The use of ICT in learning ESP by pre-service teachers of Mathematics in the wartime

Dmitrenko, Natalia; Koliadych, Yuliia; Melnyk, Liudmyla; Voloshyna, Oksana

doi:10.1590/1983-3652.2024.47588

Acessibilidade / Reportar erro

Brasil

Español English

sumário « anterior atual seguinte »

Sumário

Articles • Texto livre 17 • 2024 • https://doi.org/10.1590/1983-3652.2024.47588 copy

The use of ICT in learning ESP by pre-service teachers of Mathematics in the wartime

O uso de tecnologias de informação e comunicação no estudo do inglês para fins específicos por futuros professores de matemática em tempos de guerra

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

The research addresses the use of information and communication technologies (ICT) in English for Specific Purposes (ESP) learning by pre-service mathematics teachers in Ukraine. The study aimed to provide theoretical justification, methodological development, and experimental verification of the application of ICT. It aimed to enhance the pre-service mathematics teachers’ professionally oriented English communicative competency (POECC) in ESP learning during wartime. The definition of POECC was based on a scientific literature analysis. The criteria for POECC were motivational, cognitive, operational, and creative, with three levels each (low, medium, and high). The authors developed and tested the use of virtual resources and digital tools in the process of learning ESP. They also provided examples of how ICT can be used in online English classes. The study evaluated the level of development of pre-service mathematics teachers’ POECC before and after experimental training, and analyzed the results of the training. The study confirmed the hypothesis that the development of pre-service mathematics teachers’ POECC level would increase during ESP online learning, even in wartime conditions, if virtual resources and digital tools were used in accordance with the developed educational technology.

Keywords:
Keywords; ICT; ESP; Pre-service mathematics teachers; Wartime; Professionally oriented English communicative competency

Universidade Federal de Minas Gerais - UFMG Av. Antônio Carlos, 6627 - Pampulha, Cep: 31270-901, Belo Horizonte - Minas Gerais / Brasil, Tel: +55 (31) 3409-6009 - Belo Horizonte - MG - Brazil
E-mail: revistatextolivre@letras.ufmg.br

Acompanhe os números deste periódico no seu leitor de RSS

[1] ^∗ Email: nataliadmitrenko0302@gmail.com

Criterion	Characteristics of the criterion	Indicators of the criterion
Motivational	ensures involvement in professional activity. It represents the positive attitude toward pedagogical creativity, awareness of the importance of POECC, which is revealed in satisfaction with the teaching profession, a desire for self-education, and active participation in work.	the desire to acquire knowledge, and improve ESP skills; awareness of personal meaning and significance of professional self-improvement; formation and orientation of the need for POECC, self-education, and professional development; formation of motives; interest in ESP, intercultural knowledge, and skills; motivational interest in the chosen specialty.
Cognitive	is defined as a system of acquired knowledge and skills including purpose, principles, content, methods, techniques, and organizational forms of educational activities.	the completeness, correctness, and quality of the application of theoretical knowledge; the ability to select, process, and systematize ESP information; experience in recognizing norms of professional expression; free use of the thesaurus of professional terms; understanding and producing English texts related to the specialty.
Operational	is the appropriate application of POECС; as well as the ability to manage the educational process and one’s own development.	the initiative, organization, self-discipline, self-control, productivity, the level of POECC, the presence of professional thinking, and the ability of self-education, etc.
Creative	describes the level of creativity and personal qualities of pre-service mathematics teachers, as well as their ability to think creatively, develop, analyze, and assess their readiness for professional activities in English for Specific Purposes (ESP).	the ability to structure the process of solving educational tasks, outline the stages; correlate methods with types of tasks; self-control and adjust further activities; compare expected and obtained results; correlate practical experience and theoretical information.

