Development and approbation of a test of students’ communicative competencies in the context of learning English

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Abstract

Background.The relevance of the study is related to the need of developing methods for objectively assessing the level of students’ communicative competencies in English. Modern requirements for specialists’ training imply a high level of foreign language proficiency, which ensures the competitiveness of graduates in the international labor market. The development of a reliable and valid test will identify the strengths and weaknesses of students, improve the quality of the educational process and ensure effective training of professionals ready for productive interaction in a multicultural environment. The theoretical construct of the developed test and the psychometric verification of the test components are presented. It is external and internal validity.

Purpose. The article is a summary of the work carried out to create and verification the effectiveness of a test aimed at assessing the level of students' communicative competence formation in the process of mastering English.

Materials and methods. The basis of the study is the theoretical justification, empirical verification and application of methods of quantitative analysis of diagnostic results, as well as methods of descriptive and comparative statistics.

Results. The validity of the communicative competencies test has been proved on a sample of linguistic and non-linguistic students’ specialties (n = 155). It has been established that self-esteem in mastering a foreign language among students is a system-forming factor. Mediation takes an orthogonal, isolated position in relation to its practical application. This highlights the importance of integration, the inclusion of mediation in the context of learning English and the integrated development of the student.

Practical implications. This study is important both for the practical implementation of educational projects and for fundamental research in the field of pedagogy and psychology in teaching foreign languages. The developed test can be used to identify problem areas in the educational process, allowing for timely introduction of necessary changes.

About the authors

Natalia N. Kasatkina

P.G. Demidov Yaroslavl State University

Author for correspondence.
Email: ninet75@mail.ru
ORCID iD: 0000-0002-6757-9622
SPIN-code: 6383-2290

PhD in Pedagogy, Associate Professor, Head of the Institute, Head of Foreign Languages Department of Humanitarian Faculties

 

Russian Federation, 14, Sovetskaya Str., Yaroslavl, 150000, Russian Federation

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