Vol 27, No 3 (2023)

Introduction. The paper studies the use of engagement markers in discussion sections of English-medium research articles in medical and foreign language teaching domains by two groups of academic writers, Anglophone and non-native ones using English as a Lingua Franca.

Materials and Methods. In order to explore how disciplinary considerations and author language backgrounds affect the choice, frequency and distribution of engagement markers, we built a corpus of 68 research papers (34 medical and 34 EFL papers) published in international and national academic journals between 2019 and 2022. The markers were investigated using contrastive analysis applying Hyland & Jiang’s modified model.

Results. Corpus analysis stressed both cross-disciplinary and language distinctions. The analysed foreign language teaching research papers rely on engagement more than the medical papers, which is manifested in the frequency of the use of markers. Writers in both disciplines engage with the reader through reader mentions and appeals to shared knowledge, but unlike medical papers, teaching ones rely heavily on managing the readers’ attention and addressing them directly through asides. From the linguacultural perspective, Anglophone writers use engagement markers a little more frequently than the authors from non-English-speaking countries. The main distinction lies in direct addresses to the reader which are realised in personal asides and questions. Overall, Anglophone writers tend to use a broader variety of engagement markers than non-Anglophone authors. The frequency and selection of engagement markers are influenced by language background, reflecting differences in linguistic-cultural conventions, target audiences, and publication contexts. Within the global scientific community, it is crucial to investigate how multilingual authors navigate the use of metadiscourse markers. Native English speakers and non-native speakers engage in a dialogue as equals, disregarding linguistic dominance. This highlights the need for unified conventions in establishing a global academic lingua franca.

Discussion and Conclusion. The findings of this study hold significant pedagogical implications, providing support for academic writers and promoting the development of a global academic language and culture. By understanding the dynamics of engagement markers and their role in effective communication, pedagogical efforts can focus on enhancing global academic language skills and fostering a cohesive global academic culture.

Introduction. Creative teaching behaviour for vocational teacher candidates has increased students’ creative skills. So, it is natural for scholars to pay full attention to how to shape creative teaching behaviour for teachers and candidates. Therefore, this study aims to explore the role of social capital on the creative teaching behaviour of teachers by involving motivation and self-efficacy as mediators.

Materials and Methods. This study involved university students who were involved in a teacher education program. Two hundred twenty-eight campus students in a teacher education program at a state university in Yogyakarta-Indonesia participated in this study. Structural equation modelling analysis is used to prove the hypothesis.

Results. The study results reveal that teacher candidates’ creative teaching behaviour is influenced by social capital, motivation, and self-efficacy. In addition, teacher candidates’ strength of social capital also predicts motivation and beliefs related to their teaching abilities. This study also proves that motivation and self-efficacy act as mediators that significantly mediate the effects of social capital on creative teaching behaviour for teacher candidates.

Discussion and Conclusion. The results of this study provide important implications for university lecturers involved in teacher education programs to strengthen social capital, motivation, and self-efficacy for teacher candidates through the teaching process.

Introduction. Online and offline formats of interpersonal communication are widespread and satisfy the need for communication and recognition of schoolchildren. At the same time, the issue of the peculiarities of using virtual interpersonal communication in learning activities, its potentials, formal and content parameters remains insufficiently studied. The purpose of the article is to analyze the possibilities of virtual format of interpersonal communication, which affects the needs, sources of activity, behavioral norms, and states of the child.

Materials and Methods. In the course of an empirical study, the authors carried out a diagnosis of the success of online and offline communication in 238 students in Omsk schools. The parameters were studied in respondents using a set of diagnostic methods: the method “Diagnostics of motivational orientations in interpersonal communications (I. D. Ladanov, V. A. Urazaeva); the Rosenberg Self-Esteem Scale; methodology for diagnosing motivational-semantic formations (Yu. M. Orlov, B. A. Sosnovsky).

Results. In the course of the study, it was revealed that the implementation of online and offline communication significantly increases all the parameters that characterize the success of interpersonal communication and educational motivation. Comparison of situations of face-to-face communication both online and offline allows us to say that in both cases interpersonal communication has a goal – the development of educational, social and cognitive motives. However, the process of online and offline communication not only supplements the personal plan with an emotional aspect, but also goes beyond the school educational space in terms of the “Result” and “Product” parameters.

Discussion and Conclusion. The obtained results indicate that the functionality of communication in virtual space opens wider opportunities for the growth of educational motivation compared to face-to-face communication. The presented materials can be used by researchers of children's behavior in virtual space, teachers implementing blended or online learning.

Introduction. The ease of searching and copying someone elseʼs text on almost any topic is one of the most important reasons for the prevalence of plagiarism in academic papers. While plagiarism detectors have become a common tool for universities, such systems are practically not used in secondary schools. It is considered to be a serious problem, that high school graduates are unprepared for the academic papers’ originality requirements. Universities are making efforts to overcome this lack of readiness. The authors study the attitude of teachers and learners of the Russian secondary schools toward the problem of plagiarism.

