KAZAKH ABLAI KHAN UNIVERSITY OF INTERNATIONAL RELATIONS AND WORLD LANGUAGES

Professionally applied project

The formation of professionally-oriented competence of senior stage
students using video conferencing in online learning mode
Формирование профессионально-ориентированной компетентности
студентов старших курсов с помощью видеоконференцсвязи в режиме
онлайн-обучения
Онлайн оқыту режимінде бейнеконференция көмегімен жоғары
сынып оқушыларының кәсіби-бағдарлы құзыреттілігін
қалыптастыру
Done by:
Ainura Imangalieva
Scientific supervisor:
Y.S. Pak
 Contents
INTRODUCTION

1 THEORETICAL FOUNDATIONS OF THE FORMATION OF PROFESSIONALLY-ORIENTED

COMPETENCE OF SENIOR STAGE STUDENTS USING VIDEO CONFERENCING IN ONLINE
LEARNING MODE
1.1 Professionally-oriented competence in the preparation of senior stage students for
professional activity.
1.2 Videoconferences as a means of teaching senior stage students foreign language
professionally oriented communication

2 METHODOLOGY FOR THE FORMATION OF PROFESSIONALLY-ORIENTED COMPETENCE OF HIGH

SCHOOL STUDENTS USING VIDEO CONFERENCING IN ONLINE LEARNING MODE
2.1 The use of videoconferencing in English lessons
2.2 Development of English lessons using videoconference

CONCLUSION
REFERENCES
 Introduction
• to determine the scientific and theoretical foundations for the formation of professionally
oriented competence of senior stage students using video conferencing in online learning
Aim and practical implementation in the methodological system of foreign language education.

• 1. To characterize professionally-oriented competence.

• 2. To analyze modern information and communication technologies
Objectives • 3. To offer a methodological development with a set of exercises.
• 4. To consolidate of the results of the study.
• The use of videoconferencing technologies in senior stage, along with traditional forms of
education, creates conditions for operational communication, coverage of the
Relevance communication field, which increases the effectiveness of teaching at school.

• developing a special methodology for the formation of professionally-oriented competence

The leading of senior stage students, which can be implemented in the practice of teaching a foreign
idea language.
 The methodological basis of the study: The final product

The methodological basis of the research

includes the works of such authors as methodical development of exercises
Khutorskoy, A.V., Zakharova, I. G., Raitskaya, with the use of video conferencing
L. K., Kunanbayeva S.S., Klimkovich

The subject of the work is : The object of the work is:

a methodology for the formation of the process of forming

professionally-oriented professionally-oriented competence
competence of senior stage of senior stage students using video
students using video conferencing conferencing in online learning
in online learning mode. mode.
Климкович, Е. Я. Структура иноязычной профессионально-
ориентированной коммуникативной компетенции
Professionally oriented competence is
one of the types of professional Professionally oriented competence is a combination
competencies, which is defined as of three main blocks
readiness and ability to possess
subject scientific knowledge in Socio-
professional communication in a Special Communicative
behavioral
foreign language and is implemented
on the basis of the unity of the subject
of activity and focus on solving a
professionally significant task. mastering certain an interaction of
a set of fundamental
scientific knowledge, norms of linguistic and
practical skills and communication, socio-cultural
abilities that indicate assimilation of competencies,
readiness and ability standards, which allows for
to carry out stereotypes of foreign language
professional activities. behavior. communication.
Methodological manual
 The scheme of conducting and organizing a lesson with the introduction of
videoconferencing

At the initial stage of the lesson, the teacher

An important didactic tool in
an unconventional lesson
using videoconferencing is the
introduction of projection
and video equipment for
visualization and control of
lesson steps and the
formation of stable visual
images.
conducts a conversation with students, during
which he can gradually introduce new
knowledge and concepts.
At the second stage, students begin
synchronous entry into work with an electronic
resource under the control and supervision of a
teacher, after which they are already prepared
and can start independent work.
The third stage involves the work of students
with different didactic material with the use of
videoconferencing.
Reading task
Speaking task
Listening task
increased. How can you solve this problem? Give your ideas.

Writing Writing task

Exercise 5. Write a short essay about the natural disasters in Kazakhstan.
Present this essay to the class. Use Padlet virtual board to write your essay
(https://ru.padlet.com/ainura02042001/xd3f4e0rim5m50ct)

Vocabulary task
Exercise 4. Make a Swot analysis for two
presentation platforms (for example Canva
and Prezi), analyze their similarities and
differences. Which one is more convenient for
creating a presentation?

