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EFFECTIVE METHODS FOR DEVELOPING ENGLISH LANGUAGE COMPETENCE
IN STUDIES OF ENGLISH PHILOLOGY DIRECTION
Yuldashev Sherzod Zairjanovich
International School Of Finance Technology And Science, Senior Teacher At The
Department Of Philology And Teaching Languages
Taryanikova Marina Anatolievna
Senior Teacher, Institute Of Pharmaceutical Education And Research
Abstract:
This article explores effective strategies for the development of English language
competence within the educational context. The study focuses on the integration of English
language modules at different educational levels and the incorporation of discipline-specific
courses to address specific linguistic needs.
Keywords:
English language, competence development, English language modules, English
language skills, language proficiency
Introduction
The concept of developing English communicative competence is a comprehensive view of the
English language teaching system. The English language learning model is a purposeful process
of acquiring the English language and gaining experience in communicative activities within
intercultural communication contexts. The concept is based on:
a) An international system of English language proficiency levels;
b) The system of descriptors of the Common European Framework of Reference for Languages
(CEFR);
c) Modern English teaching methodologies that ensure the effectiveness of the educational
process.
This concept is formulated based on the Institute's development program and contributes to its
efficient implementation, with its main functions being:
1. Methodological: defining the goals of English language learning, selecting the content and
designing study programs, utilizing teaching methods and technologies, and developing
assessment materials;
2. Organizational: serving as a document that contains comprehensive information on the
principles, approaches, and rules for organizing the English language learning process. The core
principles of the concept allow for independent adjustments and fine-tuning of learning
trajectories and programs.
This concept also emphasizes the integration of linguistic, cultural, and pragmatic aspects of
English language learning. It recognizes the importance of not only language proficiency but
also the ability to effectively communicate and interact in real-life situations. It promotes
learner-centered approaches, encouraging active participation, critical thinking, and creativity in
language learning activities.
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GOALS, CONTENT AND PLANNED RESULTS
The main goal of English language instruction for students in English Philology Studies is to
develop and further enhance English communicative competence at a level sufficient for
effective communication in social, cultural, professional, academic, and scientific domains. This
competence is based on the following:
1. Proficiency in English language that aligns with international standards (ranging from B2 to
C1 according to educational standards for respective study programs);
2. Ability to construct speech behavior in social, cultural, professional, academic, and scientific
communication situations, guided by the principles of effective communication and intercultural
dialogue.
The stated goal is achieved through the progressive completion of the following objectives:
a) By the end of the second year, all students should have attained English language proficiency
within the B2-C1 level range. This level of communicative competence enables students to
engage with educational programs and disciplines taught in English and is substantiated by the
attainment of an international and national (multilevel) certificate;
b) By the end of the final year, students should be able to present the results of their research or
projects in both oral and written English;
c) Upon completion of their study program, students should be prepared for professional
activities that require the use of English language, working in international environments, and
pursuing further education through English-based master's programs.
English language instruction in the graduate program takes into account the specific
characteristics of the field of study and overall aims to develop students' ability to utilize the
language as a tool for professional and academic communication. The English language
instruction encompasses six key areas:
English for General Communication Purposes
This area aims to provide practical proficiency in English for interpersonal and intercultural
communication (Savignon, 2003). The focus is on developing listening, reading, writing, and
speaking skills in accordance with the requirements of the Common European Framework of
Reference for Languages (CEFR) at levels B2 to C1.
English for Business Purposes
The objective of this area is to develop written and oral business communication skills (Takino,
2020). The courses are not specific to a particular business sector but cover a range of
communicative strategies and tactics necessary for productive collaboration with colleagues,
partners, management, employees, and competitors. Additionally, they aim to shape an
individual's style of corporate communication.
English for Academic Purposes
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This area is designed to equip students with the necessary skills for academic success, including
reading academic texts, academic writing, giving presentations, participating in discussions, and
conducting research in English (Kamaşak et al., 2021). The focus is on developing critical
thinking, academic vocabulary, and effective academic communication.
English for Specific Purposes
This area concentrates on developing English language skills in specific professional contexts,
such as English for Law, English for Medicine, English for Engineering, etc. (Milne, 2021;
Kováčiková, 2020; Arnó-Macià et al., 2020).The courses provide specialized vocabulary,
terminology, and communication strategies relevant to each field.
