STEAM Approach to the Development of Future Teachers’ English Language Skills
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Universidad de Granada
STEAM approachEnglish language skillsStudentsDesign methodTeamwork method
Anastasiia A. Tytarenko, Viktoriia V. Revenko, Ludmila L. Matsepura, Yuliia V. Panasiuk(2021). STEAM Approach to the Development of Future Teachers’ English Language Skills. Journal for Educators, Teachers and Trainers, Vol. 12(3). 155 – 164. [DOI: 10.47750/jett.2021.12.03.015]
The article contains the results of a study aimed at experimental testing of the effectiveness of the STEAM approach in the development of English language skills in future teachers. Random selection was used for sampling, the sample was subsequently divided into the experimental group (EG — 49 students) and the control group (CG — 54 students). The groups were aligned by randomization. An experimental methodology consisted in the creation of teams in EG, which worked on the development of socially significant projects, communicating in English and developing English language skills during the semester. Classes were held online in ZOOM and BigBlueButton with video recording, which allowed analysing the achievements and pay attention to mistakes for further correction. The obtained results were confirmed by statistical calculations of Pearson’s chi-squared test. The study recorded the problems related to the need to explain students the nature, content and process of this approach, planning and coordination of the timetable and curricula related to the integration of academic subject in more detail. The conditions and opportunities for developing English language skills combined with soft skills (communication, critical thinking, creativity and collaboration) require further research.