Materials and Methods. An anonymous online survey of teachers (n = 2,286) and learners (m = 4,555) of secondary schools in the Vologda, Kaliningrad and Lipetsk regions of the Russian Federation was conducted. The survey was carried out through the Google Forms service. The quantitative and qualitative analysis of the obtained data was carried out.

Results. Learners acquire the habit of plagiarism already in secondary school. Secondary school learners are loyal to copying someone elseʼs text without reference to the source; although they partially admit that by doing so they do wrong. Teachers are less tolerant to this and ready to respond to plagiarism in learners’ papers by lowering marks/grades or by requiring learners to redo the work. Teachers do not always clearly understand which borrowings can be considered legitimate and correct, and which ones are not, they cannot explain this to their learners, cannot instill in them the necessary academic integrity, and cannot establish clear criteria for works evaluation. The use of plagiarism detection systems in schools is unsystematic and it is often the result of the initiative of individual teachers. There is also no methodology for using plagiarism detection systems in secondary schools.

Discussion and Conclusion. The conducted studies for the first time provided actual confirmation of the hypotheses. It means that it is necessary to include plagiarism detection systems in the toolkit used in secondary school. We have obtained evidence, that it is necessary to implement such tools in the secondary education system step by step, as well as to create conditions, so that school teachers can acquire relevant skills. The materials of the article will be useful to scientists who study the problems of secondary and high education, managers of the secondary education system at all levels, teachers, lecturers and learners of pedagogical universities.

Introduction. Distance learning, caused by the sanitary and epidemiological situation in the world, has led to the need to restructure the higher education system from the traditional full-time/offline attendance to a distance format. The use of the “newˮ format for higher education assumed the use of digital technologies, therefore there was a need for the formation of appropriate digital and “soft” competencies among the teaching and research staff of higher educational institutions. The purpose of the article is to analyze the satisfaction of teaching and research staff of Russian higher educational institutions with the system of professional and official promotion, their assessment of the need for general professional, organizational and managerial, information communication, regulatory legal and interpersonal competencies in the conditions of digital transformation of the higher education system of the Russian Federation.

Materials and Methods. To identify the opinion of scientific and pedagogical workers about changes in the importance of competencies, the development of a business career, the authors conducted a sociological survey of 1,532 scientific and pedagogical workers of higher education. The monitoring was carried out taking into account methodological approaches developed with the participation of the scientific and educational laboratory of the Penza affiliated branch of the Financial University “Strategies for increasing the competitiveness of international activities of universities in the global digital space”.

Results. According to the results of the sociological survey, a low level of satisfaction of scientific and pedagogical staff was revealed, caused by the presence of the following problem areas: the prevalence of paper reporting over the scientific and pedagogical activities of employees; excessive bureaucracy that hinders professional and official development; an incorrect system of performance indicators; the absence of a unified career development model for scientific and pedagogical staff of educational institutions. Practice-oriented recommendations have been developed in the field of digital and “softˮ competencies, the formation of a management system for the professional development of scientific and pedagogical staff.

Discussion and Conclusion. The formulated theses contribute to the development of theoretical and methodological approaches to the study of the level of satisfaction of scientific and pedagogical staff of Russian universities. The presented materials of the article can be used for research purposes by scientists, researchers dealing with similar issues, as well as federal and regional executive authorities, higher educational organizations in the development of professional development programs for teaching staff.

Introduction. Despite the significant measures and programs implemented by the countryʼs leadership to improve the financial literacy of the Russian population, students of Russian universities are still not financially literate enough. In this regard, it is necessary to develop and implement a set of intra-university educational practice-oriented technologies that can improve financial literacy and economic independence of students during the period of university education. The purpose of the article is to show the features and opportunities of regional universities of the country in solving the problem of improving financial literacy of student youth.

Materials and Methods. The study of the problem of formation of financial literacy of student youth during university education was conducted on the basis of a questionnaire survey of 565 students from 29 universities of the Russian Federation in May‒June 2022 using a specially designed questionnaire via Google Forms. The results of the questionnaire survey were processed using the SPSS program and the method of comparative analysis of responses of students of leading (federal, national research, metropolitan) and regional Russian universities, which made it possible to identify and analyze the peculiarities of studentsʼ financial literacy formation depending on the status of their higher education institution.

Results. Self-assessment of students of regional universities of their financial literacy showed its low level, indicating the insufficiency or lack of serious knowledge in the financial sphere. At the same time, students understand the importance of financial literacy and indicate their willingness to participate in various forms of training on this issue. To implement the educational process aimed at intensive formation of studentsʼ financial literacy, the system of continuous practice-oriented formation of financial literacy is proposed.

Discussion and Conclusion. The materials of the article can be useful in the organization of educational process in universities to improve financial literacy of students. In the future, the study will be supplemented by analyzing the formation of studentsʼ financial literacy at different stages of education on the basis of taking into account the influence of age, year of study and other factors.