Science for Education Today, 2020, vol. 10, no. 3, pp. 144–163
© Zlobina I. S., Rezepova N. V., Utkina N. V., Sergeeva N. A., Rubleva O. S., 2020
UDC: 
378.16 + 81.37

The impact of interactive game resources on enhancing students’ terminological competence and foreign language proficiency [In English]

Zlobina I. S. 1 (Kirov, Russian Federation), Rezepova N. V. 2 (Moscow, Russian Federation), Utkina N. V. 3 (Moscow, Russian Federation), Sergeeva N. A. 4 (Moscow, Russian Federation), Rubleva O. S. 1 (Kirov, Russian Federation)
1 Vyatka State University
2 Plekhanov Russian University of Economics
3 Bauman Moscow State Technical University
4 Russian State Agrarian University - Moscow Timiryazev Agricultural Academy
Full text (Open Access) — Downloaded 1045
Abstract: 

Introduction. The article focuses on the effective use of educational interactive technologies in foreign language communication and research activities of students. The purpose of this study is to identify factors which determine the impact of interactive gaming services on formation of students’ terminological competence and foreign language proficiency.
Materials and Methods. The research methodology involves reviewing literature on the use of interactive game resources in foreign language teaching, as well as analysis and synthesis of the obtained data. The methodological approach taken in this study is the system-activity approach. The educational experiment involved evaluating the possibilities of interactive resources conducted by teachers and assessment of students’ foreign language proficiency and research skills.
Results. The authors analyze and clarify the concepts of ‘interactive game technology’ and ‘foreign language proficiency’. They argue that development of terminological competence is one of the key stages in formation of foreign language proficiency. The study has revealed the influence of interactive services on organizational aspects of students’ communication in a foreign language as well as their research activities. The authors justify the necessity of using interactive game resources in teaching a foreign language as the basis of professional training which meets the requirements of modern digital society. The findings of the survey suggest that teachers are increasingly interested in employing interactive game resources for educational purposes. On the other hand, they report practical difficulties in using them. The empirical study enabled to identify digital tools and interactive technologies which contribute to enhancing foreign language proficiency.
Conclusions. In conclusion, the authors summarize the factors determining the influence of interactive technologies on the formation of students’ terminological competence and foreign language proficiency through encouraging involvement in learning and research activities within the framework of digital educational environment.

Keywords: 

Digital technologies; Interactive applications; Gamification of education; Activation of interaction; Digital educational environment; Foreign language proficiency.

URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:43091314

Prominence Percentile SciVal: 99.383 Gamification | Game Design | Game-Based Learning

http://apps.webofknowledge.com/full_record.do?product=RSCI&search_mode=G...

https://www.scopus.com/record/display.uri?eid=2-s2.0-85092638984&origin=...

The impact of interactive game resources on enhancing students' terminological competence and foreign language proficiency

