THE TRAINING RESULTS OF MILITARY OFFICERS OF THE ARMED FORCES OF UKRAINE ON FOREIGN LANGUAGE COURSES (ENGLISH LANGUAGE)
DOI:
https://doi.org/10.31110/2616-650X-vol12i3-005Keywords:
military personnel, learning preferences, English, types of speech (speech activities types), course trainingAbstract
The results of the four-month face-to-face course training of service members of the Armed Forces of Ukraine on learning English based on the Foreign Languages Education and Research Centre of the National Defense University of Ukraine were studied. The achievements and identified problems were analyzed. The experiment took two groups of listeners, a total of 139 people. The results were evaluated during the entrance and exit testing of four aspects of speech activity - listening, speaking, reading, and writing. The significance of the difference between the results was assessed using the non-parametric Mann-Whitney U-test. The preferred learning styles of the respondents were identified using R. Felder-B—Soloman’s method to evaluate the individual perception of various tests. Entrance testing proved a relatively modest level of initial knowledge. Average test scores ranged from 1.9 to 2.3 points on a 5-point scale. The writing tests (the most difficult) and reading were more complex than speaking and listening. Final testing confirms progress in all directions. The interval of average scores for the three tests increased to 2.6-2.9 points, and for reading - 2.9 and 3.1 points for different groups. However, the results of the final tests cause some concern, as they generally need to reach higher. The achieved progress is heterogeneous in terms of types of speech activity. The most significant improvement is observed for reading (an increase of about 1 point), somewhat less for writing (0.76 points). For listening and speaking, the increase varies between 0.35 and 0.7 points. Assessing the influence of the preferred learning styles on progress in various types of speech activity indicates that an active way of processing information improves speaking. A consistent way of understanding information helps improve speaking and writing—improvement in reading correlates with a developed visual channel for receiving information. The results indicate the need to correct the teaching methodology to strengthen the individual approach and adapt teaching methods to the needs of each student.
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