English for Intercultural Communication
This area aims to enhance students' cultural awareness and understanding of intercultural
communication dynamics. It focuses on developing skills for effective communication across
cultures, fostering empathy, and promoting intercultural competence (Ou et al., 2023).
English Language Proficiency Test Preparation
This area provides preparation courses specifically tailored to help students succeed in English
proficiency exams, such as IELTS, TOEFL, or Cambridge English exams (Tomlinson, 2020).
These courses focus on familiarizing students with the exam format, practicing test-taking
strategies, and improving overall language proficiency.
The description of the intended learning outcomes for English language instruction in each area
follows a unified model using descriptors from the globally recognized Common European
Framework of Reference (CEFR) for language proficiency. According to Piccardo (2020) the
CEFR serves as an instrumental and methodological document allowing for:
a) Systematizing the development of language courses and educational programs and aligning
them with the reference levels (A1-C2) based on their complexity;
b) Developing customized assessment, measurement, and instructional materials that are aligned
with international standards;
c) Facilitating professional dialogue among educators working in different countries and
educational institutions through a shared metalinguistic framework for describing foreign
language teaching systems;
d) Correlating the results of various international language proficiency tests and recognizing
competencies.
When formulating and detailing the learning outcomes for discipline programs, CEFR
descriptors, adapted to the relevant educational context, will be employed. A unified 100-point
scale and the technology of creating a Communicative Student Profile may be utilized (Shaw,
2020).
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The assessment scale used in English language instruction is a graded 100-point scale that allows
for:
1) Assessing overall proficiency in English and aligning it with international standards;
2) Assigning the level of difficulty to evaluation materials and developing tests of different
levels;
3) Comparing results from entrance tests, internal and independent assessments, and tracking
student progress;
4) Formulating educational objectives and selecting optimal instructional materials and pathways;
5) Establishing a unified methodology for collecting and analyzing data on education quality.
The scale is aligned with major scales of measuring English communicative competence (such as
the Pearson Scale of English, Cambridge Scale, TOEFL Scale, etc.). The presentation of English
language learning outcomes will utilize this scale and the Language Profile technology (Shaw,
2020).
The Language Profile technology represents a comprehensive collection of verbal characteristics
of speech behavior across four types of language activities, each of which can be detailed and
measured. All descriptors used in constructing student Language Profiles are formulated as
holistic positive statements aimed at creating a complete picture of individual communicative
behavior patterns. Descriptors are measurable, correspond to the assessment scale, and align with
the CEFR reference levels of language proficiency (A1-C2).
The Language Profile technology, in conjunction with the assessment scale, allows for the
dynamic representation of learning outcomes (see Appendix 1).
MODEL
The educational process model consists of an interconnected combination of educational content
and intended learning outcomes, as outlined in the curriculum for academic disciplines and
assessment activities. These elements can be classified as university-wide or additional
components. University-wide elements are offered to students of all study programs through
their respective curriculum. The implementation of university-wide elements is carried out
within the "English Language" module, which comprises elective courses and ensures that
students achieve a minimum level of B2 on the CEFR scale. Internal and Independent
Examinations, which are mandatory for all students in English Philology Studies programs, are
also considered university-wide elements. Additional elements in English language education
can be included in study programs based on decisions made by faculty and program leadership.
These elements can be either elective (offered by faculties or study programs in addition to the
program requirements) or compulsory (considered within the program requirements and offered
by faculties or study programs). Additional elements can be included in both the English
language module and other study program modules. The implementation of these elements
allows for the consideration of the specific characteristics of the faculty, field of study, or
particular study program, and ensures the necessary scope and quality of English language
preparation for addressing professional tasks in a specific field. The inclusion of additional
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elements can be initiated by educational institutions and departments responsible for English
language instruction, as well as by faculties or study programs. The coordination of additional
elements takes place annually during the approval of the working curricula for study programs.
Additional elements can include assessment activities that provide confirmation of English
language proficiency using 1) resources from authorized examination centers, and 2) assessment
materials developed within the university.
When developing and describing the university-wide and additional components of the English
language instruction model for all levels of professional training, a unified system of
terminology, categories, and measurement metrics is utilized. This approach ensures a consistent
description of educational content and intended learning outcomes. The presented model
facilitates comprehensive and multi-level preparation, taking into account the University's goals,
faculty requirements, and study programs.
THE PORTFOLIO OF DISCIPLINES THAT CONTRIBUTE TO ENGLISH
LANGUAGE TRAINING
The portfolio is organized according to a set of parameters, as outlined in Table 1. This
parameter system allows for defining methodological and organizational frameworks for
discipline implementation, constructing modular, multi-level English language education
programs, and creating individual educational trajectories.
