Volume 03 Issue 10-2023
32
American Journal Of Social Sciences And Humanity Research
(ISSN
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2771-2141)
VOLUME
03
ISSUE
10
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32-40
SJIF
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FACTOR
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article is devoted to the problem of developing students' reflexive thinking and excessive cognitive skills in order
to prepare them for effective professional activity in modern conditions. Critical thinking, readiness for creativity,
reflective abilities, and the ability to self-regulate are no less than the professional knowledge obtained in the study
of special subjects. The evolution of approaches to reflective competence and reflective methods in teaching is noted.
Learning a foreign language can greatly contribute to the development of the intellectual apparatus of a student's
personality due to the realization of the integral connection between thinking and speech, communication and
cognitive processes.
KEYWORDS
Higher education institutions, reflexive competence, students, interactive methods, self-management.
INTRODUCTION
Currently, the goals and tasks of professional
engineering education, which are inextricably linked
with the formation of an expert personality in a certain
field of practical activity, are experiencing significant
changes. While preserving the content of the basic
science defined by professional standards, additional
subject skills and abilities are becoming more and more
important, having them allows a specialist to manifest
Research Article
DEVELOPMENT OF REFLECTIVE COMPETENCE OF STUDENTS IN THE
PROCESS OF INTERACTIVE TEACHING OF A FOREIGN LANGUAGE
Submission Date:
October 06, 2023,
Accepted Date:
October 11, 2023,
Published Date:
October 16, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue10-06
Adiba A. Musayeva
Researcher, Tashkent State Pedagogical University Named After Nizami Tashkent, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 10-2023
33
American Journal Of Social Sciences And Humanity Research
(ISSN
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2771-2141)
VOLUME
03
ISSUE
10
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:
32-40
SJIF
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FACTOR
(2021:
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6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
himself in a conscious creative professional activity, the
important features of which are important. is a wealth
of information; dynamism in relation to both the
thematic content of the activity and the methods of its
implementation; autonomy and independence; high
level of responsibility for work results. This means that
it is important to develop critical thinking, readiness for
creativity, reflective ability and self-regulation skills
that are elements of reflective practice in future
engineers.
The main results and findings
Based on the specific characteristics of engineering
activities, a creative approach to the profession must
necessarily be based on critical thinking skills. Critical
thinking, the importance of which increases many
times due to the abundance of information sources,
involves the formation of skills to determine verifiable
facts; special information that is not important for
work; determining the reliability of the information
source; identify ambiguity and inaccuracy in
statements or evidence; identify the presence of
hidden assumptions; detection of logical violations;
evaluate the strength of arguments and some others
[1]. The relationship between creative and critical
thinking reflects the dialectic of professional activity:
the need and opportunity to create new things and
study the existing; to go beyond the established limits
- and apply existing healthy rules; expanding the range
of events - and focusing on something specific. The
development of critical and creative thinking of
university students can be mediated by personal
thinking as the main mechanism of self-organization of
psyche and human activity. So, in the literature, one
can find a definition of critical thinking as a reflection
of one's thinking in order to improve it [3; 4].
Taking into account the evolution of approaches to
reflection and reflection technologies in education and
emphasizing their increasing role and importance, A. S.
Sharov defines the ontological definition of the
concept of reflection as effective self-management of
various student activities aimed at gaining professional
experience[3].
The mentioned trends begin to affect the content of
the educational process, the forms and methods of its
organization, both at the level of traditional disciplines
of the professional field and at the level of educational
programs, in particular, relatively new disciplines -
Social interaction 'sir, Basics of project activity and
others. Attempts are being made to formalize the
methodology of teaching reflexive activity of students,
aimed at forming ideas about the psychological
mechanism of reflexes in students, the development of
motivation for reflexive activity, including the methods
of information, stimulation and instruction and the
methods of their implementation. . educational
process [4; 5]. The science of foreign language can also
play an important role in the formation of cognitive
skills of the supersubject. Students' learning of a
Volume 03 Issue 10-2023
34
American Journal Of Social Sciences And Humanity Research
(ISSN
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VOLUME
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ISSUE
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SJIF
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(2021:
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
foreign language in a professional environment gives
them the opportunity to directly join the world
achievements in the field of science and technology,
and forms a stereoscopic vision of the profession.
However, under certain circumstances, teaching a
foreign language can greatly contribute to the
intellectual development of students due to the
realization of the integral relationship between
thinking and speech, communication and cognitive
processes. According to A.F. Mamleeva, "In a
multidisciplinary university, the leading component of
the educational content in a foreign language class is
not the fundamentals of science, but the methods of
activity" [6].
