Development of Professional Competence of Primary School Teachers of

the New Ukrainian School in the Aspect of Foreign Language Teaching

Inna A. Kravtsova

1 a

, Alina O. Kravtsova

1 b

, Vita A. Hamaniuk

1 c

, Olga S. Bilozir

1 d

and

Andrei V. Voznyak

1 e

Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine

Keywords:

New Ukrainian School, Primary School Teacher, Distance Learning, Internet Resources, Continuing Educa-

tion, Foreign Language, Professional Competence, Competitive Specialist.

Abstract:

The article is devoted to the problems of development of professional competence of primary school teachers

in the aspect of teaching foreign languages according to the requirements of the concept of the New Ukrainian

School. The analysis and the description of Internet resources as a means of providing the results of foreign

language learning in a primary school are made. As knowledge of a foreign language is a social necessity of

a contemporary person, the use of Internet resources will help to modernize the study of foreign languages in

primary school in accordance with the requirements of the concept of the New Ukrainian School. Acquirement

of professional competence of primary school teachers in the method of organizing distance learning is a

priority of higher education institutions in the training of future teachers and continuing education.

1 INTRODUCTION

Modern state reforms aim to create a new philosophy

of education, which involves changing its paradigm:

directions, tasks, content of educational and method-

ical support, pedagogical mentality. Important state

regulatory and legal documents (the Law “On Educa-

tion” (Verkhovna Rada of Ukraine, 2017), “The State

Standard of Primary Education” (MON, 2017), the

New Ukrainian School (NUS) Concept (Elkin et al.,

2017)), deﬁning the strategy and main directions of

education development in Ukraine in the XXI cen-

tury, set too high requirements for teachers and to

the level of his/her personal development. Therefore,

the experience of teachers’ professional growth of pri-

mary classes as a competitive specialist is an impor-

tant component of the system of continuous education

of pedagogical staff and relevant at the current stage

of development of Ukrainian society.

The radical education reform involves adopting

new state standards, that are based on the key compe-

tencies outlined in Recommendations of the European

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Parliament and of the Council of Europe (EC, 2018),

which should come through all subjects and necessary

for the successful self-realization of an individual; in-

troduction of a new approach “partnership pedagogy”

in the system: “student – teacher – parents”; increas-

ing the motivation of a teacher as a leader of fun-

damental and systemic changes by increasing wages,

providing academic freedom and stimulating his/her

professional growth; creation of a new school struc-

ture; decentralization of management, that will lead

to partial autonomy of educational institutions; fair

distribution of public funds to ensure equal access for

students to quality education; rethinking the role of

a teacher and a student, that is predetermined by the

division of responsibility between them for learning

outcomes (Elkin et al., 2017).

So, the social situation in the society poses a prob-

lem of training of pedagogical staff qualitatively in a

new way, requires a scientiﬁc rethinking of values of

the system, formation of professional competence of

primary school teachers, actualizes the search for op-

timal forms of this process during the period of study

at a higher educational establishment.

Today, it is common to divide competencies into

two groups: subject-speciﬁc (professional) compe-

tences (depend on the subject area, determine the pro-

ﬁle of the educational program and the qualiﬁcation

of a graduate) and general competences (are univer-

Kravtsova, I., Kravtsova, A., Hamaniuk, V., Bilozir, O. and Voznyak, A.

Development of Professional Competence of Primary School Teachers of the New Ukrainian School in the Aspect of Foreign Language Teaching.

DOI: 10.5220/0010922200003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 1, pages 167-187

ISBN: 978-989-758-558-6

167

sal, non-subject-related, for example, the ability to

study, creativity, knowledge of foreign languages, ba-

sic information technologies).

Radical changes in the educational process are

aimed at eliminating the inconsistencies between the

current system and social requirements for it. The

development of a renewed education system requires

from a teacher the ability to effectively master new

professional skills, the ability to ﬁnd a way out of

the most unpredictable production situations, cooper-

ate in a team, correlate himself/herself with speciﬁc

professional roles and perform them effectively.

Therefore, according to the above mentioned, the

main aims of the professional competence’s devel-

oping of primary school teachers are to improve the

teacher’s education at intellectual and general cultural

levels, to develop pedagogical skills in accordance

with the strategic goals of the New Ukrainian School

concept as a dynamically developing system.

The purpose of the article is to cover contem-

porary problems of the professional competence’s

developing of primary school teachers of the New

Ukrainian School as a competitive specialist in the as-

pect of foreign language teaching.

We used the following general scientiﬁc methods:

analysis, systematization and generalization of scien-

tiﬁc literature.

This problem is at the centre of current research.

Thus, a number of scientists devoted their works

to the improvement of the training of future pri-

mary school teachers’ system (Kovshar et al., 2019;

Leshchenko et al., 2020). Initial positions of person-

centered learning as a key condition for the formation

of professional competencies was grounded in (Ben-

netts, 2003; Clouston and Whitcombe, 2005; Den-

ham et al., 2012; Derntl and Motschnig-Pitrik, 2004;

Dolezal et al., 2018; Harri-Augstein and Thomas,

1979; Haselberger and Motschnig, 2016, 2011; Ko-

rhonen et al., 2014; Kyprianidou et al., 2008; Mc-

Graw et al., 2017; Miller, 2010; Motschnig-Pitrik and

Standl, 2013; Motschnig-Pitrik, 2013a, 2005, 2013b;

Motschnig-Pitrik and Rohl

ıkov

a, 2013; Motschnig-

Pitrik and Derntl, 2008; Motschnig-Pitrik et al., 2008,

2007; Motschnig-Pitrik and Figl, 2007; Peetsma and

van der Veen, 2013; Rowley and Lester, 2016; Vit-

senets, 2012; Xu and Woodruff, 2017).

It is stated in the New Ukrainian School Concept

nowadays the problem of using internal reserves to in-

crease the efﬁciency of students’ learning is becoming

more acute (Kirik and Danilova, 2019).

The priority problem of higher educational in-

stitutions of pedagogical orientation at the stage of

Ukraine’s integration into the European educational

area is the preparation of teachers of a new genera-

tion: the modern school needs teachers who are capa-

ble of realizing the creative potential of a student.

According to scientists who study the theory and

methodology of vocational training, the priority form

of the education system’s development should be the

creation of integrative training courses for teachers,

that reﬂect the dynamism of the modern scientiﬁc

paradigm (Vuchic and Robb, 2006).

2 NUS REQUIREMENTS AND

THE LEVEL OF TRAINING OF

PRIMARY SCHOOL

TEACHERS

The new school needs a teacher who works in the for-

mat of creative searches, based on the achievements

of traditional methods and, at the same time, has in-

novative elements, a teacher who is self-motivated not

for reproduction, but for an experiment, research, in-

novation. At the same time, such a teacher should

be responsible for the results of his work – the stu-

dents’ education and upbringing. A modern teacher

should make a scientiﬁcally and pedagogically sound

choice of a curriculum, appropriate didactic means,

textbooks and manuals, develop such methodical sys-

tem of teaching in a subject in order to stimulate stu-

dents’ interest in creative search, to realize the mean-

ingful aspect of certain subject teaching, which pro-

vides ensuring that the student’s level of education

corresponds to the requirements of development of

science and practice’s current level, that is to be pro-

fessionally mobile.

