CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
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23
VOLUME:
Vol.06 Issue01 2025
10.37547/pedagogics-crjp-06-01-06
Page: - 23-30
RESEARCH ARTICLE
Analysis of The Current State of Methodological Competence
Formation of Future English Language Teachers in The
Educational Process
Djanabaeva Adina
Doctoral Student, 3rd Year, Nukus State Pedagogical Institute named after Ajiniyaz, Uzbekistan
Received:
25 November 2024
Accepted:
28 December 2024
Published:
12 January 2025
INTRODUCTION
In today's world, marked by globalization and the
development of international ties, proficiency in foreign
languages, particularly English, is of paramount
importance. English serves as a language of international
communication,
science,
business,
and
culture.
Consequently, there is a growing demand for highly
qualified English language teachers capable of effectively
instructing in accordance with contemporary educational
standards and societal needs.
The process of developing methodological competence in
prospective English teachers studying pedagogical
disciplines such as "General Pedagogy," "Methods and
Technology of Foreign Language Teaching," and
"Innovative
Pedagogical
Technologies
in
Foreign
Language Teaching" is directly linked to the proper setting
of the goal of this development, the creation of an effective
curriculum, and the determination of appropriate
organizational and pedagogical conditions. N.F. Talyzina,
in her pedagogical research, emphasizes that the model for
future English teachers should be constructed in a way that
considers the professional qualities of the individuals,
which need to be developed for effective work in their
ABSTRACT
This research is dedicated to analyzing the current state of methodological competence formation in prospective English langu age
teachers during their university studies. In the context of contemporary demands on language education, where the emphasis is
shifting towards the development of communicative and intercultural competencies, the methodological training of educators is
of particular importance. The aim of the study is to identify the level of methodological competence formation in students at
various stages of their education and to determine the main problems hindering its effective development. The work examines
the theoretical foundations of methodological competence formation, analyzing various approaches to defining its structure and
content. Special attention is paid to the practical component of future teachers' training, including teaching practice, the use of
modern educational technologies, and the development of reflective skills. The study employed a set of diagnostic methods,
including testing, questionnaires, interviews, classroom observation, and analysis of student portfolios. The results of the study
demonstrate a heterogeneous level of methodological competence formation among students from different academic years. Both
strengths and problematic areas in their training were identified. Analysis of the obtained data allowed us to determine the main
factors influencing the formation of methodological competence and to formulate recommendations for improving the educational
process in universities. The findings can be used to optimize curricula and enhance the quality of future English language te achers'
training.
Keywords:
Methodological competence, English language teacher, professional training, intercultural competence, diagnostics, analysis, university, students,
formation, development, ICT competence.
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
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future careers [1, p. 31].
A crucial component of an English teacher's professional
competence is methodological competence, which
encompasses not only knowledge of the language itself but
also mastery of teaching methods, techniques, and
technologies, the ability to plan, organize, and evaluate the
teaching process, as well as the capacity for reflection and
professional growth.
Currently, the system of training English language teachers
faces certain challenges related to the insufficient level of
methodological competence among graduates. This can be
attributed to various factors, including outdated curricula,
a lack of practical training, and limited use of modern
information and communication technologies (ICT) in the
educational process, among others.
The integrative personal and professional characteristic of
a foreign language teacher, known as methodological
competence,
is
formed
through
psychological-
pedagogical,
methodological,
and
subject-specific
training, as well as personal experience in research and
professional practice. It manifests itself in pedagogical
activities aimed at developing students' foreign language
communicative and intercultural competencies, as well as
in research and methodological work. A key indicator of
this competence is an adequate command of the language
and knowledge of the culture, enabling the teacher to serve
as a model of foreign language communication and
effectively develop relevant skills in students [2, p. 199].
The social nature of a foreign language stems from human
activity, interactions, and relationships. In university-level
English
language
instruction,
the
focus
is
on
communication, with the student acting as an active
participant. The process of teaching foreign language
communication replicates the core elements of real-world
communication:
motivation,
purposefulness,
informativeness,
novelty,
situational
relevance,
functionality,
the
nature
of
interaction
between
communicators, and the system of linguistic resources
employed [3, p. 203].
A survey of foreign language teachers indicated that a
significant challenge they may encounter is insufficient
ICT competence and technical issues with equipment and
internet access. To overcome these difficulties, teachers
believe that clear methodological guidelines, step-by-step
instructions, and training workshops are essential [4, p. 3].
