Pedagogy and psychology

DOI: https://doi.org/10.62204/2336-498X-2023-2-11

NORMS AND RULES FOR DEVELOPING A FOREIGN

LANGUAGE TEACHING STRATEGY AT INSTITUTIONS OF

HIGHER EDUCATION

Julia Bondarchuk,

Doctoral Student, Associate Professor of  Department of Foreign Languages,

Educational and Scientific Institute of International Relations,

Taras Shevchenko National University of Kyiv, Ukraine

bondarchuk_julia28@ukr.net; ORCID: 0000-0002-4851-8701

Annotation. This article discusses the norms and rules for developing a foreign language teaching strategy at institutions of higher education. The author highlights the key stages of strategy development, from analysing students’ needs and identifying language levels to integrating technology, promoting independent learning and supporting teachers. The article provides specific recommendations and tools for optimising the process of language teaching in the university environment to ensure the successful development of students’ language skills.

Keywords: institution of higher education, language teaching, teaching strategy, language levels, teaching methods, independent learning, technology integration, academic staff support.

Introduction. In today’s globalised world, knowledge of foreign languages has become essential for personal development and success in various aspects of life. Foreign language skills are particularly important for students of institutions of higher education who wish to obtain a quality education and competitive advantages in the labour market. Language learning in higher education has a number of specificities and requirements, and its success depends largely on how the learning strategy is developed and implemented.

This article analyses the norms and rules for developing a foreign language teaching strategy at institutions of higher education. We will consider the key stages and aspects that need to be taken into account when developing and implementing an effective strategy that promotes the development of students’ language skills. From analysing student needs and identifying language levels to choosing teaching methods, integrating technology, facilitating independent learning and supporting teachers, each of these aspects plays a key role in shaping a successful foreign language teaching strategy in higher education.

The article aims to provide clear guidance and practical advice for academic staff and authorities who want to improve the quality of language teaching and equip students with the skills they need for successful professional and personal development.

 Literature review. Teaching foreign languages in higher education is an urgent and challenging task that requires improving teaching methods and strategies. The issues of developing a strategy for teaching foreign languages at institutions of higher education have become the subject of intensive research and discussion in the academic community. The literature review helps to identify the main trends, approaches and recommendations that shape the modern methodology of foreign language teaching in higher education.

One of the main theoretical underpinnings of modern language teaching is the concept of communicative learning. Roberts and Byard (2004) highlight the importance of developing language skills aimed at real-life communication and emphasise an interactive approach to language teaching. Some researchers, such as Grattan (2016), emphasise the importance of tailoring foreign language learning to students’ specific needs and goals. This may involve developing individual learning plans and using different methods for different types of students. Modern technologies play an important role in foreign language learning. Interactive platforms, mobile applications and online resources can greatly facilitate the language learning process (Hubbard, 2017). Some studies also focus on the use of virtual reality and artificial intelligence to enhance language learning (Sundararajan et al., 2020). The concept of independent learning is becoming increasingly important in the context of higher education. Research by McEachran and Harvey (2016) points to the importance of developing independent language learning skills and providing students with tools for self-regulation. The success of a foreign language teaching strategy in higher education is highly dependent on teacher support and training (Friedrich, 2015). Literature reviews, such as the one presented by King (2018), examine different aspects of teacher training and their role in the learning process.

This literature review demonstrates the diversity of approaches to the development of foreign language teaching strategies in higher education. From communicative teaching to the use of technology and the promotion of independent learning, these studies provide a valuable context for the further development and implementation of effective language teaching methods in higher education.

The purpose of the article is to systematise and review the norms and rules for developing a foreign language teaching strategy at institutions of higher education. Our aim is to create a comprehensive guide for academic staff and authorities of institutions of higher education. This will help to optimise the process of foreign language teaching, ensure that students achieve the best results and improve the quality of language teaching.

