Keyword: «pedagogical experiment»

The relevance of the study is driven by increasing demands for the quality of translator training amid the widespread use of spontaneous speech in professional communication. An analysis of current practice reveals that the teaching of spontaneous speech translation at the initial stage is often neglected, which leads to the development of unstable translation skills. This stage requires a specific methodological approach, as it is at this stage that the foundational skills of understanding and translating spontaneous speech–characterized by unpreparedness, situational nature, and unpredictability–are developed. The aim of the article is to develop and scientifically justify a step-by-step methodology for the formation of spontaneous speech translation skills in undergraduate linguistics majors at the initial stage of training, with experimental validation of its effectiveness. Theoretical and methodological foundations include the competence-based, activity-based, and cognitive-discursive approaches, which ensure the integrative development of linguistic, translation, communicative, and cognitive competences through students’ active involvement in practice-oriented learning that accounts for the mechanisms of perception, processing, and reproduction of spontaneous speech. The article presents a three-stage methodology: the first stage focuses on the perception of spontaneous speech (development of receptive skills, identification of keywords and communicative intent, content prediction); the second stage emphasizes linguistic and semantic interpretation (rapid information processing and transformation, summarizing, paraphrasing, logical structuring); the third stage addresses translation production (development of productive skills in consecutive interpreting, speech improvisation, and work under conditions of high uncertainty). The theoretical significance lies in the substantiation of a step-by-step approach to teaching spontaneous speech translation at the initial stage of professional training, expansion of scholarly understanding of the development of translation skills in working with spontaneous discourse, and the integration of multiple methodological approaches into a unified system opening up new prospects for further research in the field of professional training of translators. The practical significance consists in the applicability of the developed methodology in higher linguistic education, its adaptability to different language pairs and specializations, and its potential to inform the revision of existing translator training programs with greater emphasis on spontaneous speech from the early stages of instruction.

Modern foreign language teaching in a non-linguistic environment requires the development of effective didactic solutions that ensure the active engagement of all participants in the educational process, overcoming grammatical difficulties and fostering sustainable speech activity. The relevance of this research is due to the need to improve the quality of instruction at the initial stage, when it is particularly important to activate the cognitive and emotional resources of learners under conditions of limited language practice. The aim of this article is to describe the implementation of a methodology for teaching a foreign language based on neurodidactic principles and game-based techniques, and to analyze the impact of the neuro-approach on the emotional state, involvement, and motivation of both students and teachers. The methodological basis of the study was a pedagogical experiment conducted at Altai State Pedagogical University with students learning Chinese as a foreign language. The experimental group was taught using neurolinguodidactic principles, including game methods, multimodal stimuli, visual and emotional anchors aimed at stimulating cognitive activity and creating a positive learning environment. The control group was taught using traditional methods focused on explanation and reproductive consolidation of grammatical material. The analysis of the results demonstrated that the application of the neuro-approach contributes to more effective assimilation of grammatical constructions, the development of spontaneous speech, stable learning motivation, and emotional engagement of the participants in the learning process. In addition, an increase in the creative activity of teachers, their professional satisfaction, and interest in innovative methods was observed. The study includes a review of contemporary Russian and international literature on neurodidactics, which substantiates the choice of the research approach and makes it possible to compare the obtained results with current scientific data. The theoretical significance of the study lies in clarifying the potential of neurolinguodidactics as an approach that enhances cognitive, emotional, and professional activity among the subjects of the educational process. The practical significance is determined by the possibility of applying the results to optimize and develop effective teaching programs at the initial stage of language training.

The relevance of the research is determined by the need to find effective methods for developing listening skills in international students studying Russian as a foreign language (RFL) in the context of the digital transformation of education. Traditional training packages are limited in their ability to respond promptly to the communicative practices and interests of the young people, who actively use social media. The TikTok platform, with its high motivational potential and microlearning format, represents a promising but methodologically under-explored tool for developing listening skills based on a linguistic and cultural component. The aim of the article is to theoretically substantiate and experimentally test the effectiveness of the methodology for developing listening skills within the framework of an integrated approach to teaching RFL through the integration of an educational TikTok project and Google Forms tasks. The leading method was a pedagogical experiment involving 30 international A2 level students, divided into a control group (CG) and an experimental group (EG) of 15 people each. The experiment included three stages and lasted three months (12 lessons). Open examination materials from St. Petersburg State University (Listening section, A2 level, maximum score – 150) were used for diagnostics. The reliability of the results is ensured by independent expert assessment. The initial diagnostic confirmed the comparability of the groups (CG – 60.1%, EG – 61.0%). The final diagnostic recorded a significant progress of the EG, which was taught using the developed methodology. The average score in the EG reached 115 points (76.7% completion), while in the CG it was 97.3 points (64.9%). The increase in the EG amounted to 22.7 percentage points, in the CG – only 4.8 p.p. The obtained data are statistically significant and confirm the effectiveness of the proposed methodology. The theoretical significance lies in clarifying the scientific understanding of the implementation of an integrated approach to the development of listening skills in a digital environment, as well as in systematizing the linguodidactic potential of TikTok. The practical significance consists in the development and testing of a reproducible methodological model, including an algorithm of student work, a system of tasks with a linguistic and cultural focus, and diagnostic tools that can be integrated into the practice of teaching RFL.