Therefore, the aim of this research is to determine the
actual state of methodological competence formation in
prospective English language teachers during their study of
pedagogical cycle disciplines at Nukus State Pedagogical
Institute, Urgench State University, and Tashkent State
University.
To achieve the stated aim, the following objectives were
formulated:
➢
To identify and substantiate the criteria and
indicators
of
methodological
competence
development in prospective English language
teachers.
➢
To
diagnose
the
level
of
methodological
competence formation among 2nd- to 4th-year
students at the specified universities across different
stages of their academic development (motivational,
cognitive, and reflective-creative).
➢
To
compare
the
level
of
methodological
competence formation between students in control
and experimental groups.
➢
To analyze the obtained results and identify the key
challenges in the formation of methodological
competence.
➢
To develop recommendations for enhancing the
educational process within universities to improve
the level of methodological competence in future
English language teachers.
METHODS
As S.S. Butko observes, active learning environments, in
contrast to traditional settings where imperative and
commanding forms of pedagogical influence prevailed,
shift the focus towards stimulating students' independent
initiative. Rather than issuing direct instructions,
instructors employ optative forms of encouragement, such
as requests, suggestions, subtle prompts (hints), and the
creation of conditions where students independently decide
to undertake a given task [5].
Furthermore, A.E. Pavlova posits that an English language
teacher, acting as a custodian of linguistic knowledge and
cultural heritage, is responsible for skillfully selecting and
structuring core linguistic concepts and principles,
ensuring their accessible comprehension and effective
assimilation by learners. A teacher's professionalism lies
not only in the transmission of subject matter but also in
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understanding the formative context and the scope of
application of the concepts being taught. A crucial aspect
is the capacity for critically evaluating the content of the
discipline and the curriculum [6, p. 169].
This study was conducted to diagnose the level of
methodological competence formation among prospective
English language teachers during their study of
pedagogical cycle disciplines. The research involved 2nd-
to 4th-year students of English Philology faculties at
Karakalpak State University, Urgench State University,
and Nizami Tashkent State Pedagogical University, all of
whom had completed teaching practice.
In our assessment, we relied on the criteria and indicators
of the development of the competencies under
investigation, as reflected in the model of methodological
competence formation for future English language
teachers, which are aimed at fostering their methodological
competence.
Table 2.2.11. Assessing the Actual Level of Methodological Competence Development
in Prospective English Language Teachers Across the Motivational, Cognitive, and
Reflective-Creative Stages. Motivational Stage, 2nd Year.
TSPU
KSU
Urgench
Control
group
Experimental
group
Control
group
Experimental
group
Control group
Experimental
group
30
29
30
30
30
29
30
30
30
28
29
30
119
118
118
355
Cognitive stage 3 course
TSPU
KSU
Urgench
Control
group
Experiment
al group
Control
group
Experiment
al group
Control group
Experiment
al group
58
57
58
58
57
56
115
116
113
344
Reflective-Creative Stage (Year 4)
TSPU
KSU
Urgench
Control
group
Experimental
group
Control
group
Experimental
group
Control
group
Experimental
group
56
54
54
55
53
54
110
109
107
326
The respondents in this study were pre-service English
language teachers, specifically 2nd- to 4th-year students
from the aforementioned universities, enrolled in English
Philology programs, all of whom had completed their
teaching practicum.
A comprehensive set of complementary diagnostic
methods was employed for data collection, encompassing
testing, questionnaires, interviews, classroom observation,
analysis of student creative work, curriculum and syllabus
analysis, and portfolio review.
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For second-year students studying "General Pedagogy," a
24-item problem-based test was designed to assess
knowledge of the structure and specifics of methodological
competence, the methodological support and organization
of the educational process, teaching methodology for the
subject matter, performance requirements, as well as the
ability to analyze learning situations and adjust lesson
plans. Test results were evaluated using a three-tiered
scale: low level (13-16 correct answers, 55-70%), medium
level (17-20 correct answers, 71-85%), and high level (21-
24 correct answers, 86-100%). Testing was conducted in
both control and experimental groups at the beginning and
end of the first semester of the 2017-2018 academic year.
Thus, a level represents the degree of development of
methodological skills. In turn, by the development of
methodological competence, we understand the positive
dynamics of changes in its main features, the transition to
a higher level of formation. The division into levels is
conventional and represents a generally accepted
classification. The table presents three levels of
methodological competence (high, medium, and low).
Table 2.2.11.