This language module encompasses disciplines from six different areas, each with its own level
of complexity, prerequisite knowledge, and clearly formulated intended learning outcomes. This
modular structure enables the combination of disciplines and the formation of individual
educational pathways.
When designing the curriculum for the first year, disciplines are included to ensure the following:
- Development of listening, reading, writing, and speaking skills necessary for fluent oral and
written communication in interpersonal, social cultural, and business contexts (Derakhshan et al.,
2016);
- Development of lexical-grammatical skills and the ability to construct logical and well-
organized written texts and oral expressions (Peter, 2015);
- Development of speech characteristics such as fluency, coherence, and precision of thought
expression (Yan et al., 2021);
- Development of business communication skills (Jones & Alexander, 2000);
- Readiness for professional and academic communication using the English language (Frantz et
al., 2014).
This structure allows for the commencement of English language learning taking into account
the existing level of educational achievements. It also enables the possibility to modify the level
of study and the content direction based on the results of intermediate testing in English language.
The minimum scope of English language instruction within the proposed curriculum for the first
year includes directions 1, 2, and 4. The list of directions can be expanded.
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MECHANISM FOR SELECTING FIRST-YEAR DISCIPLINES
1.The university and its relevant departments, responsible for implementing the English language
module, prepare the proposal and approve the disciplines at the methodological council;
2. The academic supervisor of the study program includes the disciplines from the proposal in
the working curriculum plan. To provide students with a choice, it is necessary to include the
entire list of disciplines from at least two directions. It is recommended to select disciplines in
dialogue with the university or relevant departments in the field of English Philology;
3. The student chooses the disciplines of the 1st and 2nd modules based on the results of the
entrance test, and the disciplines of the 3rd and 4th modules based on the results of the
intermediate test. The student cannot choose disciplines with a minimum starting level higher
than the results of the entrance and intermediate tests indicated in the prerequisites. However, the
student can choose disciplines of lower difficulty level. A student who has reached a B2 level by
the time of the intermediate testing can change not only the level of study but also the direction.
When constructing the proposed curriculum for the second year, disciplines are incorporated to
foster the following objectives:
- Cultivating proficiency in academic communication and facilitating preparedness for studying
subjects in English (Darasawang & Reinders, 2021), commencing from the third year;
- Nurturing the ability to employ English language competencies within professional pursuits
(Nguyen et al., 2023);
- Equipping students with the necessary skills to prepare for international English language
examinations (Alshuraiaan & Almefleh, 2023).
The minimum scope of English language instruction within the proposed curriculum for the
second year includes directions 1-5. The compulsory discipline for all students who choose the
English language module is "Preparation for International Exams", and the second discipline is
chosen by the student from directions 1-5. Disciplines in directions 1-3 have prerequisites for the
advanced level (results of internal exams). The list of directions can be expanded, and the
parallel placement of two disciplines from the 1-3 modules can be changed to a sequential
arrangement.
MECHANISM FOR SELECTING SECOND-YEAR DISCIPLINES
1. The university and relevant departments prepare the proposal and approve the disciplines at
the methodological council;
2. The academic advisor of the educational program includes the discipline "English Language.
Preparation for International Exams" and any other disciplines from the proposed curriculum
into the working curriculum. To provide students with a choice, the entire list of disciplines from
at least two directions should be included;
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3. Each student has access to two disciplines within the guaranteed part of their educational
program from the offered disciplines of the English Language Module: "English Language.
Preparation for International Exams" and one elective discipline.
CHARACTERISTICS OF THE FINAL-YEAR DISCIPLINES
The disciplines of the final year belong to the field of "English for Scientific Publication
Purposes" and aim to develop language competence that enables students to write scientific texts
and present research results (Li & Flowerdew, 2020). These disciplines are based on subject-
language integrated teaching methodologies and can be implemented by the University, the
School of Foreign Languages, or the English Language Faculty.
ENGLISH LANGUAGE IN GRADUATE STUDIES
One of the core elements of the proposed curriculum for graduate studies is the discipline
"English for Research Purposes / Writing and Presenting Research", which carries 2 credits and
falls under the direction of "English for Academic Publishing Purposes" (Flowerdew & Habibie,
2021). This discipline aims to develop the necessary skills for presenting research findings at an
international level and creating scholarly publications. The program content of this discipline
takes into account the specificities of the field of study and the profile of the program.
