The Ministry of Higher Education, Science and Innovation

of the Republic of Uzbekistan

Andijan State Institute of Foreign Languages

Faculty of Foreign Languages

Faculty of Foreign Languages

Department of English Language and Literature

Speciality: Foreign (English) Languages and Literature – 5111400

COURSE PAPER
Theme: The significance and Types innovative technologies in FLT.

Compiled by: Xayrullayev Abdulmuttolib

Supervisor: Yaxshiboyev Ahrorbek

Andizhan – 2023
 CONTENT:
Introduction……………………………………………………………………….3
Chapter I. Qualitative research in english language teaching…………….…..5
1.1. The main types of qualitative method………………………………………....5
1.2. Innovative technologies in english teaching…………………………………13
Chapter II. Designing a qualitative research for evaluation of english for
academic purposes activity in teacher education……………………..…….…19
2.1. Example of a qualitative method in teaching English……………………......19
2.2. Using innovative methods in teaching english in higher education
institutions………………………………………………………………………...25
Conclusion………………………………………………………………………..30
References………………………………………………………………………..31
 INTRODUCTION
Many people don't do any research for some reasons. The main reason is
relating to research methodology, like finding the topic, problem, and focus, and
understanding the method. Others are out of methodological aspects like financial
support, enthusiasm, or time (job, family or household or social activities). My
experience in directing the Research Center in my college during the last two
years, about 50 % of lecturers never did any research. However, in my English
Department, the condition is better. It sounds quite satisfied. From 17 English
lecturers there, about 90 % have involved in research individually or in a group
from 2013 2015. Of course, understanding methodology and its application in the
field is very important to someone(s) who would like to do research.
There are two main streams in research methodology, Quantitative and
Qualitative. Which one is the best? Though some say that Quantitative research is
better than the qualitative, or vice verse, I think both have their outcomes and
weaknesses. However, everyone or every researcher has his or her own habit in
doing his or her research. Because I used to do quantitative research, of course, I
did my research mostly in qualitative one. The following writing will discuss about
the qualitative research, particularly for those who like to know more about this
type of research, to share opinion, to refresh their knowledge, or to do qualitative
research in the time to come. Exactly, a research is an activity that consciously
and systematically done and well planned, so is the qualitative research.
Qualitative research properly seeks answers to questions by examining various
social settings and the individuals who inhabit there or about phenomena that occur
in daily lives of people.
In addition, this research aims to produce rounded and contextual
understanding on the basis of rich, nuanced and detailed data. It means that it as its
main goal- tries to understand and to describe social phenomena, people behavior
and action that occur naturally. Compared to quantitative research, qualitative
research is holistic, inductive , and natura. It means that the social realities which
become the object of the research cannot be separated; and that, they should be
3
analyzed and explained in a single theme. Also, there is no generalization of
conclusion. The theory is constructed through the inducted method by first
observing aspects of social life and then seeking to discover patterns that may
point to relatively universal principles in findings.
Moreover, there is no manipulation of any treatment in the process. In
addition, qualitative research emphasizes on process other than product, meaning
behind the fact, natural and realistic aspects. On the other words, it refers to data
collection process where the researcher as a key instrument develops theory; and
that, qualitative data, as written, involve documenting real events, recording what
people say, observing specific behaviors, studying written documents, or
examining visual images. Also, it refers to the meanings as the result of thinking,
associating and interpreting, to characteristics, facts, symbols, and descriptions of
things. Nevertheless, other aspects like definitions, concepts, and theories are also
important for being the domains of scientific enquiry. Thus, qualitative research is
a kind of research consciously and systematically employed and well planned on
social phenomena, people behavior and action in natural setting.
CHAPTER I. QUALITATIVE RESEARCH IN ENGLISH LANGUAGE
TEACHING.
1.1. The main types of qualitative method
Qualitative research has some characteristics. Identified some characteristics
of qualitative research as follows. 1. gathering data, they have to communicate
with the subject directly, face-toface, and not sending out instrument like
questionnaire. They observe what the people behave or act, and note the realities or
facts as they are, not artificial or manipulated. 2. Researcher as key instrument,
they collect data him/herself through examining documents, observing behavior,
action, phenomena, or interviewing informants. 3. Multiple sources of data, they