Levels of Methodological Competence in Prospective English Language Teachers
High Level
High Level
High Level
The
pre-service
teacher
demonstrates the ability to
independently design their
own activities and those of
students,
to
organize
educational work in the
classroom
methodically
soundly and creatively, but
experiences difficulties in
using specialized teaching
methods and tools.
The
pre-service
teacher
demonstrates
the
ability
to
independently design their own
activities and those of students, to
organize educational work in the
classroom methodically soundly
and creatively, but experiences
difficulties in using specialized
teaching methods and tools.
The
pre-service
teacher
demonstrates the ability to
independently design their
own activities and those of
students,
to
organize
educational work in the
classroom
methodically
soundly and creatively, but
experiences difficulties in
using specialized teaching
methods and tools.
To ascertain the degree of development of communicative,
informational,
creative,
and
innovative
skills
in
prospective English language teachers (3rd- and 4th-year
students enrolled in "Methods and Technology of Foreign
Language Teaching" and "Innovative Pedagogical
Technologies in English Language Teaching"), and to
determine the level of their methodological competence at
the initial (diagnostic) stage of the experiment, the
following methods were employed:
1.
Curriculum
and
Syllabus
Analysis:
An
examination of the curricula and syllabi that the
prospective teachers would utilize in their practice was
conducted. This analysis aimed to evaluate the extent to
which these documents align with contemporary
requirements for English language instruction.
2.
Written Assignment: A written task was
administered to the prospective teachers, requiring them to
demonstrate their knowledge and skills in English
language teaching methodology. The assignment involved
lesson planning, the selection and justification of teaching
methods and techniques, adaptation of materials for
diverse proficiency levels, and other related tasks.
3.
Classroom
Observation:
Observations
were
conducted of lessons delivered by the prospective teachers
during their teaching practice or internships. Their ability
to implement various teaching methodologies, plan and
structure lessons effectively, interact with students, and
foster active student participation was assessed.
4.
Portfolio Assessment: Prospective teachers were
asked to submit portfolios containing their lesson plans,
teaching materials, student feedback, and other documents
related to their methodological work.
5.
Interviews: Interviews were conducted with the
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prospective teachers, during which they were questioned
about teaching methods, approaches to working with
different learner profiles, adaptability to various classroom
situations, and other relevant topics.
6.
Student Questionnaires: Students who had been
taught English by the prospective teachers were asked to
complete anonymous questionnaires. These questionnaires
solicited feedback on the teachers' methodological
competence, teaching effectiveness, ability to explain
material clearly, and capacity to engage students.
RESULTS
The research findings are presented according to the stages
of methodological competence formation (motivational,
cognitive, and reflective-creative) and within the context
of each of the three universities (Karakalpak State
University, Urgench State University, and Nizami
Tashkent State Pedagogical University).
An ordinal scale method was employed for processing the
test results. For this purpose, ordinal grading scales (L)
were utilized, where natural numbers {xi} and {yi} were
taken as one of the L values. The number of students
achieving a sufficient score served as a group indicator,
represented as a score vector for the experimental group: n
= (n1, n2, ..., nL), where nL is the number of experimental
group students scoring L points (where L = 1, 2, ..., L).
Similarly, the coverage vector for the control group is
represented as: m = (m1, m2, ..., mL), where mL is the
number of control group students scoring L points. In the
event that n1 = n2 = ... = nL = N and m1 = m2 = ... = mL
= M, this indicated a uniform distribution of results. Based
on student responses to the problem-based questions, their
knowledge requirements were identified and evaluated as
follows: High; Medium; Low. The criteria we established
are presented in Table 2.3.12 below.
Table 2.3.12
Level of Knowledge
Level of Knowledge
Number of Correct Responses to Problem-Solving
Questions
Low
13-16 (55-70%)
Medium
17-20 (71-85%)
High
21-24 (86-100%)
Histograms were generated to visualize the comparison of
problem-based question results between the control and
experimental groups for both the first and second years of
study at the State Institute. These visualizations are based
on the data presented in Table 4 (Figure 2.3.2 and Figure
2.3.3).
