The Influence Of Steam Technologies To Students’ Professional
Speech Competence In English Classes
Umida Irgasheva
The University of Tashkent for Applied Sciences, Gavhar Str. 1, Tashkent 100149, Uzbekistan
https://doi.org/10.5281/zenodo.10458796
Keywords:
STEAM technologies, competence, challenge, innovation, creativity, communication, contribute universal
skills, requirement, effectiveness, personal, career-oriented approaches.
Abstract:
This article proves the importance of improving students’ professional speech competence based on STEAM
technologies in teaching English. The basis of modern approaches, the suggestions and recommendations for
enhancing the information methodological support for the development of communicative, linguistic,
sociolinguistic, pragmatic, speech and lexical competences with the help of STEAM technologies in teaching
English are explained in the article.
1 INTRODUCTION
Nowadays teachers face a major challenge.
The world where we live is evolving rapidly, but
the way we teach students has hardly changed
over the past 100 years. So the question is, are
we doing everything we can to prepare students
for the life they will face when they leave
school? As educators, we need to reflect on the
fact that, in addition to factual information,
students need to be taught universal skills. Our
role as educators is to inspire students to
invention and perseverance in achieving goals.
For us, thinking is not a noun - it is a verb, an
action, an activity, and this is what we hope to
achieve with our students. We want to challenge
students to try something new, or to tell them that
it’s good to fail over and over again until they
succeed. We want to tell students to learn from
their mistakes and find solutions, and that the
biggest lesson they learn is a problem they
cannot solve [1].
The pace of world change is so fast that the
professions of the future are even impossible to
imagine. Over the past 20 years, technology has
completely changed everything possible. Given
this pace of change, educators can only guess
what new professions will exist 20 years from
now. Therefore, education should be not only
information
acquisition,
but
also
skills
development so that students can adapt to a
changing world. Traditional teaching and
learning systems do not provide young people
with the skills they need to achieve their goals in
the modern world. The majority of traditional
classical forms of instruction in a variety of
subjects are poorly adapted to provide the skills
needed to develop creative solutions to complex
problems. Traditional schooling addresses the
problems of the past, but not the problems of the
future. We believe that we must support the
development of the universal skills that require
students to adapt and respond to a rapidly
changing world. In this way, we will make them
more resilient, flexible and ultimately successful
as they enter the real world and begin to
contribute to society [2].
2 Materials and Methods
Our new approach to STEAM teaching -
Science, Technology, Engineering, Arts, and
Math - is an interdisciplinary method aimed at
helping students develop vital, versatile skills
and
knowledge
across
subjects
through
experimentation, trial and error, and creativity.
The cross-functional approach to STEAM
illustrates how we can prepare students for real
life. It works on the premise that the world is
complex and messy; that there is no such thing
as a problem that can only be solved by knowing
chemistry or physics. The challenges are
multifaceted, and the thinking required to find a
solution must be as dynamic as the world around
us. STEAM is based on the understanding that
innovation is often born where different things
intersect. By studying these subjects at the same
time, students look at a wider range of
perspectives when solving a specific problem.
While traditional learning develops evidence-
based knowledge, our STEAM program will
develop the skills needed to grow - flexibility,
critical thinking, creativity, and communication
[3].
There is also ample evidence that STEAM
has a beneficial effect on learning in all areas
precisely because it helps develop these versatile
skills. Learners means they can develop their
knowledge and skills through hands-on exercises
creating hands-on challenges. The freedom to
explore and express ideas with others in solving
these real-world open-ended problems and
active participation have been proven to improve
learning. Our society sets a task for higher
education institutions to train specialists who
have a thorough theoretical knowledge for their
future
professional
activities,
who
can
effectively apply their knowledge in practice,
who can creatively apply their practical skills in
their work. In today’s world of international
relations, knowledge of languages is also of
great importance for multilingual technologists.
It is precisely the future professional activity that
determines the content and form of education,
and today requires a radical change in the
methodology of teaching foreign languages at
universities. Currently, the demand for highly
qualified engineers who can speak a foreign
language fluently and exchange information and
experience at an international level remains high
[4].
The professional communicative competence
in a foreign language is an integrative feature of
the person, characterized by the amount of
knowledge, skills and competencies in a foreign
language, communication ethics in technics and
formed by modeling the engineer’s professional
communication in a foreign language. The
system of training of non-linguistic higher
education
institutions
should
meet
the
requirements of rapidly changing international
relations, the formation of independent, creative
solutions
to
problems
of
professional
communication, which can quickly adapt to the
exchange of information on updated economic
and
professional
fields.
Improving
the
effectiveness of vocational-oriented foreign
language teaching to students of technical
universities requires the development and
implementation of new STEAM technologies in
practice [5].
In our study, we are talking about a system of
foreign language teaching based on software and
hardware,
in
which
information
and
communication technologies are an integral part
of education. Software and hardware for
teaching a foreign language means a set of
computer equipment and software used in
foreign language teaching and is a necessary
element
of
various
information
and
communication technologies. In this regard,
during the study, special «information and
communication technologies» were developed
and put into practice.
The analysis of the impact of the modern
educational paradigm on the system of foreign
language education at technical universities
showed the need to develop this system of
foreign language teaching based on personal,
communicative, developmental, career-oriented
approaches [6].
This STEAM technology is an interactive
communication, fully informing students about
how the stages of the learning process go;
effective teaching methods that provide
modeling of situations related to professional
communicative-cognitive
activity
in
the
educational process, taking into account the
modern communication environment; students‟
interest in learning throughout their lives and
careers includes continuing education, which
involves the development of foreign language
learning skills independently, promotes the idea
of self-education, and requires students to
develop an independent stable personality based
on reflexive skills. At the same time, it requires
the development of students‟ ability to
communicate in a foreign language and the use
of information and communication technologies,
along with the formation of communicative
competence [7].
