- Дерека, К.О. (orcid.org/0000-0003-1597-4740) (2026) Pedagogical Conditions for Forming Foreign Language Communicative Competence of Students in Professional Pre-Higher Education Institutions Doctoral thesis, Державний заклад вищої освіти «Університет менеджменту освіти».
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Abstract
Dereka, K. O. Pedagogical Conditions for Forming Foreign Language Communicative Competence of Students in Professional Pre-Higher Education Institutions. Qualifying scientific work as a manuscript. Dissertation submitted for the degree of Candidate of Pedagogical Sciences in specialty 011 «Educational, Pedagogical Sciences» – State Higher Education Institution «University of Educational Management» of the National Academy of Educational Sciences of Ukraine, Kyiv, 2026. Annotation content The dissertation research “Pedagogical Conditions for Formimg Foreign Language Communicative Competence of Students in Professional Pre-Higher Education Institutions” theoretically substantiates and experimentally verifies the pedagogical conditions for the formation of foreign language communicative competence of future IT specialists by means of digital technologies. The first section, “Theoretical Foundations of the Formation of Foreign Language Communicative Competence of Future IT Specialists in Institutions of Professional Pre-Higher Education,” presents an analytical review of modern scientific approaches to the problem of foreign language training of students. Ukrainian and foreign scientific works on the issues of foreign language communicative competence formation, digitalization of education, and professional training of future IT specialists are analyzed. The relevance of the research in the context of digitalization of society, Ukraine’s integration into the international educational space, and the growing role of English in the professional activity of IT specialists is substantiated. An analytical review of the essence of the main definitions and theoretical-methodological approaches to the research problem was carried out, which contributed to the clarification of the conceptual and terminological framework of the study. The essence of the concept “foreign language communicative competence of future IT specialists” was clarified, and its structure, components, criteria, indicators, and levels of formation were determined. The value-motivational, linguistic, discursive, professional-digital, and reflexive-evaluative components of foreign language communicative competence were identified. The first section also analyzes the current state of foreign language training of students in institutions of professional pre-higher education and identifies a number of contradictions between the modern labor market requirements for the level of foreign language training of future IT specialists and the insufficient level of integration of digital technologies and professionally oriented educational and methodological support into the process of foreign language teaching. The second section, “Pedagogical Conditions for Forming Foreign Language Communicative Competence of Future IT Specialists by Means of Digital Technologies,” outlines the theoretical and methodological foundations for the formation of foreign language communicative competence of students of Specialty 121 “Software Engineering” in institutions of professional pre-higher education. The essence of pedagogical conditions for the formation of foreign language communicative competence of future IT specialists was clarified and their structure was determined. The pedagogical conditions for the formation of foreign language communicative competence were substantiated, namely: providing a motivational basis for professionally oriented foreign language learning; systematic use of digital technologies in the process of foreign language training; implementation of innovative educational and methodological support; increasing teachers’ readiness to use digital technologies and professionally oriented educational and methodological materials. The peculiarities of using digital technologies in the process of foreign language training of future IT specialists were determined. The expediency of using interactive platforms such as Quizlet (https://quizlet.com/), Blooket (https://www.blooket.com/), Kahoot! (https://kahoot.com/), Canva (https://www.canva.com/), Classtime (https://www.classtime.com/), WizerMe (https://www.wizer.me/), Wayground (https://wayground.com/) and other digital resources in the process of forming students’ foreign language communicative competence was substantiated. Innovative educational and methodological support for the formation of foreign language communicative competence of future IT specialists was developed, including an author’s workbook, professionally oriented communicative tasks, case-study technologies, interactive exercises, digital educational resources, and methodological recommendations for teachers. The third section, “Experimental Verification of the Effectiveness of Pedagogical Conditions for Forming Foreign Language Communicative Competence of Future IT Specialists,” presents the organization and results of the pedagogical experiment. Diagnostic tools for determining the level of formation of foreign language communicative competence of students of Specialty 121 “Software Engineering” were developed. Questionnaires, testing, practical communicative tasks, digital professionally oriented tasks, and self-assessment methods were used to assess the level of foreign language communicative competence formation. At the ascertaining stage of the pedagogical experiment, the initial level of formation of foreign language communicative competence of students in the control and experimental groups was determined. The results of the ascertaining stage showed the predominance of basic and initial levels of foreign language communicative competence formation. During the formative stage of the pedagogical experiment, the defined pedagogical conditions for the formation of foreign language communicative competence of future IT specialists were implemented using digital technologies, interactive teaching methods, professionally oriented case studies, team projects, and the author’s educational and methodological support. The results of the control stage of the pedagogical experiment demonstrated positive dynamics in the levels of formation of foreign language communicative competence of students in the experimental group according to all determined criteria. Statistical processing of the results of the pedagogical experiment using Pearson’s χ² criterion confirmed the effectiveness of the implemented pedagogical conditions for the formation of foreign language communicative competence of future IT specialists by means of digital technologies. The scientific novelty of the research lies in the theoretical substantiation and experimental verification of pedagogical conditions for the formation of foreign language communicative competence of students of Specialty 121 “Software Engineering” in institutions of professional pre-higher education by means of digital technologies; clarification of the essence and structure of foreign language communicative competence of future IT specialists; determination of criteria, indicators, and levels of its formation; development of diagnostic tools and innovative educational and methodological support for the formation of foreign language communicative competence of future IT specialists. The practical significance of the research results lies in the possibility of using the developed educational and methodological support, digital educational resources, interactive platforms, and methodological recommendations in the process of foreign language training of students of Specialty 121 “Software Engineering” in institutions of professional pre-higher education.
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