Criterion/Level	Low level	Medium level	High level
Motivational	The student may not fully appreciate the personal and social importance of professional activity in ESP. They may not feel a strong need for it and may even view it negatively. As a result, they may only engage in ESP professional activity when required and may not demonstrate long-term commitment or independence.	The student is aware of the importance of professional activity in ESP formation of professional qualities, and willingly participates in it, shows positive emotions, quite active and independent in solving typical tasks but often requires a teacher’s help.	The student clearly expresses persistent interest in ESP professional activity, eagerly participates in it, shows responsibility, strives for independence and leadership, and actively shows positive emotions.
Cognitive	The student has a limited understanding of ESP, recalling only basic concepts from memory and often misunderstanding their essence. They possess some ideas about the structure and methods of ESP professional activity, but these are not fully developed.	The student demonstrates an understanding of the role of ESP professional activity and possesses the necessary knowledge to explain, retell, and provide specific examples. However, there are some inaccuracies in their application of this knowledge when performing typical tasks.	The student has a fairly fluent command of terminology, can give accurate definitions and characteristics of concepts, clearly distinguishes the activity stages, passes existing knowledge, and applies it in new conditions to perform atypical tasks.
Operational	The student is partially aware of the content of ESP professional activity and its operational composition, begins to carry it out, can report on his / her actions but cannot organize his / her actions without outside help, and cooperates with others quite successfully.	The student consciously and independently performs previously learned ESP professional activity in a typical situation and knows how to identify the inconsistency of a new task and a learned way of acting.	The student performs ESP professional activities quite fluently, is aware of each step, critically evaluates his / her actions at all stages, and can change a well-known method of action or build a new one to perform a non-typical task.
Creative	The student uses the semi-patterned activity and the primitive tools, stays within the given or initially found method of action, and does not see alternative ways of performing the task.	The student looks for alternative solutions in a typical situation, independently combines known methods, analyses the task conditions, and is ready to describe the cause of difficulties or a new method.	The student freely applies acquired knowledge and a method of activity in non-standard situations, offers alternative ways of solving tasks, and reasonably chooses the optimal one.

Levels of development		Criteria
		Motivational		Operational		Cognitive		Creative
		CG	EG	CG	ЕG	CG	ЕG	CG	ЕG
Low level	N	26	27	21	20	22	20	29	30
Low level	%	52	54	42	40	44	42	58	60
Average level	N	19	19	23	25	21	24	17	16
Average level	%	38	38	46	50	42	48	34	32
High level	N	5	4	6	5	7	6	4	4
High level	%	10	8	12	10	14	12	8	8
Total	N	50	50	50	50	50	50	50	50
Total	%	100	100	100	100	100	100	100	100

Levels of development of POECC	Test of ESP proficiency before experimental training				Test of ESP proficiency after experimental training
	CG		G		CG		G
	N	%	N	%	N	%	N	%
Motivational criterion
Low	26	52	27	54	24	48	21	42
Average	19	38	19	38	21	42	22	44
High	5	10	4	8	5	10	7	14
Operational criterion
Low	21	42	20	40	19	38	16	32
Average	23	46	25	50	26	52	26	52
High	6	12	5	10	5	10	8	16
Cognitive criterion
Low	22	44	20	40	23	46	17	34
Average	21	42	24	48	21	42	25	50
High	7	14	6	12	6	12	8	16
Creative criterion
Low	29	58	30	60	28	56	22	44
Average	17	34	16	32	18	36	20	40
High	4	8	4	8	4	8	8	16

Levels of development of POECC	before	experimental	after	experimental
	training		training
	CG	G	CG	G
	%	%	%	%
Low	49	49	47	38
Average	40	42	43	46.5
High	11	9	10	15.5
Total	100	100	100	100

Groups	The calculated value of \begin{equation}x_{emp}^{2}\end{equation}	\begin{equation}x_{cr}^{2}\end{equation}
		0,05
Before the experimental training
G and CG	0,468	5,991
After the experimental training
G and CG	9,156	5,991