APPLICATION OF PEER QUESTIONING IN ENGLISH LANGUAGE CLASSES AT UNIVERSITIES
Abstract
Background. There is a problem of the time lack used to control students' oral acquisition of professional terms in foreign language classes at universities. The use of the methodological technique of peer questioning can contribute to more effective and quick control of vocabulary acquisition.
Purpose. Analyze the effectiveness of the methodological technique of peer questioning in foreign language classes with university students.
Materials and methods. The methods of study, theoretically analysis and summarizing literature and documents devoted to active methods and techniques for developing students' professional competencies was used. The methods of scientific observation and comparison of the quantitative results of the experiment were used. The quantitative indicators obtained during the experiment and the questionnaire were collected, synthesized and analyzed. Quantitative data obtained by calculating the arithmetic mean values of the assessment on a five-point scale and the questionnaire were used to confirm the effectiveness of using the mutual questioning technique in foreign language classes at the university.
Results. Active teaching methods and techniques play vital role in increasing the efficiency of the learning process, improving the psychological climate in the classroom, and increasing motivation to learn a foreign language. It was confirmed that the use of the peer questioning technique in foreign language classes at universities reduces the time allocated for lexical material revision and is more effective than using a general questioning. According to the results obtained, the peer questioning technique is positively accepted by the students and promotes the creation of a friendly psychological atmosphere in the group, positive motivation to learn a foreign language, and the development of cooperation skills of the students.
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