Advanced Education 

About: Advanced Education is an academic journal published by The Center of Educational Literature, LTD. The journal publishes majorly in the area(s): Foreign language & Higher education. It has an ISSN identifier of 2410-8286. It is also open access. Over the lifetime, 333 publications have been published receiving 883 citations. The journal is also known as: Advanced education & Peredovoe obrazovanie.

Principled pragmatism, or well-grounded eclecticism: a new paradigm in teaching english as a foreign language at ukrainian tertiary schools?

Abstract: The article discusses the ways of introducing Kumaravadivelu’s (2003) principled pragmatism (or well-grounded eclecticism in the terminology of the author of the article) approach into teaching English as a foreign language for professional purposes at tertiary schools in Ukraine. Such pragmatism/eclecticism in the conditions under consideration creates opportunities for adopting different methods of teaching and learning taken from different, often contradictory, methodological approaches, as well as opportunities for uniting those methods into an organic unity, a new single approach contributing to the overall improvement of the teaching/learning process. Interpreting the difference between approaches and methods in accordance with the ideas of Richards and Rogers (1986) and treating methods as practical procedures through which an approach is implemented, the author demonstrates that a novel principled pragmatism/well-grounded eclecticism approach in teaching English at Ukrainian tertiary schools may be developed as the combination of five methods including content-based instruction, interculturalism in language studies, constructivism in language learning achieved through experiential-interactive learning procedures, blended language learning as a balanced organic unity of students’ off-line and online learning experiences and balanced use of communicative learning activities and non-communicative language exercises. The research shows that the listed five methods in their unity not only form a new single approach but also fully meet the ten Kumaravadivelu’s principles making that approach a clear-cut case of principled pragmatism. The concluding part of the article manifests the suggested approach as representing a possible new paradigm in teaching English for professional purposes.

Gamification in higher education: experience of poland and ukraine

Abstract: Open access to modern information technologies generates a new type of society that increases the productivity and competitiveness of any country in the world market and requires significant changes in the education system. One of the most innovative approaches in education is gamification of learning which has considerable capabilities to increase students’ enjoyment, interest and engagement in the study. In this regard, the aim of our research is to analyse the use of gamification in higher education institutions of Poland, Ukraine and to study the effectiveness of using Kahoot as one of gamification technologies in teaching English for specific purposes (ESP) to students in a technical university. As shown by the results of the study, Poland has considerable experience in the use of computer games in higher education, whereas Ukraine is only beginning to implement these technologies in learning. An experimental study of the use of Kahoot platform in ESP classes at university level, which employed the methods of testing, observation and questioning, showed the effectiveness and expediency of this technology, as the students demonstrated a higher achievement rate, more active engagement and deeper motivation for learning.

Corporate university as a form of employee training and development in american companies

Abstract: The article deals with the problem of corporate university as a form of employee training and development in American companies. Corporate training plays a leading role in the successful operation of US companies and is a factor of their competitiveness and efficiency in the marketplace. Corporate university is an advanced form of organizational training which emerged in response to the challenges of the information society and the global economy, increased competition in the market, the failure of the traditional institutions of professional education to meet the needs of the modern economy for highly qualified employees. Modern corporate university is a system of organizational development and personnel training, united with a single concept and methodology, inextricably linked and coordinated with the strategies of the organization. The main functions of the corporate university are training of various levels of company employees, knowledge management, formation of common corporate values, development of corporate culture, promotion of innovation. Since organizations have different needs and development strategies, corporate universities of different companies in the United States differ in purpose, objectives, structural characteristics, methods of instruction. The learning process in the corporate university has andragogical focus and is characterized by extensive use of e-learning technologies.

A qualitative exploration of students' experiences with acquiring culture during foreign language instruction

Abstract: Language teachers ought to give their students a sound grounding in what is known as the five C’s—communication, communities, cultures, connections, and comparisons—in addition to the classic four basic language skills. This study examines how first-year Turkish students currently enrolled in a culture course at Giresun University view culture-focused courses, and how much cultural training they had received (if any) in high school prior to entering university. This study is qualitative in nature, and provides information by using multiple sources of data. The fact of the matter is that their high school teachers focused more on grammar and avoided culture due to the constraints of both time and of an exam-oriented education system. Regarding the benefits, the course has pushed them to examine the relationship between language and culture, offered a reason to study the target language, and made the learning process real. It takes patience and effort in order to convince youth of the necessity of languages, as well as to make them better aware of, and to dispel their prejudices towards other cultures. The study also provides recommended practices that can encourage educators to implement during foreign language instruction.

Teaching pragmatics in the efl classroom: challenges, lacunas, and suggestions

Abstract: Within the last few decades, interlanguage pragmatics research has risen to its due prominence under the influence of Hymes and the subsequent models of Communicative Competence (CC). Among different components of CC, a large number of L2 studies have attended to the construct pragmatic competence, which deals with both pragmalinguistic knowledge and sociopragmatic knowledge. As such, interlanguage pragmatics research is interested in the pragmatic competence and pragmatic performance of L2 learners; however, teaching pragmatics to Non-native Speakers (NNSs), especially EFL learners, is a thorny issue. As a result, pragmatic competence has been noticeably absent from ELT curricula, despite the fact that it has an assured place in different models of CC. The reasons for this neglect lie behind the obstacles to teaching and learning pragmatics in the ESL/EFL classroom settings. Thus, drawing on the published literature, this very paper primarily aims at discussing challenges and lacunas in teaching and learning pragmatics within the confines of EFL classrooms. Subsequent to this, the paper enlists suggestions to overcome these obstacles. To this end, the paper focuses on four broad areas: the EFL context, ELT materials and resources available to L2 learners in the EFL context, teacher education, and assessment of pragmatic knowledge.