INDIVIDUAL AND GROUP AUTONOMY IN DIFFERENTIATED ESP INSTRUCTION OF INFORMATION TECHNOLOGY STUDENTS

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
O. Synekop
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Abstract

This study was aimed to check the effectiveness of links between individual and group autonomy of information technology (IT) students who studied ESP at university with the use of differentiated tasks. The mixed type of research was used. The study was held in 2020-2021 academic year and involved 40 IT students of the Physics and Technology Department of National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. For the purpose of the study we used a three-degree individual autonomy model involving the partial autonomy, semi-autonomy and conditionally full autonomy degrees, and a two-degree group autonomy including the minimum and relatively maximum degrees. Both models were based on the criteria of motivation; goal, content and procedure; control and reflection. The significantly and insignificantly effective links between individual and group autonomy of IT students in differentiated ESP instruction were identified. The relatively maximum degree of group autonomy combined with individual semi-autonomy of IT students, as well as the relatively maximum degree of group autonomy combined with conditionally full individual autonomy of IT students were found significantly effective. In contrast, the combinations of the minimum degree of group autonomy with partial individual autonomy of IT students, as well as the minimum degree of group autonomy with conditionally full individual autonomy of IT students were found insignificantly effective. It was concluded that the promotion of the individual and group autonomy in differentiated ESP instruction should be based on individual characteristics of students.
信息技术专业学生差异化esp教学中的个体与群体自主性
摘要本研究旨在探讨资讯科技(IT)专业大学生在运用差异化任务的情况下,个人自主性与群体自主性之间的联系是否有效。研究采用混合类型。该研究于2020-2021学年进行,涉及乌克兰国立技术大学“伊戈尔西科斯基基辅理工学院”物理与技术系的40名IT学生。为了研究的目的,我们使用了一个包含部分自治、半自治和有条件完全自治程度的三度个体自治模型和一个包含最小和相对最大程度的二度群体自治模型。这两个模型都是基于动机的标准;目标、内容和程序;控制和反思。结果表明,在差异化ESP教学中,信息技术学生的个人自主性与群体自主性之间存在显著和不显著的联系。发现IT学生相对最大程度的群体自治与个人半自治相结合,以及IT学生相对最大程度的群体自治与有条件的完全个人自治相结合显著有效。相比之下,IT学生的最小群体自治程度与部分个人自治,以及IT学生的最小群体自治程度与有条件的完全个人自治的组合效果不显著。结果表明,在差别化ESP教学中,个体自主性和群体自主性的提升应以学生的个体特征为基础。
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来源期刊
Advanced Education
Advanced Education EDUCATION & EDUCATIONAL RESEARCH-
自引率
27.30%
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审稿时长
8 weeks
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