Moreover, taking into account the development factor
of students' reflective readiness to use interactive
technologies in the process of teaching a foreign
language, we also observe a change in the pedagogical
vision regarding new educational standards. However,
as the analysis of the introduction of interactive
technologies in teaching a foreign language to
university students shows, there is still a rather low
level of ensuring the formation of student youth skills
of
work
in
the
framework
of
interactive
communication during training, as well as the
development of students' reflexive readiness to use
interactive technologies, taking into account their self-
education.
While the reflective activity of students in the study of
a foreign language contributes not only to the
formation of their necessary language competencies,
but also to the development of the ability to reflect on
the knowledge of another language as a process at the
moment. All this leads to the fact that the development
of reflexive readiness to use interactive technologies in
the process of teaching a foreign language becomes
the most important component of the student's self-
learning process. Appeal to student reflection in the
process of teaching a foreign language can have a
significant impact on the self-reflection of the student
himself in connection with his activities, which one way
or another which leads him to understand the
importance of turning to interactive technologies. All
this, to one degree or another, entails an increase in
the student's cognitive orientation, an increase in his
creativity and the desire to realize his intellectual
potential in language activity. As university practice
shows, the orientation of students to reflective activity
when they study a foreign language makes it possible
for them to form themselves as a linguistic personality,
as well as to predict the success of their actions and
increase the level of their self-organization.
T. S. Serova notes the importance of the intellectual
richness of the process of reading scientific and
technical literature in a foreign language, and
introduces the concept of thinking as a speech-
thinking activity [8]. The process of thinking and
Volume 03 Issue 10-2023
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VOLUME
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1121105677
Publisher:
Oscar Publishing Services
Servi
reasoning is considered as the main activity in learning
lexical units and syntactic models for reading, writing
and speaking a foreign language; at the same time,
meaning is the leading principle and is of particular
importance.
Thus, in recent decades, the foreign language discipline
has actually been in the development of students'
critical, creative, and reflective thinking. This article
attempts to analyze the possibilities of developing
reflective thinking skills within a traditional foreign
language course provided with a large block of out-of-
class interactive work, which includes the step-by-step
implementation of independent activities that affect
the formation of personal qualities of students. does.
important for future engineers.
According to A. N. Leontiev, reflection is the
establishment of compatibility between external
(practical) activity and internal (mental) activity [10].
Through introspection and understanding, reflecting
on the ongoing activity on the inner plane, the subject
can improve it. Depending on the type and direction of
reflexive processes and in the context of learning a
foreign language, researchers distinguish the following
types of reflexes:
- personal: self-assessment of motives for learning a
foreign language and understanding the value of
completing the educational task;
- intellectual: awareness of one's own intellectual
resources and cognitive abilities of information
processing to carry out activities offered in a foreign
language;
- language: analysis of their language capabilities and
level of practical knowledge of a foreign language at
this stage;
- emotional: internal fixation of emotional perception
of the problematic foreign language situation;
- cooperative: taking a position above one's own
internal circumstances, assessing them from the
outside from the perspective of an external observer;
- communicative: awareness of the perception of
oneself by other people in order to coordinate one's
actions with the actions of communication partners.
As for the temporal direction, situational, retrospective
and prospective forms of reflection are traditionally
distinguished.
Based on the analysis of these and other studies, it was
revealed that the reflexive readiness of students to use
interactive technologies in the process of teaching a
foreign language involves a special mental activity of
the student, the purpose of which is to learn the forms
and techniques used in this to develop their abilities in
the direction of gaining experience in learning foreign
language. The problem of developing students'
reflective readiness to use interactive technologies
Volume 03 Issue 10-2023
36
American Journal Of Social Sciences And Humanity Research
(ISSN
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VOLUME
03
ISSUE
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AGES
:
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SJIF
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MPACT
FACTOR
(2021:
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(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
requires understanding this process, taking into
account the specifics of the subject "foreign
language".
Thus, the reflective activity of students in their study of
a foreign language expands the possibilities of using
interactive technologies due to their certain
polyfunctionality, which affects the improvement of
the language culture of students along with their
culture of information communication. In this regard,
the considered possibilities of using interactive
technologies by university students in the process of
teaching them a foreign language on the basis of
reflection determined the relevance of the topic of this
article.
For the formation of a linguistic personality, the ability
to turn not only inward, but also outwardly, to be
problematic is also important in the subject of activity.
Thus, G. I. Bogin states that the universal sign of
reflective thinking is the ability to transform into other
structures,
including
language
personality,
understanding,
problematization,
cognition,
evaluation, and emotions [11].
N.M. Ahmedova stated that the reflexive need leads to
the formation of the need for external evaluation of
one's success (results), which is very important for the
need to forgive the creative feelings associated with
success and for the timely correction of difficulties [12;
p. 69].
