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DOI: https://doi.org/10.34069/AI/2022.55.07.13
How to Cite:
Hurbanska, S., Botvyn, T., Burmakina, N., Shovkoplias, Y., & Hurbanska, A. (2022). On the problems of modern philology and the
creative methodology of teaching foreign languages in the European educational system. Amazonia Investiga, 11(55), 124-131.
https://doi.org/10.34069/AI/2022.55.07.13
On the problems of modern philology and the creative methodology of
teaching foreign languages in the European educational system
Sobre los problemas de la filología moderna y la metodología creativa de la enseñanza de
lenguas extranjeras en el sistema educativo europeo
Received: August 29, 2022 Accepted: September 15, 2022
Written by:
Hurbanska Svitlana54
https://orcid.org/0000-0002-1242-5896
Botvyn Tetiana55
https://orcid.org/0000-0001-8590-8664
Burmakina Nataliia56
https://orcid.org/0000-0002-4960-5276
Shovkoplias Yuliia57
https://orcid.org/0000-0002-5809-2548
Hurbanska Antonina58
https://orcid.org/0000-0003-3968-9004
Abstract
The modern philology involves many creative
methods in the study of foreign languages.
European education system used measures
related to the involvement of the new
technologies and distance learning due to the
global pandemic. The aim – to describe the latest
methodology in combination with new
technologies and creativity. The methodology of
creative pauses was conducted among the
students in Comenius University Bratislava.
Methods: monitoring, testing, data analysis,
description, experimental training using
multimedia resources. The results showed that
non-traditional methodologies (creative pauses)
adapted to the FluentU media resource in
combination with distance forms of education
become an alternative to traditional learning.
Keywords: creativity, foreign language, non-
traditional methodologies, innovations.
54
PhD in philological sciences, Associate Professor of Educational and Scientific Institute of Kyiv National University of Culture
and Arts Educational and Scientific Institute of Kyiv National University of Culture and Arts, Ukraine.
55
Doctor PhD Lviv State University of Life Safety, Department of Foreign Languages and Translation Studies, Ukraine.
56
Candidate of Pedagogical Sciences, Senior Lecturer at the Department of Foreign Languages Polissia National University, Faculty
of Economics and Management, Ukraine.
57
Candidate of Philological Sciences, Senior lecturer Department of second foreign language teaching Zaporizhzhіa National
University Zaporizhzhіa, Ukraine.
58
PhD in philological sciences, Professor of the Department of Documentation and Information Analytical Activity of Kyiv National
University of Culture and Arts, Ukraine.
Hurbanska, S., Botvyn, T., Burmakina, N., Shovkoplias, Y., Hurbanska, A. / Volume 11 - Issue 55: 124-131 / July, 2022
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/ July 2022
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Introduction
The European education system seeks to
encourage, self-expression, and the comfort of
the subjects of the learning process. Teachers are
expected to provide quality instruction and to
meet the needs and expectations of students. In
the university context, teachers are expected to
be aware of all educational innovations in their
field, in particular the teaching of foreign
languages. Given this imperative, the question
arises as to what is new in the field of modern
foreign language teaching. We are not talking
about the application of new technologies, which
certainly help to beat grammatical forms or to
accustom the distinction of certain sounds, or to
understand a written text. These forms do not
allow for the full development of spontaneous
expression or interaction as a social actor who
must perform a communicative task.
As Alfadil (2020) notes, non-traditional methods
and innovations are very effective, the mistake,
however, would be to assume that technological
innovation is necessarily based on or
simultaneously provides conceptual innovation.
Even if the teacher's role changes, he or she must
guide the learner among the linguistic mazes, to
find appropriate approaches.
First and foremost, everyone should understand
the need to make learning more enjoyable, and
less boring (Farrell & Kennedy, 2020). This idea
is widely developed (Russell, 2020), where the
scholar reveals the basics of “better learning,”
clearly emphasizing the importance of a mental
environment that encourages stress-free learning,
varied activities that are both creative and fun,
and stimulates students' motivation to be
interested in foreign languages. Of particular
note is his idea of reusing recess for the benefit
of language learning.
