Email this article Designing individualized educational routes in teaching master’s degree students oral foreign language communication
- Authors: Matsalak T.V.1, Obdalova O.A.1
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Affiliations:
- Tomsk State University
- Issue: No 6 (2025)
- Pages: 31 - 44
- Section: THEORY AND METHODS OF TEACHING AND EDUCATION
- URL: https://medbiosci.ru/2307-6127/article/view/359813
- DOI: https://doi.org/10.23951/2307-6127-2025-6-31-44
- ID: 359813
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Abstract
The article explores the key aspects of designing individualized educational routes in teaching oral foreign language communication to Master’s degree students. The technology of designing an individual educational route in teaching oral foreign language communication is defined, which includes content planning, resource selection and organization of both student’s and teacher’s activities. For the implementation of an individual educational route we suggest a structured, multi-faceted approach, based on a variable practice in oral foreign language communication, a modular course design, and use of blended learning technologies. The peculiarities of basic-invariant (essential for all learners), differentiated (tailored to individual learners’ needs), and variant-developmental components (focused on advancing professional skills) of individual educational routes are considered. The study identifies potential communicative barriers (linguistic, didactic, evaluative and self-management) and proposes strategies to overcome them. The design process is revealed by two algorithms of activities: for a teacher and a student. The teacher’s design algorithm consists of five stages: diagnostic, projective-reflexive, motivational, organizational-activity and resultant-reflexive; the student’s algorithm consists of organizationalmotivative, activity and resultant-reflexive. The article describes the possibilities of the proposed designing technology that allow building trajectory of individualized alignment of students’ foreign language skills and speech abilities, necessary for creating equal opportunities for their participation in foreign language communication. The didactic potential of the designed algorithm for individualizing the process of Master’s degree students teaching foreign language communication skills manifests itself in expanding research-oriented foreign language experience and varying degree of learner autonomy and specialization.
About the authors
Tatyana Vladimirovna Matsalak
Tomsk State University
Author for correspondence.
Email: mtv3000@yandex.ru
Tomsk, Russian Federation
Olga Andreyevna Obdalova
Tomsk State University
Email: o.obdalova@mail.ru
Tomsk, Russian Federation
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