The implementation of the English language module is accompanied by integrated university-
level assessment measures that perform the functions of predictive and final evaluation, as well
as an independent assessment of the level of English communicative competence.
DIGITALIZATION OF THE EDUCATIONAL PROCESS
The processes of digital transformation are changing the models of teaching foreign languages
and leading to the creation of complexes of technological solutions, which include information
and communication infrastructure, software, data processing processes, and decision-making
services.
In the implementation of disciplines, the university must provide a balanced combination of
physical and digital/virtual educational spaces, and gradually increase the indicators of digital
involvement for both teachers and students.
Digitalization should take place at two levels:
1) At the level of the educational process (short-term perspective);
2) At the level of the entire English language teaching system (long-term perspective).
Digitalization at the level of the educational process is associated with:
a) Enriching courses with online laboratories to develop language skills and enhance speaking
abilities on the university's digital platform (Paziura et al., 2021).
b) Incorporating exam preparation modules with interactive exercises on the university's digital
platform to facilitate independent study for examinations (Sun et al., 2020).
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c) Creating online courses in the following domains: English for General Communication
Purposes, Business English, English for Academic Communication, English for Specific
Academic Purposes, English for Specific Purposes, and English for Research Purposes (Rafiq et
al., 2021). These courses can be integrated into the curriculum as a partial replacement for
contact hours or as standalone components for self-paced learning.
d) Conducting university-wide exams online using proctoring tools (Hussein et al., 2020).
e) Implementing disciplines in fully or partially remote formats (Bahrun et al., 2023).
f) Establishing courses and forming integrated groups where teaching is conducted using
videoconferencing tools (Inderawati et al., 2023).
g) Delivering remote English language instruction utilizing modern tools and methodologies
(Russell & Murphy-Judy, 2020).
h) Leveraging digital communication channels to engage with all participants in the educational
process, including partners and competitors (Martínez-Peláez et al., 2023).
i) Expanding the use of distance teaching formats to attract native language speakers as
instructors (v et al., 2021).
Digital transformation in the English language teaching system is associated with the
establishment of an integrated digital language teaching system that enables the execution of
specific tasks through processing large volumes of data and identifying patterns within them. At
this level, digitalization provides opportunities for:
a) Online assessment of language skills and speaking abilities (including entrance tests,
formative and summative assessments, and self-assessment) with the ability to incorporate
additional parameters if necessary;
b) Designing personalized learning trajectories based on the results of entrance testing,
personalized requests, and time allocation;
c) Access to high-quality digital educational content based on authentic materials and developed
with the involvement of native language speakers;
d) Integration of educational resources from partners with institutional resources;
e) Accumulation and analysis of digital experience (educational experiences of students, teachers,
and methodologists);
f) Collecting a comprehensive set of data about educational achievements and preferences of all
learners in the university or language school;
g) Conducting psychometric analysis of online exam and test results.
Based on the conducted study, we have identified effective strategies for developing English
language skills. These strategies are as follows:
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- English language modules should be integrated at different educational levels to ensure
progressive and comprehensive development of language skills.
- Discipline-specific English language courses, such as English for Business Communication,
English for Research Purposes, and English for Academic Communication, should be
incorporated to cater to specific needs and enhance language proficiency in domain-specific
contexts;
- Digitalization measures, including online laboratories, exam preparation modules, and online
courses, should be implemented to provide interactive and flexible learning experiences;
- Integrated university-level assessment measures should be utilized to evaluate language
proficiency and provide feedback for improvement;
- Personalized learning trajectories based on individual needs and abilities should be provided,
allowing for tailored language instruction and targeted skill development.
By following these strategies, a practical and holistic approach can be taken to develop English
language competence within the educational context.
CONCLUSION
The integration of English language modules at different educational levels, including specific
discipline-based courses, has proven beneficial in facilitating a progressive and comprehensive
development of language skills. Furthermore, the incorporation of digitalization measures has
provided opportunities for interactive and flexible learning experiences. The use of online
laboratories, exam preparation modules, and online courses has contributed to enhancing
language proficiency, student engagement, and motivation.
Looking ahead, future perspectives for this research lie in exploring the effectiveness of these
strategies on students' overall language proficiency and academic performance. Additionally,
investigating the long-term effects of digitalization measures and identifying innovative
approaches and technologies will contribute to further advancements in English language
instruction.
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