The digital transformation of the education system has led to the need for students to acquire 21st-century skills through innovative pedagogical approaches, among which STEM (Science, Technology, Engineering, and Mathematics) education occupies a special place. However, the comparative effectiveness of traditional and extracurricular STEM projects in developing key skills among schoolchildren is still not well justified. This study aims to investigate the effectiveness of these two approaches in fostering core competences among secondary school students. This article aims to compare the impact of regular and extra-curricular STEM project-based learning on the development of essential skills among eighth-grade students. The experiment was conducted on a group of 65 students, divided into three groups: two experimental groups and one control group. The first experimental group learned STEM technologies in regular geography lessons, while the second group participated in extracurricular design and research activities. The control group was taught using traditional methods. The competence development was assessed using the method worked out by A.V. Pashkevich and based on the classification of key competences proposed by A.V. Khutorskoy. Statistical data processing was done using the Mann-Whitney U-test with a significance level of p < 0.05. The results showed that the STEM approach was significantly better than traditional teaching methods. In the first experimental group, the integrated competence index increased from 0.42 to 0.51. In the second group, it went from 0.44 to 0.67. This indicates a transition to an advanced level. The control group showed the lowest results. In the extracurricular experimental group, innovative practice-oriented STEM projects were implemented («PharmaHops», «Radiance», a multimodal transport hub design, and others), several of which received recognition at regional and federal competitions. It has been shown that the extracurricular implementation of STEM projects leads to a more pronounced development of key skills compared to regular classes due to the greater freedom in selecting content and methods, as well as the absence of strict time limits and opportunities for interdisciplinary interaction. The theoretical importance of this study lies in the development of a competence-based approach and the clarification of scientific ideas regarding the effectiveness of different forms of STEM education. The practical significance of the study lies in the development of evidence-based recommendations for optimizing the educational process. These recommendations focus on the prioritization of extracurricular STEM activities, the establishment of a suitable material and technical framework, and the professional development of teachers in the field of interdisciplinary instruction.

The relevance of the study is determined by the need to improve the effectiveness of foreign language competence development among students of non-linguistic technical universities in the context of the digital transformation of higher education. Although artificial intelligence technologies are being actively introduced into language instruction, most studies focus primarily on their instrumental capacities, while the mechanisms of their systemic pedagogical integration remain insufficiently elaborated. As a result, a gap persists between the potential of AI and the absence of models capable of ensuring the coordinated development of the cognitive, communicative, and operational components of foreign language competence. The aim of the study was to design and test a pedagogical model for the development of foreign language competence among students of non-linguistic technical universities based on the functional integration of artificial intelligence technologies into the traditional educational process. The methodological framework consisted of a longitudinal quasi-experimental design with repeated measurements (T0–T4). The study involved 120 students (experimental group – 69; control group – 51). Assessment was conducted using an analytical rubric, and statistical analysis included both parametric and non-parametric methods with Holm–Bonferroni correction. The findings indicate that implementation of the model is associated with a more pronounced positive dynamic in the development of foreign language competence compared to traditional instruction (p < 0.01). A shift in its developmental trajectory was identified, encompassing adaptive, integrative, and productive phases. Functional differentiation of AI roles–dialogue partner, adaptive trainer, intelligent co-author, personal tutor, and reflective tool–facilitates the coordinated development of competence components and enhances the manageability of educational dynamics. The scientific novelty of the study lies in substantiating a model in which artificial intelligence technologies are conceptualized as a means of structurally organizing learning activity rather than as auxiliary digital tools. Its theoretical significance consists in clarifying the principles of pedagogical integration of AI into the process of foreign language competence development. The practical significance is determined by the applicability of the model in designing language training for students of non-linguistic universities and in developing adaptive educational tools.