Kolykhalova Olga

Effects of innovative teaching techniques on students’ educational motivation in learning a foreign language (with students of non-linguistic specialisations as an example)

Kolykhalova Olga (2018) "Effects of innovative teaching techniques on students’ educational motivation in learning a foreign language (with students of non-linguistic specialisations as an example) ", Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV : Pedagogika. Psihologiia, 2018, vol. 51, pp. 11-25 (in Russian).

DOI of the paper: 10.15382/sturIV201851.11-25


This paper carries out a comparative analysis of the infl uence of innovative teaching techniques on providing educational motivation for students of non-linguistic specialisations to study a foreign language. Teaching of foreign languages today is determined by the two main approaches, namely the development of communication skills and the use of online instruments. In fact, there takes place a rethink of the goals and objectives of education and, consequently, the roles of the professor and student. A student is no longer a passive recipient of a certain truth, but a full participant in the process of cognition. As a result of the development of online education, the technology of «blended learning» has emerged. It is based on a combination of classroom work with work in training Internet programmes, which allows every student to create flexible individual trajectories. The future of a foreign language at a university may also involve creating an individualised educational «hyperspace» in which instruction in the foreign language itself will be integrated into professional training, the so-called CLIL technology. We have chosen to compare the two technologies described above, i.e. the blended learning technology and CLIL technology, and have put forward a hypothesis that both technologies contribute to increasing students’ educational motivation and enhance various types of educational motives. The methods employed in the study include the one designed by A. Rean and V. Yakunin “Diagnostics of students' educational motivation”, academic motivation questionnaire for university students (by T. Ilyina). The article claims that the application of blended learning technology reinforces communicative motives as well as motives for creative self-realisation, while CLIL technology amplifi es social motives and reduces motives of avoidance, which indicates a greater activity and engagement of students in learning. At the same time, both innovative techniques of teaching a foreign language contribute to the increase in positive educational motivation of students.


education, specialised training, foreign language teaching, blended learning, CLIL, teaching techniques, communication skills, online technologies, fl exible individual trajectories, motivation of students


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Information about the author

Kolykhalova Olga

Academic Degree: PhD in Philosophy;
Academic Degree: Candidate of Sciences* in Philology;
Academic Rank: Professor;
Place of work: Department of Foreign Languages, National Research University Higher School of Economics; 21/4 Staraya Basmannaya Str., Moscow, 105066, Russian Federation;
Post: professor;
ORCID: 0000-0002-0452-5352;
Email: kolykhalova.o@mail.ru.

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.