While conducting the study we outline some research objectives:

• to analyse students’ needs. Here we need to review methods and tools for gathering information about students’ language learning needs, to determine how this information can be used to formulate a teaching strategy.
• to identify language levels. Considering different methods of identifying students’ language levels and determining their importance in planning the learning process plays a pivotal role in teaching strategy.
• to choose teaching methods. While getting ready to teach students we need to explore different pedagogical methods and strategies for teaching foreign languages and identify their advantages and disadvantages in the context of higher education.
• to integrate technologies. It is necessary to consider the possibilities of using modern technologies in the learning process and their impact on learning effectiveness.
• to promote independent learning. While teaching we are to offer strategies and tools to develop students’ independent learning skills.
• to support academic staff. It is last but not the least point to be considered – to make recommendations for the professional training of academic staff, providing them with the necessary resources and psychological support.

These objectives aim to develop specific recommendations and practical tools for creating an effective strategy for foreign language teaching in higher education that meets the needs of students and ensures their successful development in this key area of education.

The main methods used in the study include:

• literature review – in order to gather information on the key aspects of teaching strategies, a systematic analysis of scientific literature and research related to foreign language teaching in higher education has been carried out;
• analysis of documents and regulations – official documents, standards and regulations on language teaching in higher education have been analysed;
• survey of students and academic staff – in order to identify their needs and views on the process of foreign language teaching, as well as practical problems and recommendations, a survey of students and academic staff has been carried out;
• analysis of pedagogical practices – the pedagogical practices and methods already used at institutions of higher education for teaching foreign languages have been analysed as part of the study.

These methods allowed us to obtain diverse and in-depth information on strategies for foreign language teaching in higher education and the development of recommendations for improving the learning process.

Results and discussion. This article presents the results of our research aimed at analysing the norms and rules of developing foreign language teaching strategies at institutions of higher education. The study covered a wide range of aspects that influence the process of teaching and developing students’ language skills. The findings are presented in different sections, each reflecting a particular aspect of our research.

1. Analysis of students’ needs. The first stage of our study was to analyse the needs of students when learning a foreign language in higher education. Analysing students’ needs in language learning is an important step in formulating a strategy, as it helps focus on how to organise and streamline the learning process to achieve the most effective results. There are some specific steps that can be taken when analysing students’ needs:
2. conduct a survey of students;
3. interview students;
4. analyse previous learning;
5. analyse the specifics of the programme and subject;
6. discuss with academic staff and professionals who can provide important insight

into students’ learning needs.

To do our study, we used a questionnaire survey of students (overall 195) studying foreign languages at different universities (Taras Shevchenko National University of Kyiv, National University of “Kyiv-Mohyla Academy”, Kyiv National University of Technologies and Design) (Table 1).

Table 1.

Students’ needs in learning a foreign language

	1st year students	2nd year students
What is your main reason for learning a foreign language?
To improve my language skills for career development, %	74 %	82 %
To prepare for an exam or certification, %	24 %	19 %
To travel and communicate with foreigners, %	78 %	69 %
To exchange and learn more about a different culture, %	30 %	21 %
What makes you learn a foreign language?
Improvement of my chances for a better job position, %	71 %	78 %
Opportunity to travel and experience cultural exchanges, %	49 %	52 %
Academic responsibilities and studies, %	65 %	53 %
Personal interest in other languages and cultures, %	35 %	23 %
Which activities do you think would help motivate you to learn a  foreign language?
Using interactive online resources that make language learning fun and provide opportunities for interaction	54 %	42 %
Blended learning, which combines online and offline teaching to provide more flexibility and opportunities for self-study	23 %	41 %
Participation in exchange programmes, international internships, etc	85 %	87 %
Working with other students to learn together, as group learning can be motivating and effective	21 %	15 %

 Source: own research

The main findings of this analysis include the need for practical language use – the majority of students stated that their main goal in learning a foreign language was to be able to use the language practically in their future careers and in international communication; individual needs – the analysis showed that students have different individual needs for language learning, such as academic purposes, cultural exchange, travel and others; motivation – a significant number of students indicated that their motivation to learn foreign languages increased when they participated in practical projects, international internships and exchange programmes.

