Fostering Tertiary Student Professional Mobility Skills via Convergence of the Professional Training and Foreign Language Learning

Autor/inn/en	Bobrytska, Valentyna I.; Luzik, Elvira V.; Skyrda, Tetiana S.; Tereminko, Larysa H.; Hurska, Olena O.
Titel	Fostering Tertiary Student Professional Mobility Skills via Convergence of the Professional Training and Foreign Language Learning
Quelle	In: European Journal of Educational Research, 10 (2021) 4, S.1919-1936 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bobrytska, Valentyna I.) ORCID (Luzik, Elvira V.) ORCID (Skyrda, Tetiana S.) ORCID (Tereminko, Larysa H.) ORCID (Hurska, Olena O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Occupational Mobility; Second Language Learning; Second Language Instruction; English (Second Language); Language Proficiency; Career Readiness; Professionalism; Job Skills; Study Abroad; Student Mobility; Learning Experience; Social Networks; Self Concept; Student Attitudes; Decision Making; Adjustment (to Environment); Outcomes of Education; Student Adjustment; Course Descriptions; Travel; Work Experience Programs; Foreign Countries; Ukraine + Suchen Sie Ihr Suchwort? Berufliche Mobilität; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Professionalität; Produktive Fertigkeit; Studies abroad; Auslandsstudium; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Lernerfahrung; Social network; Soziales Netzwerk; Selbstkonzept; Schülerverhalten; Decision-making; Entscheidungsfindung; Lernleistung; Schulerfolg; Adjustment; Adaptation; Kursstrukturplan; Travelling; Reisen; Reise; Ausland
Abstract	The purpose of the study was to identify how the instructional model that converges professional training and foreign language learning can influence the students' professional mobility and students' readiness to build their careers. The study used the methods of a quantitative kind for the evaluation study and descriptive research. The variables for the study were as follows: levels of student professional mobility skills proficiency that included students' competence in their professional field, foreign language proficiency, students' networking skills, personality qualities, and sampled students' satisfaction with the reshaped course. The field phase of the study found that the Erasmus and Work-and-Travel programmes contributed to the former students' adaptability and flexibility, the experience of work abroad, and practical specialism-related experience gained during study. The students developed their abilities to project a positive social image, ability to build and maintain relationships, foreign language proficiency, proficiency in presenting and negotiating, and theoretical knowledge. The English Language-delivered Professional Mobility course brought shifts in the levels of students' professional mobility skills. The experimental group students reported that they improved their competence in their professional field, foreign language proficiency, networking skills, and personality qualities. The experimental group students' judgements concerning the quality of the course were complimentary. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01