https://hdl.handle.net/10481/79531 Thu, 16 Apr 2026 13:27:31 GMT 2026-04-16T13:27:31Z https://hdl.handle.net/10481/79576 The Impact of Using Gloss-Mediated Vocational Vocabulary Learning on the Oral Authentic Use of Vocational Vocabularies Among Iranian ESP Learners Azizi, Mohammad; Hadipourfard, Ehsan; Bavali, Mohammad This quasi-experimental study intended to consider the role of using CALL-based and gloss-mediated vocational vocabulary learning and its impact on authentic oral vocabulary production. The study used five different majors (anesthesiology, software, civil engineering, architecture, and electronic science); for each major, there were two classes, so the researcher conveniently selected one class as the control group and the second class as the experimental group. Thus, five classes as the control groups (each field of study one class) and five classes as the experimental groups (each field of study one class). The total number of participants was 210, that 106 learners were in the control groups and 104 were in the experimental groups. The researchers used a pretest to select the target vocational vocabulary items. For the glossed groups, all vocational vocabulary items were taught through glosses, whereas the non-glossed groups did not receive any glosses. After the treatment session, the participants were asked to participate in the pictures description task and describe 15 pictures orally. For the first research question, an Independent Sample t-Test, and for the second research question, Two-way ANOVA was used to analyze the collected data. By reviewing the inferential statistics, the significant difference between the glossed and non-gloss conditions was revealed, it can be concluded that using multimodal glossing can lead to more authentic oral production of the L2 ESP learners. Moreover, L2 teachers can use computer-based glossing information as an L2 vocabulary learning facilitator to help learners have more authentic production. https://hdl.handle.net/10481/79576 https://hdl.handle.net/10481/79573 An investigation into ESL student interaction during task-based activities Ba Tien, Tran Interaction in general or negotiation of meaning in particular plays a crucial role in language learning as it provides learners with comprehensible input that leads to speaking fluency and language acquisition. This paper is an attempt to look into student interaction in a high intermediate English class. It aims to find out what strategies for negotiation of meaning the students used and possible problems arising during task-based interaction. The participants were fifteen international students of various citizenships studying at a university in the United States. The data sources were taken from a video with its transcription filming an English learning session. The qualitative research method is employed for data analysis. Long’s (1980) three strategies of negotiation of meaning are used as the analytic framework. It was found that the students of high language proficiency infrequently resorted to negotiation of meaning during task-based interaction. Clarification requests were the most common while confirmation checks and comprehension checks were at lower frequency. Uneven participation, however, was a problem as a student tended to dominate the discussion. The findings imply that the role of group leader should be circulated to overcome the personal dominance during discussion; and task-based activities should be inclusive and collaborative to ensure equal contributions among the participants. https://hdl.handle.net/10481/79573 https://hdl.handle.net/10481/79572 Formation of media competence of future teachers using media texts Tolmachova, Iryna Heorhiivna; Bader, Svitlana The article is devoted to the problem of forming the media competence of future teachers, where the authors propose to use media texts of different types as the main tool. It provides detailed analysis of the views of scientists on the essence and content of the definition of “media competence of the individual”, which is interpreted today in line with the psychological, pedagogical, and technological approaches. As a result of the ascertaining section, a predominantly low level of the formation of the media competence of future teachers was determined, which necessitated the theoretical substantiation and implementation of a number of pedagogical conditions. These include: the formation of a positive motivation among future specialists for the use of media in the educational process; organization of an educational media environment in higher education institutions aimed at developing media competence among future teachers; attraction of future specialists to purposeful, creative media activity and the creation of their own media product. The research introduced the testing of such conditions which provided for the systematic work of students with media texts of various types (posts on social networks and comments to them, movies, cartoons, videos of classes, lessons, and other forms of work with students, webinars, scientific, educational, and other texts in the open access, audio recordings (music, songs, audio books), iconic signs (photos, drawings, infographics)). A number of effective media texts have been identified and introduced into the educational process from the point of view of the formation of media competence of future teachers. https://hdl.handle.net/10481/79572 https://hdl.handle.net/10481/79571 Formation of project competence of future specialists from the field of physical therapy, physical education and sports in the higher education system Emetc, Anatoliy; Zhamardiy, Valeriy; Sohokon, Olena; Khyzhniak, Oleksandr The article aims to investigate the theoretical and methodological aspects of the formation of project competence of future professionals in the field of physical therapy, physical education and sports in the higher education system in a comparative context. The study experimentally tested the effectiveness of the formation of project competence of future specialists in the field of physical therapy, physical education and sports in the system of higher education. The experimental works were carried out during 2019–2021 in three stages: ascertaining, forming and control. Each of the identified stages involved solving the relevant tasks and identifying the necessary research methods. Research methods: analysis of scientific and methodical literature; pedagogical observation; pedagogical experiment; pedagogical testing; methods of mathematical statistics. The ascertaining experiment was attended by 342 future physical education teachers, sports coaches and physical therapists who provide professional training in specialties 014.11 Secondary education (Physical education), 017 Physical culture and sports and 227 Physical therapies, ergo therapy. Comparison of the results of the control and experimental groups showed a positive trend in all indicators of the formation of project competence: the highest increase is provided by reflexive-evaluation and cognitive indicators, the lowest (but stable) increases by motivational and value indicators. https://hdl.handle.net/10481/79571 https://hdl.handle.net/10481/79564 Resource-Based Model Of Cross-Cultural Literacy Development Of Future Tourism And Sports Tourism Inspectors Kononets, Nataliia; Zhamardiy, Valeriy; Shkola, Olena; Mokliak, Volodymyr; Moskalenko, Oleksandr; Mirna, Nataliia The aim of the study is to develop and comprehensively present the components of the resourcebased model of cross-cultural literacy development of future inspectors for tourism and sports tourism, which consists of three interconnected blocks: methodological-target, content-procedural and diagnostic-resultive, and is based on the concept of Resource-based learning. A pedagogical experiment was organized to test the effectiveness of the model. The pedagogical experiment lasted during 2019-2021 (ascertaining – 2019-2020, formative – 2020-2021). Methods: theoretical, empirical; experimental; statistical. The analysis of the results of the pedagogical experiment of the effectiveness of the implementation of resource-oriented model and pedagogical conditions for the development of cross-cultural literacy of future inspectors of tourism and sports tourism shows, that the high level of cross-cultural literacy of students in the control group (CG) increased by only 2.6 %, while in the experimental group (EG) it increased by 12.94 %; the average level in CG increased by 1.04 %, and in EG – by 16.92 %; low level in CG decreased by 3.65 %, and in EG – by 29.85 %. https://hdl.handle.net/10481/79564