For citation:
Zlobina I. S., Rezepova N. V., Utkina N. V., Sergeeva N. A., Rubleva O. S. The impact of interactive game resources on enhancing students’ terminological competence and foreign language proficiency [In English]. Science for Education Today, 2020, vol. 10, no. 3, pp. 144–163. DOI: http://dx.doi.org/10.15293/2658-6762.2003.08
References: 
  1. Arif F. K. M., Zubir N. Z., Mohamad M., Yunus M. M. Benefits and challenges of using game-based formative assessment among undergraduate students. Humanities and Social Sciences Reviews, 2019, vol. 7 (4), pp. 203–213. DOI: https://doi.org/10.18510/hssr.2019.7426
  2. Chang Y.-H., Liu T.-Ch., Paas F. Cognitive resources allocation in computer-mediated dictionary assisted learning: From word meaning to inferential comprehension. Computers & Education, 2018, p. 113-129. DOI: https://doi.org/10.1016/j.compedu.2018.08.013
  3. Chen J. C. The interplay of tasks, strategies and negotiations in second life. Computer Assisted Language Learning, 2018, vol. 31 (8), pp. 960–986. DOI: https://doi.org/10.1080/09588221.2018.1466810 
  4. Chen J. C., Kent S. Task engagement, learner motivation and avatar identities of struggling English language learners in the 3D virtual world. System, 2020, vol. 88. 102168 DOI: https://doi.org/10.1016/j.system.2019.102168
  5. De Corte E. Learning design: Creating powerful learning environments for self-regulation skills. Educational Studies Moscow, 2019, no. 4, pp. 30–46. DOI: https://doi.org/10.17323/1814-9545-2019-4-30-46
  6. Devizkaya Z. B., Ryabchikova V. G., Rubleva O. S.,  Zlobina I. S. The use of national corpuses of languages when studying lexicology at the university (from work experience). Perspectives of Science and Education, 2019, no. 5, pp. 203–214. DOI: http://dx.doi.org/10.32744/pse.2019.5.15 URL: https://www.elibrary.ru/item.asp?id=41266917
  7. Elfeky A. I. M., Elbyaly M. Y. H. Developing skills of fashion design by augmented reality technology in higher education. Interactive Learning Environments, 2018, pp. 1–16. DOI: https://doi.org/10.1080/10494820.2018.1558259 
  8. Förster M., Weiser C., Maur A. How feedback provided by voluntary electronic quizzes affects learning outcomes of university students in large classes. Computers & Education, 2018, vol. 121, pp. 100–114. DOI: http://dx.doi.org/10.1016/j.compedu.2018.02.012
  9. Gu X., Wang C., Lin. Examining scientific literacy through new media. Eurasia Journal of Mathematics, Science and Technology Education, 2019, vol. 15 (2), pp. em1785. DOI: https://doi.org/10.29333/ejmste/109948 
  10. Hamada M., Hassan M. An interactive learning environment for information and communication theory. Eurasia Journal of Mathematics, Science and Technology Education, 2017, vol. 13 (1), pp. 35–59. DOI: https://doi.org/10.12973/eurasia.2017.00603a 
  11. Hamidi H., Jahanshaheefard M. Essential factors for the application of education information system using mobile learning: A case study of students of the university of technology. Telematics and Informatics, 2019, vol. 38, pp. 207–224. DOI: https://doi.org/10.1016/j.tele.2018.10.002
  12. Hao Y., Lee K. S.Teachers’ concern about integrating Web 2.0 technologies and its relationship with teacher characteristics. Computers in Human Behavior, 2015, vol. 48, pp. 1–8. DOI: https://doi.org/10.1016/j.chb.2015.01.028
  13. Hilliard J., Kear K., Donelan H., Heaney C. Students’ experiences of anxiety in an assessed, online, collaborative project. Computers and Education, 2020, vol. 143. art. no. 103675. DOI: http://dx.doi.org/10.1016/j.compedu.2019.103675
  14. Iaremenko N. V. Enhancing English language learners’ motivation through online games. Information Technologies and Learning Tools, 2017, vol. 59 (3). pp. 126–133. DOI: https://doi.org/10.33407/itlt.v59i3.1606 
  15. Kalugina O. A., Tarasevich N. A. Smart technology integration into EFL teaching at the non-linguistic higher school. XLinguae, 2018, vol. 11 (1XL), pp. 8–18. DOI: https://doi.org/10.18355/XL.2018.11.01XL.02 
  16. Park J., Liu D., Yi M. Y., Santhanam R. GAMESIT: A gamified system for information technology training. Computers & Education, 2019, vol. 142. article no: 103643 DOI: https://doi.org/10.1016/j.compedu.2019.103643
  17. Perig A. V. Didactic student-friendly approaches to more effective teaching of the fundamentals of scientific research in a digital era of scientometrics. Eurasia Journal of Mathematics, Science and Technology Education, 2018, vol. 14 (12), article no: em1632. DOI: https://doi.org/10.29333/ejmste/97188
  18. Plakhova E. A., Kharapudko E. N., Nurmieva R. R. Game techniques as a method of the educational process intensification in teaching a foreign language. Humanities and Social Sciences Reviews, 2019, vol. 7 (6), pp. 38–44. DOI: https://doi.org/10.18510/hssr.2019.769 