gather multiple forms of data, particularly from observations, interviews and
documents. This is done to complete the data, to cross check, or to avoid biases.
Then, they review and organize the data into categories or themes. 4. Inductive
data analysis, they build their patterns, categories, and themes from the bottom up,
by organizing the data into increasingly more abstract units of information, leading
to a comprehensive set of themes. 5. understand the meaning behind the facts
he/she has observed. He/she should never bring his/her opinion to the field, and
expressions written in the literatures, but what the people say about it or them (the
object like things, people, behaviors or actions). 6. Emergent design, they process
the research emergently. It means that the initial plan for research cannot be tightly
prescribed, but they may change their focus after interring the field and while
gathering the data. 7. Theoretical lens, they often use lens to view their study that
might be different from the theoretical review. Sometimes, their study is organized
and identified around the social, political, cultural or historical context of the
problem under study.
Interpretive, they interpret what they see, hear and understand. Their
interpretation cannot be separated from their background, prior understanding, and
socio-cultural context or even from other perspectives. At the end, it is apparent
how multiple views of the problem can emerge. 9. Holistic account, they try to
develop a complex picture of the problem or issue under study. This involves
5
reporting many different perspectives. However, the characteristics could be
simplified into some points as stated by Seliger and Shohamy (1989), Tarigan
(1993). They are: holistic, heuristic/inductive, and no/low control (natural).Types
of Qualitative Research Qualitative research has some types: (1) Phenomenology,
(2) Case study, (3) Grounded research, (4) Discourse and Content analysis, and (5)
Ethnography (Sugiyono, 2009). Moreover, associated with certain schools,
traditions or disciplines, there are a lot of types of it as follows.
1. Phenomenology
2. Ethnomethodology
3. Symbolic Interaction
4. Ethnography
5. Discourse and Content Analysis
6. Case Study
7. Oral and Life History
8. Grounded Research (Mason, 2002).
The question is which one(s) is/are relevant to research in ELT. It is difficult to
answer for each has its own scientific tradition. However, in terms of the object,
phenomenology, I think, is suitable. There are some phenomena, facts, and realities
can be observed in teaching-learning English at schools, courses, and classrooms,
or even outside the class room like in the park, in the lab, etc. On the basis of the
subject, the amount of them, the case study is absolutely relevant to design for ELT
research. If the subject is very small and specific, for example, the students in
accelerated class, the students with disabilities, or the students with the low socio-
economic status, no other types are better and more relevant than the case study is.
The data collected in qualitative research are verbal in the forms of words or
pictures, nor in numbers like quantitative researchers do (Sugiyono, 2009). To
gather the data, researchers use some methods or techniques. According to Mason
(2002), Creswell (2009), data might be collected through observations, interviews,
and documents.
 They may be spontaneous, on the spot, scheduled, participant observation,
and structured, unstructured, or in-depth interview, formal or informal document. I
think the most important ones are: (1) Participant Observation, (2) In-depth
Interview, and (3) Document. In qualitative research, data analysis is conducted
concurrently with gathering data, making interpretations and writing draft. While
interview is going on, for example, the researcher may be analyzing the data
collected earlier, writing memos that may ultimately be concluded as a narrative in
the final report, and organizing the structure of the final report. Other technique is
that the researcher collects qualitative data, then analyzes them for several themes
or perspectives, and reports 4-5 themes. However, today many researchers go
beyond this generic form or this basic analysis. Moreover, Creswell (2009) wrote
that based on grounded theory, researchers systematically generated categories of
information, selected one of the categories, and then positioned it within a
theoretical model. Case study and ethnographic research involve a detailed
description of the setting or individuals, followed by analysis of the data for certain
themes or issues. Phenomenological research uses the analysis of significant
statements, the generating of meaning units, and the development of an essence
description. So far, Creswell (2009) also suggested the following steps to analyze
the data.
 Organize and prepare the data for analysis
 Read through all the data
 Begin detailed analysis with a coding analysis
 Use the coding process to generate a description of the setting or people as
well as categories or themes for analysis
 Advance how the description and themes will be represented in the
qualitative narrative.
Make an interpretation or meaning of data. Other techniques are, as suggested
sorting and organizing the data into three broad approaches, which she called:

7
cross-sectional and categorical indexing, non cross-sectional data organization, and
the use of diagrams and charts.
Qualitative Research Methods: a phrase that comes into mind when you want
to get inside your customers’ heads to understand their thoughts and feelings.
Clearly, numbers will not provide a complete picture if you want to understand
people’s perceptions, beliefs, and emotions.
For example, suppose you own a bakery and want to know why the sale of
pancakes is more than pastries. You cannot determine this with surveys and
questionnaires (qualitative data) that will provide you with all sorts of numerical
data. The best solution in this scenario is to interview people and ask them what
they like in pancakes, what they do not like in pastry, etc. Accordingly, mold your
offering to increase your sales of pastries.
Qualitative research involves obtaining deep insight into why people behave
the way they do. There are different methods to conduct qualitative research. In
this blog, we will highlight the top qualitative research methodologies with
examples and how you can analyze qualitative data.
Qualitative research is a branch of market research that involves collecting
and analyzing qualitative data through open-ended communication. The primary
purpose of conducting qualitative research is to understand the individual’s
thoughts, feelings, opinions, and reasons behind these emotions.
It is used to gather in-depth and rich insights into a particular topic.
Understanding how your audience feels about a specific subject helps make
informed decisions in research.
As opposed to quantitative research, qualitative research does not deal with
the collection of numerical data for statistical analysis. The application of this
research method is usually found in humanities and social science subjects like
sociology, history, anthropology, health science, education, etc.
Qualitative research methods are designed to understand the behavior and
perception of the target audience about a particular subject.
 Qualitative research methods include observations, one-on-one interviews,
case study research, focus groups, ethnographic research, phenomenology, and
grounded theory.
Let’s discuss them one by one.
1. Observations
Observation is one of the oldest qualitative methods of research used to
collect systematic data using subjective methodologies. It is based on five primary
sense organs – smell, sight, taste, touch and hearing, and their functioning. This
method focuses on characteristics and qualities rather than numbers.
The qualitative observations technique involves observing the interaction
patterns in a particular situation. Researchers collect data by closely watching the
behaviors of others. They rely on their ability to observe the target audience rather
than communicating with people about their thoughts on a particular subject.
Example of observation method:
 A researcher observing kids’ behavior in a private school for his research.
 He may watch and record things like how kids interact with each other,
how comfortable they are sharing their tiffin, which class they enjoy the
most, etc.
2. One-on-one interviews
Conducting one-on-one interviews is the most common type of qualitative research
method. It involves open-ended conservation between researchers and participants
related to a particular subject. This method is used to gather in-depth qualitative
data for the research purpose.
Here, the researcher asks pre-determined questions to the participants to
collect specific information about their research topic. Interviews can be conducted
via face-to-face, email, or phone. The drawback of this method is that sometimes
the participants feel uncomfortable sharing honest answers with the researcher.
Example of one-on-one interview method:

9
 A business can conduct a structured interview with its target audience to
understand the attractiveness of their product before expanding their operations to
the global level.
3. Focus groups
A Focus group involves collecting quantitative data by conducting a group
discussion of 6-12 members along with a moderator related to a particular subject.
Here the moderator asks respondents a set of predetermined questions so that they
can interact with each other and form a group discussion. It helps researchers to
collect rich qualitative data about their market research.
However, it is essential to ensure that the moderator asks open-ended
questions like “how,” “what,” “why” that will enable participants to share their
thoughts and feelings. Close-ended questions like “yes” and “no” should be
avoided as they do not lead to engagement among participants.
Example of focus group method:
Suppose a software company wants to test a new feature of its product before
launching it in the market. So, in this case, they will conduct a focus group by
choosing a sample group from its target audience. The group will discuss the
product’s new feature, and the researcher will collect data based on how they react
to the new feature and make the decision accordingly.
4. Case Study Research
A case study is another example of qualitative research that involves a
comprehensive examination of a particular subject, person, or event. This method
is used to obtain in-depth data and complete knowledge of the subject. The data is
collected from various sources like interviews and observation to supplement the
conclusion.
This qualitative approach is extensively used in the field of social sciences,
law, business, and health. Many companies use this technique when marketing
their products/services to new customers. It tells them how their business offerings
can solve a particular problem. Let’s discuss an example of this method of
qualitative research.
Example of case study method:
Businesses can use case studies to show their business solutions effectively
and when they introduce any new product in the market. It will help customers
identify how the brand’s offering can solve a particular problem for the subject.
5. Ethnography
Ethnography is a descriptive type of qualitative research that deals with
people and their culture. This method aims to study individuals’ behavior in their
natural habitat. Here, the researcher lives with the target audience, acts as an
observer, and gets involved with their environment. By doing so, they get first-
hand experience of motivation, goals, challenges, lifestyle, culture, and tradition of
the individuals.
The ethnographic model is a social science model used in anthropology to
study remote cultures and smaller communities within any particular region. This
qualitative technique is a time-taking process as it can take days to years to
complete the research. Also, geographical constraints can be an issue while
collecting data.
Example of ethnography method:
A simple example of ethnographic qualitative methodology is when a
researcher travels to a remote village to live with the society for years to research
village people and their culture.
6. Grounded Theory
Grounded Theory is another data collection method of qualitative research
used across various disciplines. This method aims to provide the reasons, theories,
and explanations behind an event. It focuses on why a course of action has
happened the way it did.
The grounded theory model collects and analyzes the data to develop new
theories about the subject. The data is collected using different techniques like
observation, literature review, and document analysis. This qualitative method is
majorly used in business for conducting user satisfaction surveys to explain why a