Strengths Weaknesses

Swot
Opportunities analysis Threats
Conclusion
The aim of the work was to study the features of the use of videoconferencing in foreign
language lessons at school and their role in the formation of professionally-oriented
competence. In order to achieve this goal, it was necessary to carry out some tasks, some of
which were performed during the internship at school, and some in the process of studying
literature and sources on the topic of research. Thus, the socio-pedagogical problems of the
use of videoconferencing in teaching foreign languages were identified. The types of Internet
technologies used in teaching a foreign language are also considered in detail.
 REFERENCES
1. Хуторской, А. В. Ключевые компетенции и образовательные стандарты. [Электронный ресурс] //
http://eidos.ru/journal/2002/0423.htm
2. Энциклопедия профессионального образования: В 3 т. Т. 3. / под ред. С. Я. Батышева. – М., АПО. 2015. – 488 с.
3. Захарова, И. Г. Информационные технологии в образовании: учеб. пособие для студ. высш. пед. учеб. заведений / И. Г. Захарова.
– 7-е изд., стер. – М.: Академия, 2011. – 192 с.
4. Раицкая, Л. К. Интернет-ресурсы в преподавании английского языка в высшей школе: классификация, критерии оценки,
методика использования: моногр. / Л. К. Раицкая. – М.: МГИМО-Университет, 2017. – 190 с.
5. Кунанбаева С.С. Компетентностное моделирование профессионального иноязычного образования. – Алматы, 2014– 208 с.
6. Климкович, Е. Я. Структура иноязычной профессионально-ориентированной коммуникативной компетенции будущих
специалистов в области информационных технологий / Е. Я. Климкович // Актуальные вопросы германской филологии и методики
преподавания иностранных языков : материалы XVI Респуб. науч.-практ. конф., Брест, 24 февраля 2012 г. В 2 ч. Ч. 2 / Брест. uос. ун-т
им. А. С. Пушкина; редкол.: В. Ф. Сатинова [и др.]. – Брест: Альтернатива. – С. 65–68.
7. Интернет в гуманитарном образовании / под ред. Е. С. Полат. – М.: ВЛАДОС, 2001. – 272 с.
8. Ростовцева, В. М. Компетентность и компетенции: герменевтический аспект в контексте диверсификации современного
образования / В. М. Ростовцева. – Томск: Изд-во ТПУ совместно с изд-вом ИЧА «Кит», 2019. – 261 с.
9. Титова, С. В. Ресурсы и службы Интернета в преподавании иностранных языков / С. В. Титов. – М.: Изд-во Московского
университета, 2013. – 267 с.
10. Онлайн обучение в Казахстане: преимущества и недостатки - https://buki.kz/news/onlayn-obuchenie-v-kazakhstane-
preimushchestva-i-nedostatki/
11. Биргулиева Д.А., Подляцкая А.В. Проведение урока иностранного языка на основе использования информационных
технологий – применение видеоконференций на уроках английского языка. http://
scipro.ru/files/2016/12/education_12_2016.pdf#page=127
12. Петрова О., Долганова О., Шарохина Е. Педагогика. Конспект лекций.
https://www.gumer.info/bibliotek_Buks/Pedagog/konspekt/index. php
13. Гладков А.В. Интерактивные технологии обучения в организации са- мостоятельной работы студентов / А.В. Гладков, Л.И.
Кутепова, А.В. Трутанова // Успехи современной науки. 2017. Т. 1, № 3. С. 53-55.
14. Senni Rekola, Mona Siltanen. Finnish EFL teachers’ experiences during the emergency remote teaching period in spring 2020 //
Master’s Thesis, https://jyx.jyu.fi/bitstream/handle/123456789/74516/URN%3aNBN%3af i%3ajyu-202103081873.pdf?
sequence=1&isAllowed=y
15. Andrews R. Does e-Learning Require a New Theory of Learning? Some Initial Thoughts // Journal for Educational Research Online.
2011. Vol. 3, No 1. P. 104-121.
16. Niemi H.M., Kousa P. A case study of students’ and teachers’ perceptions in a Finnish senior stage during the COVID pandemic //
International Journal of Technology in Education and Science (IJTES), 2020. Vol. 4, no. 4. P. 352-369. https://doi.org/10.46328/ijtes.v4i4.167
17. Евдошенко О. В. Традиционное и дистанционное обучение в условиях пандемии 2020 года // Наука и Образование.
http://www.opusmgau. ru/index.php/see/article/view/1626
18. Белоусова М.М. О некоторых особенностях взаимосвязанного развития речевых навыков на иностранном языке при обучении
онлайн // Инженерный вестник Дона. 2020. №11. http://www.ivdon.ru/ uploads/article/pdf/IVD_29 11_belousova.pdf_06c8593e53.pdf
19. Loima J. Socio-Educational Policies and Covid-19 – A Case Study on Finland and Sweden in the Spring 2020 // International Journal of
Education and Literacy Studies. 2020. Vol. 8, No 3. P. 59-75. http:// dx.doi.org/10.7575/aiac.ijels.v.8n.3p.59
20. Гальскова, Н.Д. Теория обучения иностранным языкам. Лингводидактика и методика: учеб. пособие для студ. лингв. ун-тов и
фак. ин.яз. выш. пед. учеб. заведений. [Текст]: монография / Н.Д. Галскова - М.: Издательский центр «Академия», 2012. – 336 с.
21. Тетина, С.В. Методическая грамотность как часть профессиональной компетентности учителя иностранного языка / С.В.
Тетина // Научное обеспечение системы повышения квалификации кадров: научно-теоретический журнал. – 2016. - №3 (28). – С.164
- 169.
Thank you for
your attention!