In the perspective of this work, non-traditional
methodologies that offer practices, preferring
different forms of creativity such as theater,
music, rhythm, gesture, etc. are interesting.
However, despite the great interest in play
practices and creative activities, first of all, it is
necessary to follow the programs approved by
institutions or the educational system. Therefore,
there is a dilemma in combining clear academic
programs with experience, learning with fun.
Creative and recreational breaks in this regard are
poised to solve it (Wen & Chen, 2022).
The purpose of this paper is to describe the latest
European methodological experience in teaching
foreign languages to non-traditional methods,
and their creative and original adaptation during
creative and recreational breaks in a distance
learning environment.
Objectives of the paper: to define different types
of pauses; to review the latest non-traditional
methodologies; to discuss their possible
adaptation during creative and recreational
pauses; to determine the advantages of this
teaching approach in combination with technical
innovations.
Theoretical Framework or Literature Review
Any teacher feels perfectly well the need to pause
during the learning process, even if students still
seem quite active and able to follow the learning
process. Rus (2020) identifies four types of
pauses: recreational, simple physical (or
biological), creative, and rich physical.
According to him, the duration of pauses should
always be defined, and it is very useful to create
a ritual to signify the end of the pause, for
example, to play a certain melody.
In a distance learning environment, there is no
need for a detailed description of the possible
activities during the physical pauses. Although it
is possible to practice this remotely (under the
guidance of a teacher, participants satisfy their
natural needs, communicate with colleagues,
perform stretching exercises or controlled
breathing movements).
Pauses of this type are necessary and very useful
for further work, however, when teaching foreign
languages online, we should focus on
recreational and creative breaks, which we can
use for educational purposes.
An alternative to traditional breaks can be
suggested by non-traditional methods of creative
breaks, with the possibility of adapting them to
remote learning. Non-traditionalism is seen as
the opposite of pedagogical practices typically
taken for granted, particularly by students, where
the student is viewed as a holistic and creative
individual (Caena & Redecker, 2019).
According to Onishchuk et al., (2020),
recreational pauses help to relax the atmosphere,
reduce tension, which allows to overcome
language barriers, forget fear, and get rid of
stress. The authors describe several possible
options. For example, you can tell a short joke or
a funny story, offer a simple game. Such a small
activity will allow repeating the material, to
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break the ice. Rhythmic repetition with visual
exercises is very useful. This is very important
for students who have to concentrate on their
computer monitors all day.
Creative pauses, as the name implies, free the
imagination. Short theatrical improvisations, art,
drawing in computer applications, music,
movies, and household items can serve as the
basis for these small breaks from regular distance
work (Caena & Redecker, 2019). The practical
application of the multiple intelligences’ theory
used in the paper should also not be overlooked.
(Hanzawa, 2021) states that not all students have
the same level of intelligence and therefore the
same type of activity is not appropriate for
everyone and may demotivate some. If the
educator finds different approaches to the
subject, he achieves better results and avoids
boredom, which, according to (Bruno Hurst)
does not generate a healthy rebellion or
reasonable acceptance, but rather his absorbing
apathy sinks the body, sinks into a state of
emotional stupor (Dufeu, 2020). In this context,
mention should be made of linguistic
psychodramatry (Baudracco-Kastner, 2022),
which also facilitates the acquisition of a foreign
language. Psychodramatry addresses the
participant on physical, affective, intellectual
levels, in its social and spiritual dimension. More
unconventional foreign language learning
techniques are described by (Pennycook, 2022).
The authors emphasize the importance of
positive emotions in the learning process. There
are five non-traditional, creative methodologies,
in other words, methodologies that offer different
strategies for teaching/learning foreign
languages: the community method, the silence
method, the movement method, the
suggestopedia, and the natural approach.
