Active Forms of Training Future English Language Teachers




teaching, knowledge, active forms, activities, creative abilities, educational process, development.


The content of the paper was determined by the problem of active teaching forms at English classes at the Pedagogical Universities. The modern educational environment should form an holistic system of universal knowledge, skills, as well as the experience of independent activity and personal responsibility of students.

The aim of the article is to determine the effectiveness of active forms of teaching Ukrainian future teachers at English classes.

Modern effective forms of teaching are based on the independent educational activities of participants. Active forms of teaching provide a solution of educational problems in various aspects: the formation of positive educational motivation; increasing cognitive activity of students; active involvement of students in the educational process; development of cognitive processes; effective assimilation of educational information; development of creative abilities and thinking; development of the communicative and emotional sphere and development of independent mental work skills and universal skills.

The research was conducted on the basics of the South Ukrainian National Pedagogical University named after K.D. Ushynsky (2018-2019).

An analysis of these researchers and advanced pedagogical experience shows that the most characteristic direction of increasing the university education effectiveness is the creation of psychological and pedagogical conditions in which a student can take an active personal position and educational activity.

The results of the implementation of the system of using active teaching forms can be considered: systematization of program material by the criterion of the possibility of using active forms and a holistic system of exercises of active forms.


Alkhatib, O. J. (2018). An interactive and blended learning model for engineering education. Journal of Computers in Education, 5(1), 19-48. doi: 10.1007/s40692-018-0097-x.

Alshammari, S. R. (2019). Aprendizaje basado en datos y enseñanza de preposiciones en ESL: un estudio de estudiantes árabes [Data Driven Learning and teaching of prepositions in ESL: A study of Arab learners]. IJERI: International Journal of Educational Research and Innovation, (12), 153-168. URL:

Bagateeva, A. O., & Aydarova, A. M. (2019). Computer Linguodidactics In Foreign Language Training Of Technical University Students. IIOAB Journal, 10(1), 134-137. URL:

Belyaeva, I. G., Samorodova, E. A., Voron, O. V., & Zakirova, E. S. (2019). Analysis of Innovative Methods’ Effectiveness in Teaching Foreign Languages for Special Purposes Used for the Formation of Future Specialists’ Professional Competencies. Education Sciences, 9(3), 171. doi: 10.3390/educsci9030171.

Bykova, S. S., Kuvaldina, E. A., Mashkovtseva, L. M., & Malova, T. V. (2018). Applying the Ideas of the Developmental Teaching at the Foreign Language Lessons to Develop Students' Communicative Competence. European Journal of Contemporary Education, 7(2), 275-285. doi: 10.13187/ejced.2018.2.275.

De Pietro, O., De Rose, M., & Valenti, A. (2017). Methodologies and Technologies to support Didactics for Competences. Realization of an Active and Participatory teaching activity in a University Context. Journal of e-Learning and Knowledge Society, 13(1), 113-127.

Einum, E. (2019). Involvement with Response Technology as Student-Centring of Language Teaching. Nordic Journal of Digital Literacy, 14(1-2), 6-22. doi: 10.18261/issn.1891-943x-2019-01-02-02.

Erdem, A., & Koç, E. S. (2019). Active Learning Methods and Techniques Preferred by Teacher Candidates. Journal of Education and Future, (16), 29-38. doi: 10.30786/jef.596000

Gribanov, D. V., Kovalenko, K. E., & Kovalenko, N. E. (2018). Juegos De Negocios Educativos En El Proceso Educativo [Educational business games in the educational process]. Revista Conrado, 14(61), 191-194. URL:

Hernández-Lara, A. B., & Serradell-López, E. (2018). Student interactions in online discussion forums: their perception on learning with business simulation games. Behaviour & Information Technology, 37(4), 419-429. doi: 10.1080/0144929X.2018.1441326.

Li, Y., Cargill, M., Gao, X., Wang, X., & O'Connor, P. (2019). A scientist in interdisciplinary team-teaching in an English for Research Publication Purposes classroom: Beyond a “cameo role”. Journal of English for Academic Purposes, 40, 129-140. doi: 10.1016/j.jeap.2019.06.005.

Lin, M. H. (2016). Effects of Corpus‐Aided Language Learning in the EFL Grammar Classroom: A Case Study of Students' Learning Attitudes and Teachers' Perceptions in Taiwan. Tesol Quarterly, 50(4), 871-893. doi: 10.1002/tesq.250.

Mejía, G. (2016). Promoting language learning: The use of mLearning in the Spanish classes. LFE: Revista de lenguas para fines específicos, 22(1), 80-99. doi: 10.20420/rlfe.2016.0091.

Miller, C. J., McNear, J., & Metz, M. J. (2013). A comparison of traditional and engaging lecture methods in a large, professional-level course. Advances in physiology education, 37(4), 347-355. doi: 10.1152/advan.00050.2013.

Porter, A. (2016). A helping hand with language learning: teaching French vocabulary with gesture. The Language Learning Journal, 44(2), 236-256. doi: 10.1080/09571736.2012.750681.

Reynolds, T. (2019). Like a conductor: whole-class discussion in English classrooms. English Teaching: Practice & Critique, 18(4), 478-491. doi: 10.1108/ETPC-04-2019-0053.

Spanou, S., & Zafiri, M. N. (2019). Teaching Reading and Writing Skills to Young Learners in English as a Foreign Language Using Blogs: A Case Study. Journal of Language and Cultural Education, 7(2), 1-20. doi: 10.2478/jolace-2019-0009.

Uzun, L. (2016). Evaluation of the latest English language teacher training programme in Turkey: Teacher trainees’ perspective. Cogent Education, 3(1), 1147115. doi: 10.1080/2331186X.2016.1147115.

Valeeva, N. G., Pavlova, E. B., & Zakirova, Y. L. (2019). M-learning in Teaching ESP: Case Study of Ecology Students. European Journal of Contemporary Education, 8(4), 920-930. doi: 10.13187/ejced.2019.4.920.

Velinova, D. (2019). Svremenni pedagogicheski podhodi, interaktivni metodi i formi v obuchenieto po blgarski ezik v V–VII klas [Modern pedagogical approaches, interactive methods and forms in the bulgarian language teaching in V-VII class]. Bulgarski ezik i literature [Bulgarian language and literature], 61(3), 304-311. URL:

Wingate, U. (2018). Lots of games and little challenge–a snapshot of modern foreign language teaching in English secondary schools. The Language Learning Journal, 46(4), 442-455. doi: 10.1080/09571736.2016.1161061.




How to Cite

IRKHINA, Y., MULYK, K., ALEKSEEVA, O., SKYBA, K., POSTOLENKO, I., & AMELINA, S. (2020). Active Forms of Training Future English Language Teachers. Revista Romaneasca Pentru Educatie Multidimensionala, 12(3), 182-199.

Publish your work at the Scientific Publishing House LUMEN

It easy with us: publish now your work, novel, research, proceeding at Lumen Scientific Publishing House

Send your manuscript right now