11
customer purchases a particular product or service. It helps companies in managing
customer loyalty.
Example of grounded theory method:
The HR department of an organization may use grounded research to
determine why employees lack motivation in their work. HR can gather data by
conducting grounded theory research, determining the root cause of the problem,
and offering solutions.
7. Phenomenology
Phenomenology is another qualitative research example that describes how an
individual experiences or feels about a particular event. It also explores the
experience of a specific event in a community. Here, the researcher interviews
people who have experienced a particular event to find similarities between their
experiences. The researcher can also record what they learn from the target
audience to maintain the credibility of the data.
Although this qualitative technique depends majorly on interviews, other data
collection methods like observation, interviews, and survey questionnaires are also
used to supplement the findings. The application of this method is found in
psychology, philosophy, and education.
Example of phenomenology method:
A simple example of a phenomenology qualitative research technique would
be when a researcher undertakes a study to determine why students prefer to join
online courses and the reasons behind the increase in popularity of online courses.
The process of qualitative data analysis usually remains the same regardless of the
data collection methods; that is, one-to-one interviews or focus groups. Here are
the steps you need to follow to conduct qualitative data analysis.
 1.2. Innovative technologies in english teaching
The task of the teacher is to create conditions for practical mastery of the
language for each student, to choose such teaching methods that allow each student
to demonstrate his activity and creativity. The task of the teacher is to activate the
cognitive activity of the student in the process of teaching foreign languages.
Modern pedagogical technologies, such as collaborative learning, project
methodology, use of new information technologies, Internet resources, help to
implement a person-oriented approach in the educational process, individualization
of teaching taking into account the abilities of children, their level of learning and
ensures differentiation. Forms of working with computer training programs in
foreign language classes include: learning vocabulary; practice pronunciation;
teaching dialogic and monologic speech; teaching writing; development of
grammatical events.
The possibilities of using Internet resources are huge. The Global Internet
provides conditions for students and teachers located anywhere in the world to get
any information they need: regional geographical materials, news in the life of
young people, articles from newspapers and magazines, etc.
A number of didactic problems can be solved using the Internet in English in
lessons: formation of reading skills and competencies using global network
13
materials; improving the writing ability of schoolchildren; filling students'
vocabulary; formation of students' motivation to learn English. In addition, this
work aims to explore the possibilities of Internet technologies to expand the
horizons of schoolchildren, establish and maintain business relations and contacts
with peers in English-speaking countries. Students are on the Internet they can take
part in tests, quizzes, contests, Olympiads, correspond with their peers in other
countries, have conversations, participate in video conferences, etc.
Students can learn about the problem they are currently working on in a
project. The meaningful basis of mass computerization is related to the fact that the
modern computer is an effective tool for optimizing the conditions of mental work,
in general, in any of its forms. The computer has one characteristic that defines its
use as a tool for teaching others and as an aid in the acquisition of knowledge, and
that is its inanimate nature. The machine can have a "friendly" relationship with
the user and sometimes "support" him, but he will never show signs of anger and
will not let you feel bored. In this sense, the use of computers is perhaps most
useful in individualizing some aspects of teaching. The main goal of learning a
foreign language at school is the formation of communicative competence, all
other goals (education, training, development) are implemented in the process of
realizing this main goal. Communicative approach includes communication
training and the formation of intercultural communication skills, which are the
basis of Internet activities. Without communication, the Internet has no meaning -
it is an international multinational, intercultural society, whose life is based on the
electronic communication of millions of people around the world, talking at the
same time - this is the number and size of the participants in it. the biggest
conversation on. Attending a foreign language class for him, we create a real
communication model.
Currently, communication, interactivity, authenticity of communication,
language learning in cultural context, autonomy and humanitarianism of education
are given priority. These principles allow the development of intercultural
competence as a component of communicative competence. The ultimate goal of
teaching foreign languages is to teach a free orientation in a foreign language
environment and the ability to adequately respond to different situations, i.e.
contact Today, new methods using Internet resources are opposed to traditional
foreign language teaching. To teach communication in a foreign language, you
need to create real, real-life situations that stimulate the learning of the material
and develop adequate behavior (that is, the so-called principle of communication
authenticity). New technologies, especially the Internet, are trying to correct this
error. Communicative approach is to consciously understand the material and it a
strategy that simulates communication aimed at creating psychological and
linguistic preparation for communication. It is not particularly difficult for the user
to implement a communicative approach on the Internet. The communicative task
is to discuss a problem or question with students to offer, students not only share
information, but also evaluate it. The main criterion that allows distinguishing this
approach from other types of educational activities is that students independently
choose linguistic units to form their thoughts. In the communicative approach, the
use of the Internet is highly encouraged: its purpose is to interest students in
learning a foreign language by accumulating and expanding their knowledge and
experience.
One of the main requirements for teaching foreign languages using Internet
resources is to create interaction in the lesson, which is usually called interactivity
in the methodology. Interactivity is "combining, coordinating, and complementing
communicative goals and resulting efforts by means of speech." By teaching the
real language, the Internet helps to build speaking skills and abilities, and also
ensures genuine interest and therefore effectiveness in teaching vocabulary and
grammar. Interactivity not only creates real situations from life, but also forces
students to give appropriate answers to them in a foreign language.