In the course of learning and professional activity in a
foreign language, the development of students' self-
management ability gradually passes through the
stages of pointing, modeling and project activities. In
general, reflexive-regulatory mechanisms in the
educational process have the characteristics of
integrity, consistency and complexity, so it is
impossible to form reflexive skills, foreign language
speaking skills and language knowledge in teaching
management and critical thinking. should be limited to
classroom activities and ensure its harmony with
extracurricular
forms
and
teaching
methods.
According to the authors, priority should be given to
interactive educational activities when designing
extracurricular activities. Such activity, taking into
account the professional interests and individual
characteristics of students, has a positive effect on the
development of reflexive mechanisms of self-
regulation of the educational process and future
professional activity, as it promotes communication in
interaction, mutual provides a change in relationship.
Reflection in interactive activities out-of-audience the
classroom
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Publisher:
Oscar Publishing Services
Servi
Forms and
methods of
interactive
activity
The role of the reflective component
Leading
reflexive
processes
Educational
research
Thinking as a method of increasing cognitive activity in the
process of experimenting with creative and non-standard
tasks. Situational and retrospective reflection helps to form
the skills of conscious independent work with language
material and reflexive skills of critical thinking.
Intellectual,
personal,
emotional
reflection
Group
discussions,
debates,
debates
To contribute to the formation of stability of perceptive-
reflexive processes in the communicative competence of a
person. In the course of the discussion, the students mirror
each other and restore their characteristics. The final
assessment allows to analyze the results of each student's
individual work and evaluate the effectiveness of collaborative
activities.
Cooperative,
personal,
communicative,
linguistic,
emotional
reflection.
Business and
role-playing
games
It allows to connect cognitive activity with behavioral actions.
Holistic and semantic design of schemes of self-regulation of
professional activity through thinking occurs in the process of
acquiring knowledge and in generalized schemes of
educational and professional activity. Through thinking, the
game participant gets acquainted with the norms accepted in
society and understands the activities that exist both in the
game space and in culture.
Communicative,
personal,
intellectual,
reflective.
Dealing with
the situation
A change in plans of reflexive processes is characteristic. At the
introductory stage with the terms of the work, reflection plays
a regulatory role aimed at performing the problem task. In
addition, during the search phase, the thinking center is
updated in three directions: creativity - in creating new ideas
and developing creative solutions; activation of mental
operations when working with information; self-identification
and identification with the work developer and real or
imagined characters. At the final stage, when reflecting on
work, students describe their experiences, which allows them
to identify problem areas and difficulties in language learning,
as well as to determine possible ways to overcome them. With
the help of the box, processes are initiated that help to
develop reflective skills in a controlled manner.
Intellectual,
personal,
communicative,
collaborative
reflection.
Project method Project activity in thinking (understanding one's own actions),
acting
(cooperation
and
cooperative
attitude),
communication (sharing experiences, feelings, information)
and self-awareness (a person's self zi) helps to increase
reflection. instructions). Project activities stimulate the
Personal,
intellectual,
collaborative
reflection.
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Oscar Publishing Services
Servi
processes of self-organization and self-management through
the learning process and future professional activities.
CONCLUSION
Based on the foregoing, we can conclude that the use
of interactive technologies in the process of teaching a
foreign language should become the most important
educational resource in the development of a
student's reflection of his activity. Thus, this is a certain
personality trait that helps the student to evaluate his
thoughts and actions and thus remove the "language
barrier" in the course of overcoming language
difficulties. To do this, teachers must create an
appropriate environment for the student to enter a
reflective position, which can be helped by the
possibility of a variety of feedback provided by
interactive technologies. However, the development
of students' reflective readiness for the use of
interactive technologies in the process of teaching
them a foreign language does not occur by itself, which
is why it becomes necessary to prepare students for
reflective activities, for example, within the framework
of organizing collective and individual educational
work for them, including mandatory discussions and
trainings. This can also be facilitated by the
introduction of a portfolio for students with their self-
observation in terms of their self-organization of
learning a foreign language based on interactive
technologies. Thus, the development of students'
reflexive readiness to use interactive technologies in
the process of teaching a foreign language implies such
an educational space in the university, which would
always provide for the organization of reflexive activity
within the framework of interactive learning, which is
associated with students' constant comprehension of
the process of their knowledge. At the same time, the
increase in the language culture of students on the
basis of their reflection is not limited to the use of
interactive technologies by them in the course of
studying the language material. A detailed study
requires, for example, the possibility of implementing
interactive learning, as close as possible to the real life
of the country of the language being studied. This is
due to the fact that the development of reflexive skills
should be combined with the content of the main types
of professional activities of the future specialist.
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