The community method (Macgilchrist, Allert &
Bruch, 2020) proposes using a foreign language
as a means of social interaction, that is, to
introduce activities directed at everyone, not
forgetting their emotions and feelings. The goal
is to apply to the teaching of foreign languages
the same methodology as in psychotherapy.
Gradually the class becomes a community that
shares its knowledge with each other. The
disadvantages of this method are the lack of time
and the availability of curricula. Shared class life
becomes, unfortunately, a utopian idea. In
addition, the use of small groups to accomplish a
task as one whole social organism is highly
recommended.
The natural approach of Corcoran et al., (2020)
promotes speech comprehension and vocabulary
development and does away with grammar
entirely since when we learn our native language
from an early age, we do not teach grammar
rules, everything comes by itself.
The method of silence (Weber & Mehandru,
2022), as its name indicates, according to which
the teacher should remain silent for as long as
possible to allow the students to express
themselves, strive, and above all to develop their
autonomy.
The method of general physical reaction
(Pennycook, 2022), or in other words the method
of movement, is very simple, here the gesture
plays a very important role. It is based on an
imperative, the teacher gives orders, and the
students move a lot to perform the assigned task,
facilitating vocabulary memorization. But it
should be noted the impossibility of this type of
work during distance learning. On the other hand,
it is possible to resort to this method during a
short pause (as a presentation of the imperative
inclination or prepositions of place).
Suggestopedia (Macgilchrist, Allert & Bruch,
2020) - the method differs greatly from other
non-traditional techniques by emphasizing
musical rhythm and classroom decorum. (Caena
& Redecker, 2019) are of the opinion that in a
carefully organized learning environment, one
can accelerate the pace of learning 3 to 10 times,
while creating an enjoyable and relaxing
environment. The author practiced different
reading techniques accompanied by excerpts of
music by Mozart, Bach, Haydn, or Beethoven to
achieve a state of psychorelaxation and
concentration. It is necessary to vary the tone and
rhythm of the reading with the musical
accompaniment (Worsham & Kalita, 2020). The
type and choice of music is very important.
Suggestopedia has the disadvantage of being too
long.
All of these presented methods are creative
because they completely eliminate stress,
feelings of inferiority and insignificance, and, of
course, routine, which is considered the main
obstacle to learning a foreign language.
Nevertheless, they are not well studied. We
believe that it is important to know them to apply
their new adaptation and to practice them during
creative or recreational breaks.
Methodology
The experiment was conducted at Comenius
University in Bratislava. Comenius University in
Bratislava among 1st and 2nd year English
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Philology students in English Language and
Literature. Students of 1-2 years (two semesters)
participated (2 subgroups). The experiment was
conducted throughout the 2019-2020 year.
Given learning experimentation consisted of the
next stages:
1. the first stage of the experimentation;
2. hands-on learning;
3. transitional observation;
4. questionnaires;
5. post-experimental stage.
The hypothesis is put forward: the process of
development of speech competence among full-
time the students of the first year in the specialty
“English language and literature” becomes more
effective if creative pauses with the use of
innovative technologies and new, non-standard
methodologies are applied. The use of Internet
resources using FluentU technologies allows
conducting classes and creative pauses, making
possible types of activity aimed at forming all
components of English speech competence (Fig.
1):
Figure 1. FluentU media resource interface.
Source: Language Immersion Online. (Fluentu, n.d.).