At the present stage of primary education a signiﬁ-

cant role is given to the technological approach to the

organization of educational activities, that is the use

of Internet resources. It is due to the fact that such

teaching aids promote purposeful synthesis of meth-

ods and open new opportunities in the organization of

person-centered educational process.

The current growth rate of scientiﬁc information

and the educational process’s reform require a mod-

ern teacher to be able to lifelong learning. The begin-

ning of the information civilization is putting forward

an upgrade of the value system for the future gen-

eration: from “education for life” to “lifelong learn-

ing”, that makes the issue of a competitive teacher of

educational institution relevant (Verkhovna Rada of

Ukraine, 2017).

The formation of primary school teachers and

other professionals’ competitiveness is a time-

delayed process that is based on systemic, activity,

competence and other approaches, which facilitates

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168

two-way communication between the education sys-

tem and the labour market, therefore, ﬁrst of all, the

state standards for specialists’ training in higher edu-

cation should be practice-oriented in order to ensure

competitiveness.

Higher educational institutions of Ukraine have

the task of restructuring the system of pedagogical vo-

cational training in order to develop professional and

pedagogical knowledge, skills and abilities which are

directed at such an organization of pedagogical inter-

action that would meet the principles of humanity, de-

mocratization, when both a teacher and students are

active participants in the pedagogical process during

the course of teaching.

An integral and important part of the formation

of the New Ukrainian School in the period of devel-

opment of primary education is characterized by the

signiﬁcant inﬂuence of computer technology, which

forms a global information space aimed at the har-

monious entry of younger student’s personality in the

information society (Bibik, 2017).

Today, Ukraine is on the path of democratic

transformations and technological development in all

spheres of society caused not only by the need to re-

new and change society but also as a result of inter-

actions and transformations that are taking place in

the world. On the way to entering the European ed-

ucational space, Ukrainian education needs to bring

all its components to generally accepted world stan-

dards, including computer technology. ICT, in partic-

ular distance learning tools, occupy a prominent place

in the world’s best educational models (Bobyliev and

Vihrova, 2021; Shokaliuk et al., 2020).

The activity of a teacher as a competitive special-

ist requires new approaches to the professional skills’

formation, development of creative abilities, and in

general – improving the professional competence of

specialists who carry out the educational process.

The determinative purpose of primary education

should be to organize a joint search for a solution

to problems, not to “convey”, “explain” and “show”,

but to organize students’ search activity at a lesson,

following the principles which the organizing active

forms of work’s process is based on, in the context of

educational reform: principle of interaction, principle

of subject-subject relations, principle of activity, prin-

ciple of reﬂection, principle of comfort, principle of

combination of collective, group and individual work,

principle of integration. Thus, a teacher must become

an invisible conductor, be able to hear, notice, cor-

rect, support each student, and to organize students’

collaboration.

In terms of the New Ukrainian School con-

cept, a teacher (coach, tutor, facilitator) should act

as the organizer of the training, who is intended

to provide an individual approach to each student.

The lessons should be dominated with productive,

actively-creative methods that offer independent and

creative activity of problematic and practical nature,

which aim to give not only knowledge but also the

experience of their self-acquisition.

The Professional Standard for Primary School

Teachers, developed by the Ministry of Education

and Science of Ukraine together with the Ministry

of Social Policy of Ukraine, outlines functions, in-

cluding professional competencies, knowledge, skills

and abilities. Information and communication com-

petence involves mastering the basics of digital liter-

acy, the ability to use information technology in ed-

ucation. As all subjects are integrated into primary

school, namely “foreign language”, “technological”,

“ICT”, they are designed to allow a teacher the oppor-

tunity to understand their strengths, knowledge, and

the ability to be creative (IMZO, 2018).

That is why a primary school teacher must con-

sciously and competently learn new achievements of

pedagogical activity, the main of which is the devel-

opment of the child’s personality.

In the market of pedagogical services, a con-

temporary primary school teacher exposes his/her

high professionalism in the possession of Internet re-

sources, the ability to interact, teach, educate, in terms

of new social needs. The use of Internet tools in pri-

mary school, as practice shows, changes the nervous

tension of students, gives the opportunity to change

their activities, switches attention to various key is-

sues, lesson topics, in addition, develops children’s

personal skills such as working in a group, a team, in-

dividually, resolve conﬂict situations, actively listen

to others, discuss their own opinions, analyze, make

decisions.

According to the state documents that regulate

educational reforms (NUS Concept, new State Stan-

dard, typical educational programs), a primary educa-

tion teacher should be oriented in changes of teaching

methods and introduction of new educational tech-

nologies in the educational process.

The development of a specialist’s personality

should take place in the conditions of constant trans-

formation, which implies internal activity, which al-

lows going beyond the established standards of per-

sonality and social necessity, to realize his/her under-

standing of content, the purpose of one’s own activity.

Today the professional development of teachers is

regarded as a continuous process, which must be car-

ried out on the basis of known, modiﬁed or newly cre-

ated, developed forms and methods of organization

of professional development. It is a constant process

Development of Professional Competence of Primary School Teachers of the New Ukrainian School in the Aspect of Foreign Language

Teaching

169

of choosing and combining different forms, methods,

technologies that are most optimal in a particular situ-

ation, in a particular place. Therefore, in the organiza-

tion of training and professional development of ped-

agogical workers on the available technologies, forms

and methods of education, which are introduced in the

education system, one should choose those that are

most contribute to the formation of professional com-

petence (attitudes, values, knowledge, skills, qualities

required for effective professional activity) (MON,

2017).

Important tasks of teacher’s professional growth

are not only knowledge and skills’ mastering of a cer-

tain area that are necessary for professional activity,

but also mastering the techniques of self-search in-

formation, mastering new technologies, solving pre-

viously unknown educational tasks (MON, 2017).

According to the aforementioned, the develop-

ment of the teacher’s professional competence causes

an increase of the problem of postgraduate education,

which is considered as a process in Ukraine and is

aimed at the comprehensive development of an indi-

vidual, the systematic updating of students’ knowl-

edge, the reorientation of psychological attitudes, the

change of thinking stereotypes; the orientation of

teacher’s motivation for self-development, the forma-

tion of value humanistic orientations and reﬂective

culture, the realization of new epistemological strate-

gies of education.

The strategy for implementing a teacher’s in-

service training plan takes place in the current stage

of educational reform in a new way. Approaches to

evaluating the results of the educational process are

changing, which will provide changes in the mech-

anisms of pedagogical staff’s certiﬁcation partly and

will affect teacher’s certiﬁcation processes, which are

just beginning to take form.

3 FOREIGN LANGUAGE

EDUCATION IN PRIMARY

SCHOOL: PROBLEMS AND

WAYS TO SOLVE THEM

3.1 Experience of Foreign Countries in

the Implementation of Early

Foreign Language Learning

The teaching of foreign languages at preschool age

and at the initial stage of school education is not only

about language learning, but also about the general

development of personality, which is the main goal

of primary school education, as well as language and

cultural preparation of children for communication in

Europe and providing sustainable foreign language

skills.