2. Identification of language levels. The second stage of the study aims to identify the language levels of the students. Institutions of higher education often use a system of language levels, such as the CEFR (Common European Framework of Reference), to define entry and target levels of learning. This helps students to understand what level they are expected to achieve. Defining language levels is an important step in developing a strategy for teaching a foreign language in higher education. It helps ensure that teaching is appropriate to the needs and level of the students. Various assessment methods were used for this purpose, including placement tests, reading comprehension tests, listening comprehension tests, writing assessments, observations, teachers’ feedback and student self-assessment. The main findings of this phase include diversity of language levels (the study showed that students have different language levels, from beginner to advanced which is important to consider when planning the learning process); the existence of gaps (specific language skills have been identified where students need the most improvement that can be used to develop individualised learning programmes).
3. Choice of teaching methods. The third stage of the study aimed to select effective methods for teaching foreign languages to students in higher education. The choice of methods for teaching a foreign language in higher education is an essential step in developing a strategy, as it determines how the material will be presented and how students will be engaged in learning. We investigated different pedagogical approaches and their impact on learning outcomes:

− Listening – involves listening to and understanding spoken language. Students can listen to audio recordings, audio books, native speakers and more. This helps develop listening comprehension skills.

− Reading – reading texts in a foreign language, such as books, articles, newspapers or websites, develops reading and comprehension skills in written material. Text tasks and exercises can be used to improve this aspect.

− Speaking – it is an important part of learning. Students can use role-plays, dialogues, presentations and other exercises to develop their oral skills.

− Writing – involves producing essays, articles, letters, e-mails and other written material in the foreign language.

− Interactive methods – using interactive methods such as group discussions, collaborative projects, role plays and interaction with native speakers creates a favourable language environment.

− Use of technology – using modern technologies such as web-based learning platforms, online courses, mobile applications and video tutorials enhances learning.

− Blended approach – combining different learning methods creates a more varied and effective course.

− Assessment and correction – continually assessing students’ progress and adjusting teaching methods according to their needs and achievements can motivate students to improve their knowledge.

To learn the students’ best choice of teaching methods, we used a questionnaire survey – 195 students participated, who are studying foreign languages at different universities (Taras Shevchenko National University of Kyiv, National University of “Kyiv-Mohyla Academy”, Kyiv National University of Technologies and Design) (Table 2).

Table 2.

Students’ best choice of teaching methods

	1st year students	2nd year students
What is your best choice of teaching methods for learning a foreign  language?
Listening, %	87 %	67 %
Reading, %	43 %	34 %
Speaking, %	88 %	79 %
Writing, %	42 %	31 %
Interactive methods, %	84 %	82 %
Use of technology, %	92 %	91 %
Blended approach, %	56 %	62 %
Assessment and correction, %	24 %	26 %

Source: own research

The main findings of this phase include – active learning (by using active methods such as group projects and discussions, students showed better results in developing their language skills) and interactivity (the use of interactive technologies and online resources has a positive impact on student motivation and retention).

4. Planning the learning process. The fourth stage of the study deals with the issue of planning the learning process for foreign language teaching in higher education. It is an important step in developing a strategy for teaching a foreign language in higher education. This process involves creating a detailed plan that defines the sequence of topics, teaching methods, time allocation and methods of assessing students’ progress. During the learning process planning one should define learning objectives and expected learning outcomes. These could be, for example, reaching a certain level of language proficiency, preparing for an exam, developing specific language skills or achieving academic goals. Then comes selection of learning materials – textbooks, resources, audio and video materials that are appropriate to the learning objectives and level of the learners. Materials should be engaging and in line with current language trends.