The purpose of the first stage was to identify the
initial level of knowledge of the participants of
the experiment; the formation of foreign
language speech competence to determine the
selected group of students’ quantity and quality
arrangement. The design of the experiment - the
experimental groups were compared at all stages
of the study. So, both groups of apprentices were
observed for 2 years. One group 2 was engaged
in distance learning, according to the traditional,
established algorithm of distance learning
institutions. Group 1 had creative pauses with the
introduction of different types of creative
activities in the context. To obtain reliable
results, identical pairs of students with extremely
similar scores on certain traits were chosen. This
made it possible to take into account not only
general data but also individual data. To fix the
preliminary level of foreign language speech
capability between the 1st year students an
experimental test was carried out. The
experiment was conducted in 2019 (second
semester) - 2020 (first semester) during the strict
lockdown in two groups of 12 students each. The
test materials chosen were a task from the
University of Cambridge website,
https://www.flo-joe.co.uk/cae/students/tests/.
Students were selected according their responses
to the exit test. In addition, a questionnaire on the
practical use of the FluentU media resource was
conducted.
To achieve the results and to prove the
hypothesis the following scientific methods were
applied: training-experiment with the use of
educational media resources FluentU,
observation, data counting, description, and
presentation of results.
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Results and Discussion
The pedagogical experiment had the following
objectives: academic (took place during the
study); hypothetical (test); natural (experimental
groups were chosen randomly); horizontal
(control and experimental groups); openness
(open questioning). The results of the
investigational stage clusters had a regular level
of foreign language speech competence. Group 1
should improve their level after working with the
educational media resource FluentU and the use
of creative pauses.
Pedagogical experiment, during which the
developed system of activities for creative pauses
with the help of FluentU media resource was
tested. The training itself was held remotely,
according to the traditional university algorithm.
FluentU media resource was involved in the
learning process, with the help of which students
received additional material, but in a playful
relaxed form during the creative pauses. The
progress in the development of speech
competence was monitored during the
experiment. The time of the education
experimentation was chosen according to teacher
needed extra time to fill in the material in
FluentU, as the selection of the material was
made, which was coordinated with the
curriculum. Consequently, there is no need to
describe the work of group 2, which was engaged
in the established algorithm of distance learning.
Experimental group 1 used the approach of
creative pauses based on suggestopedia. It is
important to maintain a certain dynamism and
creativity that would not have been possible
without using FluentU, as the google meet
learning platform has much fewer media features
and was used for group 1 solely to create a
collaborative conference. Of course, FluentU
provides many ideas and possibilities for
implementing games and other communicative
activities in foreign language classes. In this case,
it was important to choose the right moment to
implement them. A special place is the sound
quality, a very important factor in adapting to
new sounds. In this sense, FluentU is very
convenient because its technical characteristics
can be downloaded to any device, while its
advanced parameters will not distort the sound.
The combination of technology and creativity is
ideal, it allows you to fill the breaks, both
recreational and creative.
So, at the end of the experiment, both groups
compiled a module from foreign language speech
competence. Assessment criteria: Reading
(Reading - one hour and quarter), Writing
(Writing - one hour and quarter), Listening
(Listening - 45 minutes); - 15 minutes). The
exam was administered in three phases: the first
was Reading and Writing, the next was Verbal
Skills, Speaking and Listening, and the other was
a short study of the participants. Consequently,
when passing all parts of the Cambridge
examination, where the maximum was 253
points. The statistical calculation of the results is
as follows: high level - 80%-100% - 180 points
or more; average - 60%-79% - 151-200 points;
low level - less than 60% - 150 points or less. The
results were as follows (Tab.1):
Table 1.
Sum of students’ points in groups 1,2
First group
Score
Second group
Score
Student 1
196
Student 1
149
Student 2
184
Student 2
175
Student 3
197
Student 3
183
Student 4
177
Student 4
182
Student 5
176
Student 5
185
Student 6
200
Student 6
166
Student 7
170
Student 7
169
Student 8
181
Student 8
144
Student 9
191
Student 9
150
Student 10
181
Student 10
177
Student 11
200
Student 11
189
Student 12
197
Student 12
167
Table: author's own development
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Consequently, the average score for group 1 is
187.5 (high); for group 2 - 169.6 (average). The
results of the experiment confirmed the
hypothesis that the level of formation of foreign
language speech competence of students of the
1st year (2nd and 1st semester of study 2019-
2020) increased due to the specially developed
method of work with educational media
resources and with the introduction of creative
pauses.