One of the technologies that provide student-centered education is the project
method as a method of developing creativity, knowledge activity, and
independence. The typology of projects is diverse. Projects can be divided into
monoprojects, collective, oral, concrete, written and Internet projects. In actual
15
practice, it is often necessary to deal with research projects, mixed projects with
creative, practice-oriented and informational features. Project work is a
multifaceted approach to language learning, covering reading, listening, speaking
and grammar. The project method helps to develop active independent thinking of
students and directs them to joint research work. In my opinion, project-based
learning teaches children to cooperate, and learning to cooperate instills moral
values such as mutual aid and empathy, builds creativity and activates students. In
general, the inseparability of teaching and education is observed in the process of
teaching the project.
The project method develops students' communication skills, communication
culture, the ability to form ideas concisely and easily, tolerance of the opinions of
communication partners, the ability to obtain information from various sources,
modern processes using computer technologies, creates a language environment
that contributes to the emergence of a natural need. in foreign language
communication.
The project form of work is one of the most relevant technologies that allow
students to apply the accumulated knowledge on the subject. Students expand their
horizons, the limits of knowledge of the language, gain experience in its practical
use, learn to listen and hear speech in a foreign language, understand each other
when defending projects. Children work with reference books, dictionaries,
computers, and thus create the possibility of direct contact with the real language,
which does not provide language learning in the classroom only with the help of
textbooks.
Working on a project is a creative process. The student searches for a solution
to the problem independently or under the guidance of the teacher, which requires
not only knowledge of the language, but also a large amount of subject knowledge,
creative, communicative and intellectual skills.
In the course of foreign languages, the project method can be used within the
program materials of almost any subject. Working on projects develops
imagination, fantasy, creative thinking, independence and other personal qualities.
 TO modern technologies cooperation technology is also applicable. The main
idea is to create conditions for active joint activity of students in different
educational conditions. Children are united in groups of 3-4 people, they are given
one task, while everyone's role is discussed. Each student is responsible not only
for the result of his work, but also for the result of the whole group. Therefore,
weak students try to find out what they do not understand from weak ones, and
strong students try to make the weak ones understand the task thoroughly. And the
whole class benefits because the gaps are closed together.
Implementation of the developed experiences of pedagogy and achievements
in education is one of the important conditions of today. Currently, a huge base of
experience that a teacher can use during his career has been formed, and it is
getting richer every day. But despite this, it is difficult for teachers and future
professionals to master these experiences. The role of the teacher is particularly
important in creating best practices and popularizing them among colleagues.
Educators should consider the cost and effectiveness of new pedagogical practices
when implementing them. The orientation of the teacher's practical activity to
innovation provides an opportunity to put into practice the achievements made as a
result of theoretical pedagogical research. In order to popularize the results of such
studies, it is necessary to introduce them to the general public. Such news can be
conveyed to representatives of other pedagogies by providing quick advice,
conducting special seminars and trainings, giving speeches at conferences, and
giving future pedagogues a series of lectures.
At this point, a question arises: "Who are the communicators and promoters
of advanced pedagogical ideas and technologies to the general public?" Professors
of higher education institutions, senior pedagogues working in universities play an
important role in researching and popularizing the experience of a particular
pedagogue or educational institution. The reason for this can be explained as
follows:
- the author of the innovation cannot give a necessary and accurate assessment
of the prospect of a particular pedagogical idea or innovation;
17
 - advanced pedagogues do not always think about popularizing their ideas.
The reason is that innovation requires additional time and labor of the pedagogue;
- the idea is not always scientifically and methodologically justified by its
creator;
- the authors face obstacles related to the individual characteristics of
themselves and their colleagues in describing their innovations and ways of their
implementation;
- the task of not only promoting and popularizing pedagogical innovations,
but also making corrections to the quality of pedagogues based on them, enriching
the professional knowledge and skills of future teachers, is assigned to the creative
group;
- the tasks of systematic selection of innovations, monitoring, evaluation of
innovative ideas, technologies, enriching the work experience of higher
educational institutions are also carried out by the members of the creative group.
The author of the innovative idea does not participate in the management of
activities aimed at implementation [10;14]. This kind of approach creates a basis
for expanding the capabilities of an innovative pedagogue and directing him to a
specific goal. In this way, the powers of the founder and popularizer of innovative
pedagogy are concentrated in one point and directed towards a certain goal.
Pedagogical innovation has its own dimensions. Pedagogical innovation consists of
the following dimensions that shape the creative activity of the future teacher: how
new the innovative methods are; its optimality; how effective; possibility of
application in mass experiment and so on. The main measure of innovative
methods is their novelty, results of scientific research and equality with advanced
pedagogical experiences. For this reason, taking action in the innovation process It
is important for aspiring teachers to understand what innovation really is.
An experiment may be new to one teacher, but not new to another. In
addition, the level of novelty of the same method may be different for future
pedagogues. Taking this into account, both future pedagogues and teachers
working in the educational system should approach innovative creative activities
based on their own needs.
According to the level of innovation, innovative methods that help to develop
the creative functions of future pedagogues are manifested in several forms:
absolute level; local-absolute level; conditional degree; subjective level. Public use
of innovative pedagogical innovations is interpreted as a criterion for their
evaluation. This is mainly related to the technical support of the educational
process and the uniqueness of the teacher's activity.