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For the verification of experimental works, the Wilcoxon-
Mann-Whitney test was used [23; 61]. According to this
criterion, two samples are checked not by absolute values, but
by their pairwise comparison. We have two variants: {xi}i =
1………N и {yj}j = 1 ………M and the first choice for each
element xi, I = 1.......N, then we determine the number of
elements of the second variant, which exceeds in its value (i.e.
let y, где yj> xi). This is a worthy deed, and everything should
end with this а1 = а2 = ............аN =
The sum is called the empirical value of the Mann-Whitney
criterion for all N members of the first sample and is shown
in the figure below:
U =
DISCUSSION
This study, dedicated to diagnosing the level of
methodological competence formation in prospective
English language teachers at Karakalpak State University,
Urgench State University, and Nizami Tashkent State
Pedagogical University, revealed the following key trends:
➢
Organizational forms and teaching
techniques that yield the most effective
results in terms of developing students'
methodological competence.
➢
The high potential of maximizing the
opportunities
offered
by
the
aforementioned pedagogical disciplines.
➢
Game-based simulation, according to
survey
data,
possesses
substantial
educational potential.
Concurrently, analysis of pedagogical discipline classes
demonstrated that due to the instructors' reliance on
traditional teaching methods, predominantly frontal and
individual work formats are employed. There is a lack of
emphasis on creativity and student autonomy in choice,
underdeveloped social interaction, limited attention to
active learning methods, and a near absence of project-
based
learning,
frame-based
techniques,
Kaizen
methodologies, microteaching, and micro-research.
Consequently, the data obtained during the diagnostic
stage of the experiment led to the following conclusions:
these areas are prioritized by the majority of students; first-
year students experience particular difficulty and anxiety
intoler
low
medium
high
exp. Group
con. Group
=
N
i
i
Q
1
=
N
i
i
a
1
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related to their adaptation to the student div, with a clear
deficiency in communication skills and interpersonal
competence; the students’ level of methodological
competence and emotional resilience is demonstrably
insufficient, with the majority of students exhibiting
medium (50%) or low (44%) levels of methodological
competence in relation to their surrounding environment.
Only a small percentage of students demonstrated either an
absence of methodological competence or a very high level
of it (2% and 4%, respectively); external factors such as the
moral and psychological climate within the teaching staff,
individual student characteristics, and ergonomic factors
can influence an individual instructor's level of tolerance;
an insufficient level of dialogic competence was identified
among students, who may experience a lack of dialogic
interaction with instructors; analysis of history instructors’
classes revealed that, due to the prevalence of traditional
teaching methods, primarily frontal and individual work
formats
are
employed,
social
interaction
is
underdeveloped, limited attention is given to active
learning methods, and game-based simulation, project-
based learning, frame-based techniques, and Kaizen
methodologies are rarely implemented; conversations with
students indicated a heightened interest in these
technologies;
moreover,
the
students
themselves
acknowledge the effectiveness
of learning
these
technologies and also point to the potential for
strengthening social bonds within the group.
CONCLUSION
This study aimed to diagnose the level of methodological
competence formation among prospective English
language teachers during their study of pedagogical
disciplines at Karakalpak State University, Urgench State
University, and Nizami Tashkent State Pedagogical
University. To achieve this aim, the following objectives
were addressed: identifying criteria and indicators of
methodological competence formation, conducting a
diagnostic assessment of the level of methodological
competence development in 2nd- to 4th-year students, and
analyzing the obtained data to determine directions for
improving the educational process.
The research involved an analysis of syllabi for all
pedagogical discipline courses and methodological
training programs to update, expand, and harmonize the
objectives, content, and technologies of conventional
courses. Course objectives were aligned with the logic of
holistic formation of all components of innovative
professional
activity:
motivational,
cognitive,
technological, and reflective. The content of pedagogical
disciplines was enriched with topics elucidating the
essence of methodological competence, aligning more
closely with the logic of teacher training. These included
problem-based lectures incorporating contextual learning,
Kaizen methodologies, frame-based technology for project
seminars, reflective practices, pedagogical case studies,
and similar approaches.
Based on the findings obtained, the following conclusions
can be drawn:
➢
Curricula
for
pedagogical
disciplines
require
strengthening the practical orientation and emphasizing
the acquisition of contemporary English language
teaching methodologies.
➢
The system for organizing and conducting teaching
practice needs improvement, including mentorship and
supervision.
➢
A
crucial
factor
in
enhancing
methodological
competence is creating conditions to motivate students
toward professional development and self-directed
learning.
➢
The results of this study can be utilized to optimize the
process of training English language teachers in higher
education institutions in Uzbekistan.
➢
Future research avenues include the development and
implementation of new models and technologies for
fostering methodological competence in prospective
English language teachers, as well as investigating the
influence of various factors (e.g., individual student
characteristics, teaching practice experience, and the use
of ICT) on this process.
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