The problems of early foreign language learn-

ing are the subject of increased attention of scien-

tists in most countries because early language learn-

ing is seen as a way to the declared goal in Eu-

rope – the real multilingualism of citizens. There-

fore, in the system of general education, students

have to learn two foreign languages in addition to

their native language, which means that the studying

of the ﬁrst language (mostly English) begins in pri-

mary school. Germany, which has experienced sev-

eral waves of migration and must accept the coun-

try’s multilingualism and multiculturalism as a fact,

began to introduce early foreign language learning in

the 1980s, based on the research of scholars in this

ﬁeld. Among the German scholars who have stud-

ied the problem of early foreign language learning, it

is worth mentioning ﬁrst of all the works by Hohen-

berger and Peltzer-Karpf (Hohenberger and Peltzer-

Karpf, 2009), Kopaczyk and Sauer (Kopaczyk and

Sauer, 2017), Pelz (Pelz, 1978), Schmid-Sch

onbein

and Fr

ohlich-Ward (Schmid-Sch

onbein and Fr

ohlich-

Ward, 1983), Fr

ohlich-Ward (Fr

ohlich-Ward, 1981,

1979), Hufeisen and Jessner (Hufeisen and Jess-

ner, 2009), Marx and Hufeisen (Marx and Hufeisen,

2004), Hufeisen (Hufeisen, 1998, 1995). Ukrainian

scientists did not ignore this problem. They agree

on the importance of taking into account the needs

and desires of children of this age in early foreign

language learning and avoiding situations that could

cause fear and apprehension. Therefore, most peda-

gogical approaches to teaching foreign languages at

an early age follow the model of children’s learning

of the native language through imitation mechanisms.

Due to the experience of learning the ﬁrst lan-

guage, children unconsciously use the learning strate-

gies known to them, so this fact should be taken into

account, as well as the fact that success in early learn-

ing depends not only on a teacher who inﬂuences stu-

dents of this age group both positively and in a nega-

tive sense but also from the educational material that

is offered. Therefore, the educational material and

the format of its presentation should be selected that

would meet the expectations of students. It should be

noted that scholars and practitioners show the unity

of views on determining the goals and tasks of foreign

language teaching at the initial stage. In their opinion,

they are the following: students enjoy contact with

a foreign language; show interest in them; develop

speech and hearing skills; in the process of game

learning they learn certain rules and language struc-

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170

tures; develop the ability to distinguish the melody,

rhythm and intonation of another language; develop

language consciousness and a sense of one’s own and

another language; have the opportunity to look into

the world of another culture and get acquainted with

the way of life of their peers – representatives of an-

other language community; develop a tolerant atti-

tude, openness and willingness to understand “oth-

ers”.

Material that is both educational and entertaining,

which fully meets these requirements, is available on

the YouTube platform, where you can ﬁnd multilin-

gual content on various topics, which is easy to didac-

tic (Chorna et al., 2019). In addition, there are chan-

nels that already offer training programs for young

children, taking into account their interests and incli-

nations.

In addition to the German experience, the positive

experience of the Finnish education system in the in-

troduction of foreign languages (not one, but several)

in primary school and preschool education also de-

serves attention, because the Finnish model of educa-

tion is the basis of the New Ukrainian School concept.

The Finnish authorities recognize the importance

of learning several languages for children and pro-

mote the education of true polylingual personali-

ties. Thus, Finnish education, satisfying the require-

ments of society, in addition to learning Finnish and

Swedish, introduces early foreign language teach-

ing (L3). In 2003, the National Core Curriculum

for Early Childhood Education and Care outlined the

position of learning a foreign language other than

Finnish and Swedish and recommended the introduc-

tion of a foreign language from the age of 3, when

native language skills are already sufﬁciently devel-

oped (www.julkari.ﬁ, 2003), which is entirely the re-

sult of the study of Tove Skutnabb-Kangas (Skutnabb-

Kangas, 1984, 1986; Skutnabb-Kangas and Touko-

maa, 1987; Skutnabb-Kangas, 1996) and the scheme

of threshold levels, based on the established relation-

ships between the type of bilingualism and intellec-

tual development (Hamaniuk, 2012, p. 273).

In December 2012, the ﬁrst Government Strategy

for the National Languages of Finland was adopted in

order to support two national languages (Finnish and

Swedish) and to comply with language legislation.

The components of the strategy include: increasing

the importance and awareness of national languages,

the presence of both languages in planning for the fu-

ture, good knowledge of languages, etc. (Tallroth,

2012).

Of particular note is the Finnish government’s The

Key Project for Languages project, which aims to in-

crease and diversify language teaching, namely: in-

tegrating early language learning into Finnish educa-

tion (with a much wider scope than before); provid-

ing students with a wider language repertoire; cre-

ating a friendly and encouraging attitude to learning

foreign languages. The project is supported by the

Finnish National Agency for Education. The aim of

this project is to ﬁnd innovative ways of learning and

introducing languages for young children that would

motivate and be to the liking of students. Moreover,

the project aims to ﬁnd ways to introduce foreign lan-

guages in preschools (kindergarten is compulsory for

all Finnish students) for very young children aged 4

to 6 and to encourage the natural interest in learning

the language, because it is at this age children are par-

ticularly sensitive and prone to language learning. In

addition, young children are more open to new ex-

periences and other people, more inquisitive and not

ashamed to communicate even with limited knowl-

edge of the language they are learning. Also, the

project proposes new and innovative ways to integrate

language learning in the teaching of other subjects,

such as physical education, music and mathematics.

In addition to integrating language learning into other

subjects, language learning can also take place out-

side of lessons (Inha and K

a, 2018).

Parallel learning and multidisciplinary modular

learning are used in Finnish schools. Songs, games

and music can be used in the classroom for young

children and preschoolers to diversify and intensify

the learning process. Another feature of this learn-

ing process is the coordinated interaction of the entire

educational community and cooperation with parents,

by informing them about the usefulness of learning

several languages, which will also encourage and in-

duce parents to support their children in learning sev-

eral languages. Among the advantages of learning

foreign languages at an early stage in Finnish edu-

cation are knowledge of several languages, improve-

ment of memory, development of multitasking skills,

prevention or delay of Alzheimer’s disease, etc. And

most importantly, by introducing early learning of for-

eign languages, Finnish education creates a “language

path” that begins in preschool, continues to form and

develop until the end of basic and secondary educa-

tion, and continues throughout a person’s life.

Obviously, the education system in Finland is rec-

ognized worldwide. Equality, comprehensive educa-

tion, early introduction of foreign language learning

are considered as value characteristics of Finnish edu-

cation. By giving priority to the development of mul-

tilingual and multicultural competencies of a demo-

cratic citizen, Finnish children have the right and obli-

gation to learn three languages: Finnish, Swedish and

one foreign language, mostly English (90%). Also, in

Development of Professional Competence of Primary School Teachers of the New Ukrainian School in the Aspect of Foreign Language

Teaching

171

addition to English, children are encouraged to learn

other foreign languages.

3.2 The Results of Foreign Language

Learning in Primary School

through the Prism of Legal

Documents

The experience of foreign, primarily European coun-

tries in the ﬁeld of foreign language education in pri-

mary school and in the context of early foreign lan-

guage learning has prompted a revision of key ap-

proaches to the organization and content of foreign

language learning in the domestic education system.

It is possible to demonstrate changes in approaches to

teaching in the New Ukrainian School and, accord-

ingly, to consider the issue of proper training of pri-

mary school teachers at the current stage of imple-

mentation of NUS’s ideas in the education system on

the example of foreign language teaching.

Foreign languages have become very popular in

recent years for a number of reasons. Globalization

processes, mobility (Striuk et al., 2015), informatiza-

tion of society (Fedorenko et al., 2019) and availabil-

ity of information in foreign languages, the ability to

travel due to visa-free travel regime with EU countries

have highlighted the need for foreign language skills,

which, accordingly, became an argument in favour

of learning foreign languages primarily for parents

who previously had an indifferent attitude to this sub-

ject. In addition, the practice of teaching foreign lan-

guages prompted changes to many Ukrainian regula-

tory documents, which regulate foreign language ed-

ucation, after the appearance of “The Common Euro-

pean Framework of Reference for Languages” (here-

inafter CEFR) and the additional volume to CEFR.

These are, ﬁrst of all, the project “Language Educa-

tion Concepts”, the State Standard for Pre-school Ed-

ucation, The State Standard of Basic Secondary Edu-

cation, where the issue of teaching foreign languages

is arisen.

The State Standard for Primary Education 2020

deﬁnes the goal of foreign language education as “the

formation of foreign language communicative com-

petence for direct and indirect intercultural commu-

nication, that provides the development of other key

competencies and meets the various life needs of the

learner” (MON, 2017).

The text of the document states that “the learner:

perceives information expressed in a foreign language

in the context of direct and indirect intercultural com-

munication, and critically evaluates such information;

understands the read foreign texts of different types

for information or for fun, uses the read information

and critically evaluates it; provides information, ex-

presses thoughts, feelings and attitudes, interacts with

others orally, in writing and in real time, using a for-

eign language” (MON, 2017). The requirements are

presented in table 1.

Quantitative indicators are also determined. Thus,

almost a third of the total number of hours devoted to

language and literature training in primary school is

devoted to foreign language education. Detailed in-

formation is presented in table 2 (MON, 2017, Annex

12). Communicative (receptive and productive) skills

for students in grades 1-2 and for grades 3-4 are dif-

ferentiated among the compulsory learning outcomes

and other things according to three criteria in annex

3: perception of information expressed in a foreign

language and its critical interpretation; understand-

ing what is read to obtain information and its critical

interpretation; providing information, expression of

thoughts, feelings and interaction with others (orally,

in writing). Italicized skills for each of the criteria

allow us to trace the dynamics of students’ communi-

cation skills, but a document that declares intentions

does not always guarantee the achievement of the de-

clared level and, unfortunately, does not always re-

ﬂect the real state of affairs. It is clear that for each

criterion for 1-2 and 3-4 grades students communica-

tion skills are written so that there is an obvious pro-

gression in the results, however, the requirements for

the level of language proﬁciency in primary school

and the realities of both students and teachers, who

teach them, indicate the existence of certain contra-

dictions, that makes it impossible to achieve the goal.

This is, ﬁrstly, the lack of hours devoted to learning a

foreign language; secondly, the unwillingness of pri-

mary school teachers to use innovative teaching tech-

nologies, as most of those who work in schools are

still members of the “old guard”, who do not under-

stand the need for a radical change in approaches to

learning and do not always or not fully have the skills

to use informative learning tools; thirdly, it is about

only partial providing of technical needs in primary

school by the state, as the use of innovative meth-

ods requires considerable “technical” support in the

form of teaching aids (computers, multimedia boards,

licensed programs, and, most importantly, stable Wi-

Fi). The lack of certain conditions to provide learn-

ing outcomes, that are formulated in the State Stan-

dard, can be partially compensated by the technical

capabilities available in each family (the presence of

a computer, a laptop or a smartphone, as well as the

Internet) in combination with a well-thought-out or-

ganization of independent work, wide offer of on-line

resources.

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172

Table 1: Requirements for compulsory learning outcomes of learners’ training in language and literature education (foreign

language education) (MON, 2017, Annex 3).

General learning Required learning outcomes of learners

outcomes of learners 1-2 grades 3-4 grades

Perception of information expressed in a foreign language in the context

of direct and indirect intercultural communication, and critical evaluation of information

Perceives oral infor-

mation

understands short, simple questions, state-

ments, requests/instructions and responds

to them verbally and/or nonverbally

identiﬁes in the oral message information

on various tasks on familiar everyday top-

ics

Critically evaluates

oral information

recognizes familiar words and phrases dur-

ing the perception of oral information

understands the meaning of oral expres-

sion in a familiar everyday context

Understanding of read foreign texts of different types to obtain information or for fun,

use the read information and its critical evaluation

Perceives the text recognizes familiar words based on evi-

dence

recognizes familiar names, words and ele-

mentary phrases in short, simple texts

Analyzes the read in-

formation

deﬁnes in the text information on various

tasks on familiar everyday topics

Providing information, expressing thoughts, feelings and attitudes,

interacting with others orally, in writing and in real time using a foreign language

Performs oral interac-

tion

asks and reports information about himself

and everyday activities, using short word

combinations and using gestures if neces-

sary

communicates on familiar topics, responds

to simple statements about meeting urgent

needs and expresses such needs

Orally expresses

his/her own thoughts,

feelings, attitudes and

positions

describes himself/herself and his condition

in short phrases

tells about people, the world around and

life in simple, separate phrases and ex-

presses his/ her attitude

Makes written interac-

tion

provides the simplest information about

himself/herself in writing (note, question-

naire)

requests and provides personal informa-

tion in writing using simple words, short

sentences and word combinations

Expresses his/her

thoughts, feelings,

attitudes and positions

in writing

writes short phrases about himself/herself provides in writing information about him-

self/herself, the world around, life, using

simple words and expressions

Interacts in real time writes short phrases in real time using a

dictionary if necessary

creates real-time simple messages with a

few short sentences

Table 2: The primary school curriculum.

Title of the educational ﬁeld Quantity of hours per year

1st grade 2nd grade 3rd grade 4th grade total

Invariant component

Language and literature, including: 315 350 350 350

1365Ukrainian language and literature 245 245 245 245

foreign language education 70 105 105 105

4 INTERNET RESOURCES AS A

MEANS OF PROVIDING THE

RESULTS OF FOREIGN

LANGUAGE LEARNING IN

PRIMARY SCHOOL

We researched and analyzed online tools for learning

English by younger students. Table 5 provides a gen-

eral description of online tools that are available and

most in-demand in Ukraine.

Thus, online courses, online schools, online

games, online services, online platforms should be

singled out among the online resources for learning

English by younger students. Some are free, but most

of them require registration and are paid for. These

online resources are designed to learn one (English)

language or three and more languages, some have a

mobile application. Outlined online tools for learning

Development of Professional Competence of Primary School Teachers of the New Ukrainian School in the Aspect of Foreign Language

Teaching

173

foreign languages by younger students can be both

individual and group. Online schools give an oppor-

tunity to track learning outcomes, to control, to com-

municate with native speakers, to get a certiﬁcate.

Learning foreign languages in primary school is

“the formation of students’ communicative compe-

tence, which is provided by linguistic, speaking and

socio-cultural experience, that are agreed with the

age capabilities of primary school children” (MON,

2019b). Teaching students foreign languages requires

the development of communicative activities, that are

divided into productive (speaking, writing) and recep-

tive (listening, reading). The following classiﬁcation

(table 3) gives an opportunity to ﬁnd out the presence

or absence of listening, reading, writing and speaking

skills in the analyzed media content, as these skills

are the psycholinguistic basis of communicative for-

eign language competence and are needed for further

improvement.

The Common European Framework of Reference

for Languages identiﬁes three basic components of

communicative competence: linguistic, sociolinguis-

tic, pragmatic (Council of Europe, 2001). The devel-

opment of linguistic competence of primary school

students needs special attention, because the motiva-

tion to learn foreign languages is formed, the lan-

guage system is mastered and the basis of knowl-

edge, skills, practical skills is laid at the initial stage

of learning foreign languages, also psychological pre-

conditions are created for the formation of person-

ality and further study of foreign languages. In the

following classiﬁcation (table 4) we have identiﬁed

the components of linguistic competence, namely:

lexical, grammatical, semantic, phonological, ortho-

graphic, orthoepic competences, as the formation of

these competencies is the basis for the development

and implementation of all other competencies and

competences.

According to the Common European Framework

of Reference for Languages, sociolinguistic compe-

tence has the following components: linguistic mark-

ers of social relations, politeness conventions, expres-

sions of folk-wisdom, register differences, dialect and

accent (Council of Europe, 2001). Analyzing Inter-

net technologies for learning foreign languages by

younger students, we singled out sociolinguistic com-

petence as a general component, taking into account

the development of knowledge and skills that are re-

quired, namely: politeness rules, use and choice of

greetings, address forms, conventions for turntaking,

use and choice of expletives, expressions of folk-

wisdom. The considered Internet technologies do

not provide the development of the ability to recog-

nize linguistic markers of social structures, dialect

and accent, for example: social class, regional prove-

nance, national origin, ethnicity, occupational group,

etc. and have a relatively neutral register of language

acquisition.

The pragmatic competence is also absent in the

suggested classiﬁcation (table 4), as the development

of discourse, functional and design competences is

absent or insigniﬁcant in the proposed Internet re-

sources.

The proposed classiﬁcation clearly shows the

presence or absence of the development of certain

communicative speech competence in the studied In-

ternet tools for learning English by younger students.

5 REQUIREMENTS FOR

PROFESSIONAL

COMPETENCE OF PRIMARY

SCHOOL TEACHERS AND

WAYS TO IMPROVE IT

With the formation of the New Ukrainian School,

the requirements for the professional competence of

teachers have signiﬁcantly increased, as the loss of

the ability to regulate the pedagogical process leads

to the inhibition of the harmonious development of

interaction with students. The need for professional

self-development of a teacher involves the creation of

conditions for the implementation of his/her own edu-

cational trajectory. The primary task of postgraduate

education as an organic part of continuing pedagog-

ical education should be to stimulate self-education

and professional competence of teachers (Council of

Europe, 2001).

We understand the professional competence of a

primary school teacher to implement the tasks of the

concept of the New Ukrainian School as the ability of

a specialist to apply theoretical knowledge in planned

and unforeseen pedagogical situations (IMZO, 2018).

Society’s need for competent primary school

teachers with an arsenal of information technology

(able to receive, process and use information with

the help of computers, telecommunications and other

means of communication) is becoming a leading fac-

tor in modern educational policy.

The mobility of a primary school teacher and

his/her lifelong learning should help in changing the

educational area and in the creation of a school

that combines theoretical and practical knowledge of

skills namely.

The practice of educational process’s realization

in the conditions of modern primary school proves

that a successful teacher must master not only the the-

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174

Table 3: Classiﬁcation according to the development of skills.

No. Title Develop-

ment of

listening

skills

Develop-

ment of

reading

skills

Develop-

ment of

writing

skills

Develop-

ment of

speaking

skills

Additional features

1 Study-languages-

online.com

+ + + Memory development

2 cambridgeclub + + + Disclosure of a child’s

talent

3 Lingualeo + + +

4 Iqsha + +

5 Duolingo + + + + Development of logic

6 Cambly + + + +

7 Englishdom + +

8 Learnenglishkids.british-

council.org

+ + + +

9 Interneturok + + +

10 Puzzle-English + + + +

11 Busuu + + + +

12 Poliglotiki + + + Development of mem-

ory, attention

13 Memrise + +

14 Starfall + + Emphasis on research,

play and positive rein-

forcement

15 Simpler + + +

16 Cambridge English +

17 Games to learn English + + + Entertainment

18 Teremoc + Memory development

19 Novakids + + + (in the

presence of a

special pen-

Novakid)

+ Development of atten-

tion

20 Skyeng + + + +

21 EnglishDom + + + + Result control

22 Preply + + + +

23 English show + + + +

24 Doma.uchi + + +

“+” – the development of the speciﬁed competence is available.

“ ” – the development of this competence is absent or insigniﬁcant.

ory and techniques of students’ personality develop-

ment, a speciﬁc analytical and diagnostic culture, but

also be able to predict students’ achievements, both

educational and personal.

Today, more than ever, the effectiveness of teach-

ers’ work depends on the level of professional train-

ing and other components of pedagogical profession-

alism. Diagnosis, prediction, development of author’s

programs, optimization of all aspects of the educa-

tional process are becoming the norm of pedagogical

activity in educational institutions of Ukraine.

The new society is forcing a teacher to be a cre-

ative, competitive, self-afﬁrming personality. The fu-

ture of our country depends on how much a teacher

will be ready for such challenges because education

in the age of high technology is a factor of stabiliza-

tion, effective economic development and prosperity

of a country, its competitiveness and national security.

The modern professional activity of a primary

school teacher is based on his/her results of pedagog-

ical activity as a highly professional specialist, who

is acquainted with the modern world requirements for

the educational process of the primary level of educa-

tion; prepared for the organization of educational ac-

Development of Professional Competence of Primary School Teachers of the New Ukrainian School in the Aspect of Foreign Language

Teaching

175

Table 4: Classiﬁcation according to the development of communicative speech competence.

No. Title

Lexical

Grammatical

Semantic

Phonological

Orthographic

Orthoepic

Socio-linguistic

1 Study-languages-onlinecom + + + + + +

2 cambridgeclub + + + + + + +

3 Lingualeo + + + + + +

4 Iqsha + + + + +

5 Duolingo + + + + + + +

6 Cambly + + + + + + +

7 Englishdom + + + + +

8 Learnenglishkids.british-council.org + + + + + + +

9 Interneturok + + + + + + +

10 Puzzle-English + + + + + + +

11 Busuu + + + + + + +

12 Poliglotiki + + + + + +

13 Memrise + + + +

14 Starfall + + + +

15 Simpler + + +

16 Cambridge English + +

17 Games to learn English + + + + + +

18 Teremoc + + +

19 Novakids + + + + + + +

20 Skyeng + + + + + + +

21 EnglishDom + + + + + +

22 Preply + + + + + + +

23 English show + + + + + + +

24 Doma.uchi + + + +

“+” – the development of the speciﬁed competence is available.

“ ” – the development of this competence is absent or insigniﬁcant.

tivities of younger students as a pedagogical (partner-

ship) interaction, that is aimed at the development of

each individual and individual’s preparation for solv-

ing life-giving tasks.

Today, the professional competence of primary

school teachers – is the ability to pedagogical activ-

ity, the organization of educational process in primary

school at the level of modern requirements; the abil-

ity to work efﬁciently, solve standard and problematic

professional tasks effectively that arise in the process

of education, upbringing and development of primary

school students. The basis of this ability is the unity

of theoretical and practical of a teacher’s readiness

to do the pedagogical activity, which is come out in

the presence of knowledge, skills, values of attitudes

to professional activity’s system (Verkhovna Rada of

Ukraine, 2017).

Savchenko (Savchenko, 2015) considers that con-

tent and fundamentality are the core of professional

competence, which should provide advanced train-

ing of a specialist. The academician concludes that

it is necessary to update the content of methodolog-

ical training of teachers according to the principle

of integrity, systematic and integration; taking into

account those processes that determine the activities

of modern primary schools. In addition, it should

be taken into account the need for the changes that

have taken place in society and are related to scien-

tiﬁc and technological progress, enhanced integration

processes, informatization and computerization.

According to the State Standard of Primary Ed-

ucation and the New Ukrainian School Concept, the

components of the professional-pedagogical compe-

tence of primary school teachers are:

• professional knowledge;

• professional art and skills that are necessary for

successful completion of job responsibilities;

AET 2020 - Symposium on Advances in Educational Technology

176

• business and personal qualities that contribute to

the fulﬁlment of his/her own strengths, abilities

and capabilities in the process of fulﬁlling their

functional and ofﬁcial responsibilities;

• general culture that is necessary for the formation

of a humanistic outlook, the deﬁnition of spiritual

values, moral and ethical principles of personal-

ity;

• motivation for professional activity (MON, 2017).

The psycho-pedagogical competence of a teacher

in the aspect of the New Ukrainian School concept

should include awareness of the individual character-

istics of each student, his/her abilities, strengths of

will and character; awareness of “the parent-student”

communication processes; knowledge of how com-

munication processes contribute to or hinder the

achievement of the desired pedagogical results; real-

ization of own optimal choice of teaching methods,

search for possible ways of self-improvement.

The professional growth of a teacher as a com-

petitive specialist should be aimed at implementation

of the New Ukrainian School’s conceptual principles

and focused on the development of two major inno-

vations – the competence paradigm of education and

pedagogy of partnership.

The educational reform implementation plan pro-

vides continuity of realization of its conceptual provi-

sions (1-4 grades), taking into account the appropriate

(distance) resource software at each stage of teaching

a younger student (online learning platforms, online

textbooks, multimedia boards, media technologies),

which requires a teacher to improve his or her skills

in the system of continuing education and in the con-

text of social change (MON, 2019a).

This is due to the presence of primary level teach-

ers’ stereotypes of thinking that negatively affect the

development of younger students; uncertain readiness

to innovate, problematic use of active teaching meth-

ods, game technologies.

The professional growth of a modern teacher’s

personality is directly related to the need for modern-

ization of school, scientiﬁc, methodological and re-

search work and its improvement.

As a rule, the methods and forms of traditional ed-

ucational activities are reduced to unilateral inﬂuence

of a teacher, the role of which is a clear presentation

of information. As practice shows, the information-

reproductive teaching methods of a descriptive nature

are dominated in general education institutions. Prob-

lematic and practical methods are mostly used for

illustration and clarity, the reproduction of past ex-

perience predominates. Individually-collective forms

of the organization of training are usually used, ac-

cording to which the material is assimilated individu-

ally, but at the same pace for the whole group (Bibik,

2017).

Improving the effectiveness of English lessons in

primary school, by strengthening the informational,

communicative and emotional saturation of the edu-

cational process, is an urgent need of leading mod-

ern methodists (Flynn, 2007; Goh and Fang, 2017;

Hashim and Yusoff, 2020; J

arvinen and Twyford,

2000; Niyazova and Muratova, 2017; Pokorna, 2015;

Reid, 2013; Xu et al., 2019).

The task of a primary school teacher is to make a

proper English lesson’s plan in order to prevent a de-

cline in children’s interest in such types of work that

involve student’s mobility, such as online games, stag-

ing songs and stories, colloquialisms, riddles, fairy

tales. Their purpose is to relieve emotional tension

during distance learning, to rest eyes, to relax differ-

ent muscle groups. According to didactics in primary

school, it is recommended to take dynamic breaks

during classes. Their organization gives students a

real opportunity to move, relieve intellectual, physi-

cal fatigue, during which children invisibly name and

repeat the typical movements of animals, performing

poems, speeches, counters in foreign languages.

The current changes in society have a decisive in-

ﬂuence on the structure and content of pedagogical

education, they orient teachers of higher educational

institutions to enhance their mobility by differenti-

ating requirements to the level of education. The

rapid changes in society and technological advances

are so high that it becomes very difﬁcult to train a

specialist who, after graduating, would be able to

work in the chosen area of activity without continu-

ing self-improvement, continuous general and profes-

sional development.

The focus on the humanization of education in the

teaching of foreign languages is present in the orienta-

tion of the learning process on the development of the

personality of the younger student. Internet tools that

stimulate children’s creativity and create real condi-

tions for students to achieve practical results play an

important role in the development of students’ speak-

ing skills.

Technological actions in language learning are a

set of actions from determining the purpose of lan-

guage personality formation, preliminary design of

a language learning model to the implementation of

tasks in practice. The use of Internet resources in the

system of language education is the educational sys-

tems that meet the latest advances in didactics, lin-

guistics, theory and practice of language learning.

The need to use Internet tools in language learning

is due to the contradictions between the lack of oppor-

tunities in the traditional education system and mod-

Development of Professional Competence of Primary School Teachers of the New Ukrainian School in the Aspect of Foreign Language

Teaching

177

ern social needs. The objective need for the use of

Internet tools in the study of languages is the strength-

ening of the communicative aspect in the formation of

language personality and the intensive development

of information technology. The use of Internet tools

has broad prospects for use in foreign language learn-

ing, as they easily combine a number of technologies:

game, interactive, project, technology for the develop-

ment of critical thinking, technology for the develop-

ment of critical thinking, early and intensive learning

technologies (Pokorna, 2015).

The use of Internet tools in primary school has its

own speciﬁcs: it is necessary to take into account the

age, individual and psychological characteristics of

primary school children. All parts of working with

Internet tools require careful monitoring by a teacher,

as both theoretical and practical knowledge and skills

of younger students are still small. Working with the

use of elements of distance learning requires a clear

formation of aims, tasks and algorithm of actions:

ﬁnding information for systematization, generaliza-

tion, adaptation in future use.

Therefore, special attention in the new paradigm

of education in general, and continuing education of

primary school teachers, in particular, should be paid

to the technologization of the content of the learning

process. Such education will become the means of

information-modernized perception of the world by a

younger student.

Postgraduate education centers are designed to

regulate the needs of teachers in their professional

growth. Every year there is an opportunity to undergo

advanced training (within 50 hours) in order to ac-

quire skills and abilities of free orientation in infor-

mation ﬂows, the use of various online learning plat-

forms.

The leading direction of the postgraduate educa-

tional centers’ work (according to the New Ukrainian

School Concept) is the uniﬁed mechanism of reorien-

tation of training’s creation in relation to the updated

content, forms and methods of teaching. The creative

use of traditional methods and forms, together with

the introduction of innovative mechanisms, should

facilitate the development of modern approaches in

the formation of teacher’s professionalism throughout

life.

The effectiveness of teachers’ further continuing

education will depend not only on basic professional

training but also on the implementation of daily prac-

tical training tasks, improvement of professional skill,

level of research work, individual characteristics and

actual teacher’s needs.

Continuing education should be aimed at devel-

oping cognitive skills, the ability to create an indi-

vidual plan for professional self-development (to con-

struct personal knowledge) independently, the ability

to navigate the information space, to generalize and

integrate new information from various sources in the

process of theoretical and practical learning, the abil-

ity to improve yourself constantly.

Modernization of the system of pedagogical

staff’s professional development, improvement and

modernization of postgraduate pedagogical educa-

tion, as a whole, is one of the most urgent tasks fac-

ing the educational sector in Ukraine today. A pow-

erful tool that can increase efﬁciency and accelerate

the pace of its implementation is the monitoring of

modernization processes in the sphere of postgraduate

education, as well as conducting relevant sociologi-

cal researches. Such scientiﬁc intelligence will allow

to branch leadership, individual institutions and other

institutions to obtain information about the course of

development of postgraduate pedagogical educational

system systematically, that is necessary for making

management decisions on its improvement, timely

elimination of shortcomings, as well as to provide

feedback to direct consumers of educational services,

identify their real needs, expectations, and attitudes.

The system of in-service training of primary

school teachers in the context of education reform

promotes the intensiﬁcation of educational process,

improvement of its efﬁciency and quality of results;

the systematic integration of subject tasks, develop-

ment of experimental research skills; the building of

an open education system that provides each partici-

pant with his/her own trajectory of self-education; the

formation of teachers’ information culture.

The conditions for teachers’ professional develop-

ment during in-service training under the conditions

of the NUS Concept are:

• diagnostics of professional competence of educa-

tors;

• providing a differentiated approach to the peda-

gogical staff’s in-service training;

• introduction of innovative training technologies;

• updating the content of educational and profes-

sional programs;

• introduction of information and communication

technologies in the educational process;

• providing practical orientation of in-service train-

ing courses;

• feedback organization (Elkin et al., 2017).

The main areas of solving the implementation

of training courses according to the concept “on-

line”, with different versions of programs that pro-

vide the opportunity to study and improve new in-

AET 2020 - Symposium on Advances in Educational Technology

178

formation technologies, information culture as part

of professional competence, the use of multimedia

technologies that facilitate learning and memorization

of learning material, because their use individualizes

the learning process. Programs of advanced train-

ing courses for primary school teachers in (Kryvyi

Rih State Pedagogical University) are designed for

the needs of teachers of different categories in accor-

dance with the teaching experience and meet the re-

quirements of a teacher in his/her acquaintance with

the potential of modern technologies, ability to use

them in practice. A student of a group of primary

school teachers takes a set of tests to check the level

of professional competence at the ﬁnal stage, this al-

lows mobile, impartial and objective modular control

(60 / 30 hours programs).

6 CONCLUSIONS AND

PERSPECTIVES FOR

FURTHER STUDIES

It is dictated by the needs of today, that the high level

of education requirements for primary students can

only be realized if a primary school teacher is a highly

professional, competent specialist.

Such an educator should have both basic educa-

tional training in mastering professional knowledge

and skills that correspond to the level of modern psy-

chological and pedagogical sciences, and be aware of

the purpose and tasks of professional work in a co-

herent system of continuous education, be modernly

mobile, respond quickly to changes in the social situa-

tion of younger students’ development; strive for self-

improvement, self-realization and civic activity in the

conditions of the New Ukrainian School.

The efforts of all educators today should be aimed

at improving the quality of online education. The key

issue to improve this quality is the introduction of ef-

fective changes in educational institutions, which can

be implemented only by a competent teacher who is

ready to improve and work on their own professional

development constantly.

Thus, learning according to the needs of modern

society is impossible to imagine without a distance

form of learning. Distance learning focuses on the

best world methodological experience using the most

modern and highly effective pedagogical technolo-

gies. Such training provides opportunities for use in

the educational process: ﬂexibility, modularity, par-

allelism, a signiﬁcant amount of educational infor-

mation, economy, manufacturability, social equality.

Acquisition of professional competence of primary

school teachers in the method of organizing distance

learning is a priority of advanced training courses for

teachers.

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APPENDIX

Table 5: General characteristics of online resources for learning English by younger students.

No. Title Age Category Content Advantages Peculiarities

1 Study-

languages-

online.com

4-7 Online

course

Each lesson is dedicated to a spe-

ciﬁc topic and consists of ﬁve or

more stages. Exercises, dictio-

nary, phrasebook, theoretical mate-

rial, comments, games, the ability to

check the results of exercises/tasks

are available.

There is a free mo-

bile application that

does not require regis-

tration and available at

any time.

Russian-

language re-

source, learning

English only.

2 cambridge-

club

4-12 Online

course

Classes include theoretical part; prac-

tical part; interactive activities for

children in English. The received

material is ﬁxed by means of games,

songs and practical exercises. Chil-

dren receive certiﬁcates of achieve-

ment at the end of the course.

Children can study

both in groups and

individually, lessons

are taught by a native

speaker. Each English

lesson for children

online is stored in

the parents’ personal

account.

Courses are paid

for, learning En-

glish only.

3 Lingualeo 4-. . . Online

ser-

vice

The effective service for language

practice, game techniques, training

on current videos, texts and podcasts

from the Internet. Training in gram-

mar, listening, reading, speaking and

vocabulary are available.

Free, available 24/7

from any gadget,

there is a Ukrainian-

language version.

Registration is

required, addi-

tional courses

are paid for,

English and 19

other languages

are offered.

4 Iqsha 3-12 Online

ser-

vice

English lessons in the form of games

for independent learning. Easy, inter-

esting thematic online lessons.

Free 10 lessons a

day, it is possible

to practice without

internet access, using

a mobile application,

parental control.

Registration

is required,

you need to

pay for further

classes and to

achieve the best

results, Russian-

language ser-

vice, learning

English only.

5 Duolingo 5-. . . Online

ser-

vice

The interactive service for learning

English, both an educational game

and an individual motivator. The site

offers to understand your level of lan-

guage and as a result of the test will

offer an individual training plan. All

training material is divided into 88

different topics, to master each of

them you need to reach 5 levels, each

of which involves 3-6 short lessons.

Free options are avail-

able, no ads. There is

a mobile application,

there is an opportunity

to study ofﬂine. The

ﬁrst 7 days you can

try the upgraded ver-

sion for free.

Registration

is required,

Duolingo Plus

version for $

6.99 per month,

learning 4 for-

eign languages.

Continued on next page

Development of Professional Competence of Primary School Teachers of the New Ukrainian School in the Aspect of Foreign Language

Teaching

183

Table 5 – continued from previous page

No. Title Age Category Content Advantages Peculiarities

6 Cambly 4-15 Online

ser-

vice

There is an individual schedule of

classes. Each lesson is recorded,

and there is an opportunity to watch

videos in the personal account any

time. In the chat you can write in

your native language and receive au-

tomatic translation. After 10 hours of

private lessons it is possible to get a

certiﬁcate.

The project provides

students with teach-

ers with a British and

American accent.

Registration is

required, educa-

tion is paid for,

recommended

for those who

speak a little En-

glish, learning

English only.

7 English-

dom

8-9 Online

ser-

vice

Provides replenishment of vocabu-

lary. An additional learning tool is

relevant for children who are already

able to perceive information indepen-

dently. Hovering the cursor over

a phrase, word or image, a student

sees the correct spelling of the corre-

sponding lexical unit on the monitor

and listens to its pronunciation.

Free online simulator. Registration

is required,

learning English

only.

8 Learn-

english-

kids.british-

council.org

5-. . . Online

pro-

gram

The program is represented by the

British Council, world experts in the

ﬁeld of English language teaching.

There are many online games, songs,

stories and activities, online courses.

Free, registration is

not required.