Third follows development of a curriculum – a detailed course of study that includes the sequence of topics and activities, and allocates time and resources, considers how all language skills (listening, reading, writing, speaking) will be developed at different stages of learning. Teaching methods can be mentioned only after the curriculum development – choosing the methods that best meet the learning objectives and the needs of the learners, considering the use of interactive exercises, role play, projects, technology and other active learning methods. Last but not the least goes assessment (written and oral tests, quizzes, portfolios, presentations and other forms of assessment) evaluation and improvement (analysing learning outcomes, gathering feedback from students and teachers, and refining your learning strategy based on lessons learned).

Planning the learning process helps to ensure that learning is structured and systematic and that objectives and outcomes are achieved. This process can be adapted to meet the current needs of learners and the skills of teachers. The findings include curriculum optimisation and use of authentic materials which help develop practical language skills.

5. Integration of technology. The fifth stage of the study focuses on the integration of modern technologies into the language teaching process. Integrating technology into the foreign language teaching process in higher education can significantly increase the effectiveness and engagement of students. Recent years have seen a bloom of interest in using computers for language teaching and learning. Computer-assisted language learning (CALL) gives us an opportunity to mention some ways in which technology can be used to integrate learning:

− Use of web-based learning platforms – creating dedicated web-based platforms or using existing platforms (e.g. Moodle, Blackboard) to host learning materials, assignments, tests and to communicate with students. This allows students to access learning material at any time and from any device.

− Online courses and interactive platforms – using online language courses such as Duolingo, Pearson or other interactive language learning platforms allows students to learn at their own pace and with interactive exercises.

− Audio and video materials help develop listening and speaking skills. Through video tutorials, audio books, classroom videos and more, students can immerse themselves in the language by hearing and seeing it used in different contexts.

− Mobile applications – many apps offer games, quizzes, audio and video materials that develop language skills.

− Use of social media – here students can discuss topics, share useful resources and connect with native speakers or other students.

− Virtual tours and language games – it enables to teach language in a fun and interactive way that can encourage students to explore the language and culture.

− Video conferencing and chatting with native speakers – organising video conferences or chats with native speakers help students interact with real-life interlocutors.

The integration of technology helps to make language learning more accessible, interesting and effective. It is important to be prepared to constantly update and adapt technological tools in the learning process to ensure the best results for students. The main findings of this phase include the effectiveness of online resources and multimedia skills. This helps improve students’ auditory and visual skills.

6. Encouraging independent learning. The sixth stage of the study deals with the facilitation of students’ independent learning. Promoting independent learning is an important part of the strategy for teaching a foreign language in higher education. This stage allows students to develop skills of independence, self-regulation and responsibility for their own learning. To encourage independent learning academic staff can take some specific steps: – create guidelines and resources (these can include online courses, language apps, textbooks, recommended sources, etc.); – teach selfregulation skills (how to effectively manage their time, set goals and create study plans, how to prioritise and allocate resources to maximise results); – organise independent tasks (this could be doing extra practice, studying specific topic material or working on individual projects); – self-testing and assessment (this can include self-testing, written self-assessment tasks, and analysis and correction of their own mistakes); – give teacher support (provide opportunities for students to consult with teachers and receive feedback on their independent learning, teachers should be available to answer questions and provide additional support); – create a network for independent learning (they can share experiences, advice and support); – motivation and goals (help students to stay motivated and focused on achieving their goals); – supply resources for further study (provide students with access to libraries, electronic resources and other tools to further their language learning); – develop self-monitoring skills (teach students to analyse their performance and make adjustments to their learning to achieve better results). Encouraging self-directed learning helps students develop key skills that will serve them well in the future and increases their ability to study the language independently outside the university.
7. Support for academic staff. The seventh stage of the study concerns support for academic staff in implementing language teaching strategies. Academic support is crucial to the success of a foreign language teaching strategy in higher education. Teachers who feel supported and have access to resources and training can provide quality learning for students. There are some specific ways to support academicians:

− Professional development. It is necessary to provide academic staff with opportunities for professional development and refresher courses to improve teaching methods and language skills.

− Resources for teachers. Providing access to up-to-date teaching materials, books, online resources and teacher guides is essential.