The effectiveness of using digital online
technologies is obvious and has been sufficiently
researched. There is no doubt about their use to
teach English not individually to philological
students (as in this case) but also to those, who
wish to specialize in other sciences. Of particular
practical value according to Blume (2020), cloud
computing technologies together with social
media resources offer great occasions to learn
English, particularly to improve writing skills.
The flexibility of using social media or additional
programs for learning English is debated
(Eickelmann & Gerick, 2020). Other scholars,
particularly (Assis Gomes et al., 2017), note the
convenience aspect of daily smartphone use with
downloaded learning social media, dossier
sharing, messengers, and mobile apps. However,
very little has been written about creative study
breaks. After all, the benefits of this type of
activity are enormous; this type of activity
facilitates memorization, reduces or eliminates
the stress that is significantly detrimental to the
learning process (Escobar Fandiño, & Silva
Velandia, 2020). It is quite possible to use
activities such as gestures, pantomime, drama,
and voice games at the beginning of a lesson as a
warm-up, icebreaker, or entry to a subject to
introduce the grammatical topic you want to
work on during that class or, simply put, to
surprise and break down the classic dynamics of
a language course (Goh & Sigala, 2020).
Solidify, they can be done in the middle of a class
when students are tired, not too focused.
According to Leigh et al., (2020), using some
simple techniques improves memorization
because anything students learn quickly stays
only for a while in short-term memory, to retain
the information, it would have to be repeated
after 10 minutes. 48 hours, next week, next
month, and six months after or before the exam.
From this perspective (Asad, Hussain, Wadho,
Khand & Churi, 2020) suggests going back to a
subject that needs to be repeated every time
doing a different activity.
Every educator knows the “problem of finishing
a lesson,” Creative Pauses is a great opportunity
to fill those few minutes with a rhythmic song
that makes you forget the fatigue caused by a
heavy topic (Morgan, 2020). In addition to
enjoyment, this method of work is becoming an
increasingly privileged means of awakening a
desire to learn.
Limitation of the experiment: data analysis
requires quite a long time. Practical application
of the results is conceivable for the teaching
course at schools in foreign language
departments, not only for the development of
foreign language talking competence in English
but similarly for other languages. The results can
be an addition to the previously presented
methods of foreign language education. The
results contribute to the extending of research in
the field of linguistics, translation studies, and
philology. The main requirements of the
experimentation can be applied in the exercise of
teaching English in the full-time form of
education, by correspondence, in foreign
language courses. Further research can continue
in the direction of theoretical explanation of the
combination of technology, creativity, and
psychology in education.
Conclusions
The charge of the investigation lies in the
development of approaches of working with
instructive media resources in combination with
creative methods designed for the development
of students' creativity; foreign language
communicative competence and simply and
progressively included in the general context of
teaching foreign languages in higher education in
a distance learning environment. The main
pedagogical conditions of the effectiveness of the
method's content application are:
− determination of the peculiarities of the
educational environment of higher education
institutions;
− improvement of students' language activity
as a result of implementing the educational
media resource FluentU, improved based on
the results of the formation of foreign
language speech competence diagnostics;
− learning format - online mode.
The practical use of the method and the results of
the experimentation under study can be included
in the educational process of colleges at the
sections of foreign languages, not only for
English but also with suitable adjustments for
other languages. The results balance the standard
methods of developing foreign language speech
competence.
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The combination of technical and creative
methodologies is extremely necessary during the
coronavirus pandemic. Their application makes
it possible to:
− encourage students to express themselves
passionately, without frustration, and to feel
comfortable;
− quickly acquire fluidity of expression by
combining grammatical or lexical structures
in a dynamic and fun way.
− complement traditional education.
− avoid boredom and routine.
− not contradict the programs developed by
the institutions.
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