital competence of teachers covers such basic blocks as information literacy, communication, cooperation and cybernetics, creation of digital content, computer security [1, 5, 15, 2].

Among the tools providing the formation of digital competence of teachers, we single out game simulators, considered in the context of gaining professional experience, skills, and abilities.

In a broad sense, simulators are interpreted as models reflecting complex real systems. Game simulators are used in the educational process to design and analyze models of student and student development, as well as to study virtual environments [22, 23, 24].

In the context of this study, game simulators will be understood as multimedia support in the form of games, which allows motivating and interest students in active learning activities with the help of fully or partially simulated professional and pedagogical situations.

The main advantage of using game simulators in the process of professional training of teachers lies precisely in its motivational properties. In addition, some experience of using game simulators in the educational process allows us to characterize them as one of the effective digital tools, which contributes to the assimilation of large amounts of information and its more lasting content in memory [20, 23, 25, 26]. Game simulators should be used to form skills to solve non-standard professional situations in the conditions of the innovative educational environment, critically and creatively solve foreign language communication tasks, for greater visualization of learning materials, stimulation of interest in learning, development of pedagogical improvisation skills, etc.

With the increased need to organize distance and blended learning, caused by the spread of the worldwide pandemic COVID-19, game simulators can be used to improve the digital competence of the teachers to use game simulators in the teaching system, as well as to increase student involvement in the learning process [27-30]. At the same time, game simulators should be introduced in the educational process considering didactic principles (systematicity, activity, consistency, etc.).

In this regard, within the framework of teaching individual disciplines ("Methods of teaching a foreign language in secondary school", "Innovative approaches to teaching foreign languages in higher education", "Modern approaches to teaching foreign languages"), it was proposed to work with the following digital services for teaching foreign languages, including game simulators: