Ekeyeva G.
METHODOLOGICAL FEATURES OF TEACHING ENGLISH IN THE SYSTEM OF HIGHER EDUCATION *
Аннотация:
the article examines the key methodological features of teaching English in higher education institutions. It highlights modern pedagogical approaches, the integration of communicative methods, and the role of digital technologies in enhancing language acquisition. Particular attention is paid to the adaptation of teaching strategies to meet the needs of students in non-linguistic specialties.
Ключевые слова:
English teaching, higher education, methodology, communicative approach, digital technologies, language acquisition
The English language has emerged as a global lingua franca, serving as the primary means of communication in international academia, business, science, and technology. Within this context, higher education institutions bear a crucial responsibility in providing students with a level of English proficiency that enables them to participate effectively in global discourse. The methodological features of English language instruction at the tertiary level reflect both traditional pedagogical theories and innovative practices, which together shape the dynamics of modern language education.Theoretical Framework. The methodological evolution of English teaching in higher education has been influenced by several dominant paradigms. Classical grammar-translation methods have given way to more interactive and student-centered approaches. Among them, the communicative language teaching (CLT) method has gained widespread acceptance due to its emphasis on real-life language use and functional communication. In the academic context, this shift requires instructors not only to present linguistic forms but also to develop students’ ability to apply language in authentic academic and professional settings. This orientation is further supported by constructivist learning theories, which emphasize the active role of the learner in constructing knowledge through interaction and contextual application.Challenges in the Higher Education Context. Teaching English at the university level poses several specific challenges. Students in higher education often come from diverse linguistic and educational backgrounds, which creates a heterogeneous learning environment. The discrepancy in language proficiency levels necessitates adaptive teaching strategies that can cater to both advanced learners and those requiring additional support. Furthermore, students in non-linguistic faculties often perceive English courses as peripheral to their primary field of study, resulting in lower motivation and engagement. To address this, educators must develop methods that integrate English language instruction with students’ academic and professional goals, thereby reinforcing the perceived relevance and value of the subject.Methodological Strategies. The use of communicative tasks and problem-based learning has shown to be effective in enhancing student participation and language retention. Instructors are encouraged to design activities that simulate real-life professional scenarios relevant to the students fields of study. This approach aligns with content and language integrated learning (CLIL), which combines subject-matter content with language instruction. Additionally, the integration of multimedia resources and digital platforms has transformed the teaching landscape. Learning management systems (LMS), video conferencing tools, and mobile applications facilitate flexible, interactive, and personalized learning environments. These technologies enable blended and flipped classroom models, which allow students to engage with content at their own pace and promote autonomous learning.Assessment and Feedback. Evaluation in English language instruction must align with the methodological principles of the course. Traditional written exams and standardized tests, while useful in certain contexts, may not fully capture a students communicative competence. Alternative assessment forms, such as portfolios, project work, and oral presentations, provide a more comprehensive picture of language proficiency. Continuous formative assessment, combined with constructive feedback, fosters learner development by highlighting areas for improvement and encouraging reflective practices. Instructors must also be attentive to the cultural and linguistic diversity within the classroom to ensure that assessment practices are fair and inclusive.Role of the Instructor. The educator plays a pivotal role in shaping the language learning experience. In addition to being a source of linguistic input, the instructor acts as a facilitator, mentor, and motivator. This multidimensional role requires a high level of methodological competence, cultural awareness, and digital literacy. Continuous professional development is therefore essential for language teachers to remain current with emerging pedagogical tools and to adapt their methods to the evolving needs of students.Conclusion. The methodological features of teaching English in the system of higher education are defined by a complex interplay of theoretical principles, pedagogical strategies, technological innovations, and student needs. Effective instruction demands a holistic approach that considers not only linguistic outcomes but also cognitive, emotional, and contextual factors that influence learning. As globalization continues to shape the educational landscape, universities must prioritize methodological innovation and invest in teacher training to ensure that English language education remains relevant, effective, and inclusive.
Номер журнала Вестник науки №5 (86) том 3
Ссылка для цитирования:
Ekeyeva G. METHODOLOGICAL FEATURES OF TEACHING ENGLISH IN THE SYSTEM OF HIGHER EDUCATION // Вестник науки №5 (86) том 3. С. 748 - 751. 2025 г. ISSN 2712-8849 // Электронный ресурс: https://www.вестник-науки.рф/article/23077 (дата обращения: 12.07.2025 г.)
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