  19. Putistina O. V. Interaction in the concept of autonomous language learning. Journal of Siberian Federal University. Humanities & Social Sciences, 2015, vol. 8 (9), pp. 1919–1925. DOI: https://doi.org/10.17516/1997-1370-2015-8-9-1919-1925 URL: https://www.elibrary.ru/item.asp?id=24228193
  20. Robert I. V., Mukhametzyanov I. S., Arinushkina A. A., Kastornova V. A., Martirosyan L. P. Forecast of the development of education informatization. Espacios, 2017, vol. 38 (40). URL: https://www.elibrary.ru/item.asp?Id=35505498
  21. Ryabkova V. V. Mobile devices and apps for developing language skills (on the example of the English language). Perspectives of Science and Education, 2019, no. 2, pp. 320–326. DOI: https://doi.org/10.32744/pse.2019.2.24 URL: https://www.elibrary.ru/item.asp?id=38169083
  22. Xie K., Tosto Di G., Chen S.-B., Vongkulluksn V. W. A systematic review of design and technology components of educational digital resources. Computers and Education, 2018, vol. 127, pp. 90–106. DOI: https://doi.org/10.1016/j.compedu.2018.08.011 
  23. Danilina E. K. Control of formation of foreign language written and speech skills with the help of mobile applications: Theoretical and methodological model. Scientific Dialogue, 2018, no. 3, pp. 253–266. (In Russian) DOI: https://doi.org/10.24224/2227-1295-2018-3-253-266 URL: https://elibrary.ru/item.asp?id=32717170
  24. Volobueva Yu. V. Use of web-service LEARNINGAPPS.ORG in organizing of non-lingvistic students’ self-study in the process of learning the English language. Bulletin of the Surgut State Pedagogical University, 2017, no. 5, pp. 39–47. (In Russian) URL: https://elibrary.ru/item.asp?id=36709331
  25. Zhigadlo V. E., Odinokaya М. А. Usage of training podcasts technology in the interactive learning process of Hindi language in technical university as the basis of upbringing process in supplementary humanitarian education. Language and Culture, 2017, no. 38, pp. 207–226. (In Russian) DOI: https://doi.org/10.17223/19996195/38/14   URL: https://elibrary.ru/item.asp?id=30058826 
  26. Karmanova E. V., Starkov A. N., Vikulina V. V. The possibilities of applying gamification technology in the implementation of e-learning at the university. Perspectives of Science and Education, 2019, no. 4, pp. 462–472.  (In Russian) DOI: https://doi.org/10.32744/pse.2019.4.35 URL: https://www.elibrary.ru/item.asp?id=39544382
  27. Nazarenko A. L. The didactic potential of the Teletandem method of learning foreign languages for the development of communicative and cross-cultural competences. Language and Culture, 2018, no. 43, pp. 185–198. (In Russian) DOI: https://doi.org/10.17223/19996195/43/12 URL: https://elibrary.ru/item.asp?id=36774775
  28. Podyanova T. O., Koneva E. V. Communicative competence of students in valuable and professional context. Language and Culture, 2017, no. 40, pp. 254–262. (In Russian) DOI: https://doi.org/10.17223/19996195/40/18 URL: https://www.elibrary.ru/item.asp?id=32664656
  29. Radulovic B., Stojanovic M. Comparison of teaching instruction efficiency in physics through the invested self-perceived mental effort. Educational Studies Moscow, 2019, no. 3, pp. 152–175. DOI: https://doi.org/10.17323/1814-9545-2019-3-152-175 URL: https://elibrary.ru/item.asp?id=39555189
  30. Rubtsova O. V. Digital media as a new means of mediation (part one). Cultural and Historical Psychology, 2019, vol. 14 (3), pp. 117–124. (In Russian) DOI: https://doi.org/10.17759/chp.2019150312, URL: https://www.elibrary.ru/item.asp?id=41135721
  31. Smirnova N. V., Bagramova N. V. An empirical investigation on undergraduate students’ writing skills in a foreign language as a social practice within a non-linguistic university. Novosibirsk State Pedagogical University Bulletin, 2018, vol. 8 (6), pp. 201–215. (In Russian) DOI: http://dx.doi.org/10.15293/2226-3365.1806.13 URL: https://www.elibrary.ru/item.asp?id=36655301
  32. Soboleva E. V., Karavaev N. L., Perevozchikova M. S. Improving the content of teacher training for the development and application of computer games in learning process. Novosibirsk State Pedagogical University Bulletin, 2017, vol. 7 (6), pp. 54–70. (In Russian). DOI: http://dx.doi.org/10.15293/2226-3365.1706.04 URL: https://www.elibrary.ru/item.asp?id=30794028
  33. Chistobaeva L. V. Use of mobile multimedia devices in a foreign language classroom in a university. Bulletin of the Maykop State Technological University, 2015, no. 4, pp. 95–98. (In Russian) URL: https://www.elibrary.ru/item.asp?id=25500673
Date of the publication 30.06.2020