These skills can be incorporated into the core
professional competence of a specialist as
intellectual competence. The study of the genre
of texts as an integral part of the content of
foreign
language
teaching
at
technical
universities has shown the following. The rapid
updating of data and its obsolescence have led to
a significant increase in the share of technical
scientific articles, their inclusion in the list of
secondary texts and their importance in the
general scientific and professional literature in
the field of engineering [8].
Their main task is not to present new facts,
theories, concepts, but to generalize and interpret
basic scientific and professional information and
create secondary information on this basis. Such
information is easily assimilated by students.
The specific features of the selected articles
during the study revealed the expediency of
using this genre of scientific literature as a basis
for the development of interrelated receptive and
reproductive skills and competencies and
modeling
of
scientific-professional
communication. The inclusion of information
letters (CV, technical job resumes descriptions
and objectives, technical job application forms),
information on new sanitary norms, rules and
hygiene standards, texts of lectures of famous
foreign scientists, their audio and video
recordings in the content of foreign language
teaching will increase the effectiveness of
foreign language learning proved.
Websites
of
international
technical
organizations,
universities,
companies
cooperating with universities, training of
specialists in this field and other technical
organizations (factories, plants) are a necessary
element of the content of foreign language
teaching in technical universities [9].
The basis of information and communication
technology, which we have developed, is the
modeling and repetition of communicative
situations in the learning environment, the
preparation
and
conduct
of
scientific
conferences based on the materials of
international
factories,
as
well
as
the
development of software systems [10].
Accordingly,
skills
were
selected,
appropriate means of speech were selected,
exercises aimed at mastering this type of
communication
were
developed,
and
requirements for the necessary teaching aids
were formed. Achieving the ultimate goal of
foreign
language
teaching
at
technical
universities requires a variety of information and
communication tools (software and hardware)
that are relevant to the formation of students‟
professional communicative competence in a
foreign language [11].
The study proved that regular use of software
systems in the educational process creates a
mixed type of learning environment that
provides the formation of knowledge, skills and
competencies, as well as provides a gradual
transition of students to independent learning
activities. The use of ready-made foreign
language teaching aids in the learning process
presented on the Internet has shown that teaching
in technical universities is not in line with the
goals and objectives of professional orientation.
This highlighted the need to develop a system of
software tools suitable for technical prevention
[12].
Also, as a necessary element of a modern
system of foreign language teaching and an
important element of teaching based on
information and communication technologies, it
is necessary to develop a system of software
tools for learning foreign languages, including:
1. Curriculum that provides some skills and
abilities; 2. a textbook containing audio
exercises that provide the formation of speaking
and listening skills; 3. Electronic technical
dictionaries that provide the development of
professional communication in a foreign
language [13].
CONCLUSIONS
STEAM technology is an interactive
communication, fully informing students about
how the stages of the learning process go;
effective teaching methods that provide
modelling of situations related to professional
communicative-cognitive
activity
in
the
educational process, taking into account the
modern communication environment; students’
interest in learning throughout their lives and
careers includes continuing education, which
involves the development of foreign language
learning skills independently, promotes the idea
of self-education, and requires students to
develop an independent stable personality based
on reflexive skills.
REFERENCES
[1]
Jalolov J. Chet til o„qitish metodikasi. O’qituvchi -2012.
Pp.79-118.
[2]
Shipulina Ye.R. Fprmation of future teaxhers’
professional competences on the bases of the course
«STEM – technologies in education» master’s
dissertation, Ekaterinburg, 2020. pp. 34-39.
[3]
Kasatkina N.E., Gradusova T.K. “Modern educational
technologies in Higher education”. Kemerovo, 2011.
pp. 42-63.
[4]
White D.
“What is STEM education?”
URL:
https://www.researchgate.net/publication/
2017.
[5]
The EU STEM Coalition is a network of national STEM
platforms, European members and national (associate)
members. Use the filters on the left to narrow your selection.
URL:
http://www.stemcoalition.eu/members
[6]
URL:
http://bcro.edusite.ru/DswMedia/proektkoncepciipredmetno
yoblastitexnologiya .2018.
[7]
Berger, R. STEM Education: New Research Sheds Light On
Filling The STEM Gap For Girls [Электронный ресурс] –
Режим
доступа:
https://www.forbes.com/sites/rodberger/2018/03/31/stem-
education-new-research-sheds-light-on-filling-the-stem-gap-
for-girls/#7a395f681cf9–
[8]
Irgasheva, U.R. Improving students’ professional speech
competence based on steam technologies in teaching english
at technical universities. Journal of Central Asian Social
Studies, 2(02), 2021. pp.81-87.
[9]
Shipulina Ye.R. Fprmation of future teaxhers’
professional competences on the bases of the course
«STEM – technologies in education» master’s
dissertation, Ekaterinburg, 2020. pp. 45-46.
[10]
White D.
“What is STEM education?”
URL:
https://www.researchgate.net/publication/
2017.
[11]
Irgasheva, U.R. Formation of Professional Competencies of
the Students in the Process of Studying the Educational
Program “STEAM-Technologies in Education”. November,
International Journal of Discoveries and Innovations in
Applied Sciences 1, Volume-6, 2021. pp.76-80.
[12]
Irgasheva, U.R. Interactive teaching methods in ESP. Middle
European Scientific Bulletin, Volume 23, 2022. pp.168-172.
[13]
Irgasheva, U.R. English Learner Classification Status and
Stem Access. Web of Synergy: International Interdisciplinary
Research Journal, 2(1), 2023. pp.34-40.