The platform is

only in English,

there is a page

for parents.

9 Internet-

urok

7-. . . Online

ser-

vice

It is designed to help students bet-

ter to learn better. Offered online

English lessons are most relevant to

school curricula. There are simula-

tors, tests and questions on knowl-

edge of the passed material.

The topics are sup-

ported by video

lessons conducted by

the best teachers.

Registration

is desirable,

Russian-

language re-

source, learning

English only.

10 Puzzle-

English

5-. . . Online

plat-

form

Independent game training. After

each lesson there is a test to check

studied material there is an exam , at

the end of the topic (10-15 lessons).

It is possible to track progress. About

12,000 exercises and simulators are

offered and new ones are constantly

added.

There is a mobile

application and a

YouTube channel.

There is a plan of

perpetual access to

all services “Puzzle-

English” – you pay

once and you use it all

your life.

Registration is

required, educa-

tion is paid for,

learning English

only.

11 Busuu 5-. . . Online

plat-

form

Proﬁle service for learning English.

The site offers partial and full

courses. The site has a large number

of articles with answers to questions

and recommendations.

There is a convenient

mobile application.

Registration is

required, edu-

cation is paid

for, all material

is in Russian,

12 languages

are offered for

studying.

Continued on next page

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184

Table 5 – continued from previous page

No. Title Age Category Content Advantages Peculiarities

12 Poliglotiki 1-12 Online

plat-

form

It has two directions: 1) Home-

Teacher – the ﬁrst video lessons of

each course in recording are avail-

able free of charge; 2) OnlineTeacher

– online classes in mini-groups / in-

dividually. The communicative ap-

proach to language learning.

Free test-simulators,

ﬂashcards and text-

book pages in a

convenient PDF for-

mat for demo lessons.

There is a YouTube

channel.

The platform

is Russian-

language and

opens through

VPN, English,

German, Span-

ish, French

languages.

13 Memrise 5-. . . Online

plat-

form

Fun educational videos with native

speakers give the necessary theory,

online games and exercises allow you

to practice. It is enough to spend up

to 15 minutes a day in such interac-

tive classes to improve your English.

There is a mobile ap-

plication. The initial

course of 90 lessons

(20 minutes each) is

free.

Registration is

required, The

ﬁrst 3,000 words

for free, then – $

30 per year, it is

possible to learn

English and 9

other foreign

languages.

14 Starfall 4-8 Online

plat-

form

There are four sections on the site.

1) ABCs – the alphabet is studied

through videos and songs; 2) Learn

to read, 15 lessons are offered,

where the combination of letters

takes place; 3) It’s fun to read – learn-

ing to read in an entertaining manner,

with the help of patter and riddles;

4) I’m reading – a list of fascinating

stories for children to read.

Free, clicking on the

word in the text, a

child hears its pronun-

ciation in a voice of a

character.

The menu is

only in English,

registration is

desirable. It

is widely used

in schools that

teach children

with special

needs and learn-

ing difﬁculties,

only English

language.

15 Simpler 4-. . . Online

plat-

form

The application offers to take a test

to determine the level of English, and

then calculates the complexity of the

exercises. Grammar is presented here

in the form of visual rules, and new

vocabulary is presented through asso-

ciations.

Learning a language

in the form of a game.

There is a mo-

bile application

only. Fascinat-

ing detective sto-

ries, which are

used to console-

date knowledge

for a fee, learn-

ing English only.

16 Cam-

bridge

English

6-10 Online

games

Cambridge’s educational online

games help to develop language

skills and vocabulary. Focused on

children who are tired of boring

lessons at school.

Free, interesting and

colorful, simple and

fun tasks in games.

Registration

is required,

learning English

only.

17 Games

to learn

English

5-. . . Online

games

Games of different levels of difﬁ-

culty, but their task is the same – to

help to learn words and to understand

grammar.

Free, no registration

required.

The platform is

in English only.

Continued on next page

Development of Professional Competence of Primary School Teachers of the New Ukrainian School in the Aspect of Foreign Language

Teaching

185

Table 5 – continued from previous page

No. Title Age Category Content Advantages Peculiarities

18 Teremoc 2-12 Online

games

A selection of browser games. Game

training in the company of funny

characters. Some of the games are

based on fairy tales (Little Red Rid-

ing Hood, Miracle-Yudo). Participat-

ing in simple quizzes, children mem-

orize the sound of letters and their

spelling, learn arithmetic, get ac-

quainted with birds, animals, names

of body parts.

Free. Russian-

language re-

source, learning

English only.

19 Novakids 4-12 Online

school

Online lessons in the form of games

with native speakers according to

programs that meet European CEFR

standards.

The ﬁrst lesson is free,

there is a mobile appli-

cation, classes are pro-

vided by native speak-

ers.

Registration is

required, paid

tuition, real-time

classes, online

school is Rus-

sian, learning

English only.

20 Skyeng 3-. . . Online

school

Online classes are with teachers, in-

teractive materials and exercises are

always available online, automatic

check of completed tasks.

The ﬁrst lesson is free,

there is a mobile ap-

plication, there is an

opportunity to trans-

fer or cancel your les-

son for free. Af-

ter the full course (60

lessons) there is an op-

portunity to pass an

exam and get a certiﬁ-

cate that corresponds

to a certain level of

English.

Registration is

required, paid

tuition, real-time

classes, online

school is Rus-

sian, learning

English only.

21 EnglishDom5-. . . Online

school

50-minute online lessons with

Russian-speaking teachers or na-

tive speakers, digital textbook is

available.

First three lessons are

free, there is a mobile

application, there is an

opportunity to get a

certiﬁcate after com-

pleting the full course.

Registration is

required, paid

tuition, real-time

classes, online

school is Rus-

sian, from UAH

250 per lesson,

learning English

only.

22 Preply 5-. . . Online

school

There are professional tutors from

185 countries, the opportunity to

choose your teacher is based on

personal interests and preferences,

ﬁnancial capabilities and even the

country. The schedule is free and ad-

justable in the personal account. All

trainings take place in the format of

live communication.

An individual study

plan is discussed with

a teacher at the ﬁrst

lesson. In case of dis-

satisfaction with the

classes, the service

will replace a tutor

free of charge or re-

fund the money spent.

Registration is

required, paid

tuition, real-time

classes, it is pro-

posed to study

13 languages.

Continued on next page

AET 2020 - Symposium on Advances in Educational Technology

186

Table 5 – continued from previous page

No. Title Age Category Content Advantages Peculiarities

23 English

show

5-17 Online

school

The site offers several course options.

The full course consists of a mini-

mum of 30 lessons. Each lesson lasts

45-60 minutes. There is an opportu-

nity to track the dynamics of knowl-

edge in the personal account. Study-

ing is according to the program of

Oxford University, as well as an ap-

plication for daily practice with for-

eigners.

“English show”

has one of the best

YouTube channel that

contains many useful

materials.

Registration is

required, paid

tuition, real-time

classes, online

school is Rus-

sian, learning

English only.

24 Doma.uchi 6-14 Online

school

Individual 30-minute classes with a

teacher. You can choose the fre-

quency, pace and place of classes

yourself. Emphasis is made on vo-

cabulary and listening.

The ﬁrst lesson is free. It is Russian-

language re-

source, from

720 per lesson,

learning English

only.

Development of Professional Competence of Primary School Teachers of the New Ukrainian School in the Aspect of Foreign Language

Teaching

187