− Support with the learning process planning. University authorities have to give methodological support to academic staff in planning and implementing the learning process, including curriculum development, classroom management and student assessment.

− Technology support. It is crucial to supporting academic staff in integrating technology into their teaching and provide access to the necessary equipment and software.

− Opportunities for communication and sharing. One can create forums, workshops, regular meetings and other opportunities for educators to share experiences, best practice and ideas.

− Support for student assessment. Institutions of higher education have to assist with clear assessment criteria and help teachers analyse and understand student performance to improve teaching methods.

− Psychological and emotional support. Especially under current conditions with the Russian invasion of Ukraine we have an urgent need to determine the psychological state of teachers, understand that they may feel pressured and stressed by teaching and provide counselling and psychological support.

− Motivation and recognition. Recognising and rewarding the achievements of staff, motivating them to provide the best possible environment for students and to continually improve play one of the leading roles in academic support.

− Flexibility and adaptation. It is necessary to consider adapting curricula and teaching methods based on changes in the demands and needs of students and the modern world.

− Creating a supportive language environment. All students want to practise the language in real-life situations so it is highly recommended to enable academic staff to create a language environment.

Support for academic staff is important to improve the quality of language learning and to develop pedagogical skills that influence student success. Collaboration and support between administration and university staff creates a favourable learning environment. The main findings include professional development and psychological support in the form of psychological training and counselling, which contributes to improved teacher effectiveness and well-being.

These research findings serve as a basis for developing recommendations and formulating strategies for language teaching at institutions of higher education, with the aim of improving the quality of language teaching and achieving the best results for students.

Conclusions.  In this article we have conducted a study aimed at analysing the norms and rules of foreign language teaching strategy formation at institutions of higher education. The main results of our study point to the importance of individualising approaches to teaching, adapting curricula to students’ needs and using modern technologies in the process of foreign language teaching. In particular, we have found that analysing students’ needs is an important first step in developing a learning strategy. Students have different aims and expectations from language learning and it is important to take these different needs into account when designing programmes. Identifying students’ language levels is also a key aspect of developing a learning strategy. Understanding their current level will help teachers plan an effective learning process and provide appropriate support for students. We recommend the use of active and interactive teaching methods that promote student engagement and increase motivation. It is also important to optimise curricula and use modern technologies to improve access to learning resources. Encouraging students to learn independently is another important component of the learning strategy. Developing self-regulation and information-seeking skills can help students to be more successful in learning foreign languages. Finally, support for academic staff in the form of professional development and psychological support plays an important role in the implementation of the learning strategy. Academicians who have access to the necessary resources and are aware of best practice are able to achieve learning goals more effectively.

In conclusion, our research shows that developing a foreign language teaching strategy at institutions of higher education is a complex and multifaceted process that requires an individual approach to students and constant updating of approaches and methods. Developing an effective teaching strategy will help to improve the quality of language teaching and ensure students’ success in their studies and later in their careers.

References:

1. Lightbown, P. M., & Spada, N. (2013). How languages are learned. Oxford University Press. 233 p
2. Richards, J. C., & Schmidt, R. (2013). Longman dictionary of language teaching and applied linguistics. Pearson Education. 644 p
3. Brown, H. D. (2007). Principles of language learning and teaching. Pearson Education. 352 p
4. Nation, P., & Macalister, J. (2010). Language curriculum design. Routledge. 224 p
5. Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press, 260 p
6. Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language teaching, 31(2), 57-71.
7. Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates. 259 p
8. https://core.ac.uk/reader/234633350
9. Sanchez, A. (2004) The Task-based Approach in Language Teaching. IJES, vol.

4 (1), pp. 39-71

10. Yang, Y. (2010) Computer-assisted Foreign Language Teaching: Theory and Practice. Journal of Language Teaching and Research, Vol. 1, No. 6, pp. 909-912,

November 2010. Academy publisher Manufactured in Finland. doi:10.4304/jltr.1.6.909912

11. Long, M. (2015) Second language acquisition and task-based language teaching.

Wiley Blackwell. 439 p