19
CHAPTER II. DESIGNING A QUALITATIVE RESEARCH FOR
EVALUATION OF ENGLISH FOR ACADEMIC PURPOSES ACTIVITY IN
TEACHER EDUCATION
2.1. Example of a qualitative method in teaching English
Competence-based teacher education provides new knowledge within the
knowledge triangle of education, research and innovation. The successful
development of teachers’ communicative competence requires English for
Academic Purposes activity in teacher education to be evaluated. Aim of the
following paper is to identify the qualitative research design to examine efficiency
of English for Academic Purposes activity in teacher education. The qualitative
evaluation research is aimed at the evaluation of current practice (Flick, 2004a) in
complex and constantly self-regenerating environments. Evaluation of current
practice is oriented to check the effectiveness, efficiency and goal-attainment of
programmes, measures, models and laws, of pedagogic interventions and
organizational changes. The paradigm in the development of qualitative evaluation
research has shifted from the assessment of results and goals with reference to the
relevant environment to the qualitative process-oriented procedure.
Hence, the key components of the qualitative evaluation research design are
depicted in Figure 1 by the author of the present contribution. The paper is
organized as follows: Section 2 introduces the theoretical framework on the
qualitative evaluation research. Research design is revealed in Section 3. The
associated empirical results are presented and interpreted in Section 4. Finally,
some concluding remarks and directions of further research are elaborated in
Section 5. The present qualitative evaluation research is based on the interpretative
research paradigm. The core of this paradigm is human experience, people’s
mutual everyday interaction that tends to understand the subjectivity of human
experience (Lūka, 2007). The researcher’s close contact and interaction with the
people involved in the study is an advantage in obtaining the research results
(Lūka, 2007). Researcher is an interpreter. On the one hand, the interpretative
research paradigm is determined by the researcher’s practical interests in English
for Academic Purposes activity as the development of the system of external and
internal perspectives. On the other hand, the given paradigm corresponds to the
social constructivism theory, symbolic interactionism theory and action and
activity theories (Lūka, 2007) as well as to the nature of humanistic pedagogy
because it creates an environment for the individual development to promote
his/her potential. The interpretative paradigm is oriented towards one’s conscious
activity . It is aimed at understanding people’s activity: how a certain activity is
exposed in a certain environment, time, conditions, i.e., how it is exposed in a
definite socio-cultural context. Thus, it is future-oriented (Lūk The model of the
qualitative evaluation research indicates how the steps of the process are related
following a logical chain: exploration of the context → description of the practice
→ generalization of the model.
The basic directions of the development of the qualitative evaluation research
designed by the author of the present research are determined as following: - from
diagnostic evaluation in Phase 1 through formative evaluation in Phase 2 to
summative evaluation in Phase 3, - from context analysis in Phase 1 through
description of the practice in Phase 2 to generalization of the model in Phase 3, -
from interviews in Phase 1 through surveys in Phase 2 to interviews in Phase 3, -
from structuring content analysis in Phase 1 through statistical analysis in Phase 2
to summarizing content analysis in Phase 3 and - from self-evaluation in Phase 1
through internal evaluation in Phase 2 to external evaluation in Phase 3. The phase
of exploration of the context analysis of the qualitative evaluation research is
aimed at determining the present situation of English for Academic Purposes
activity in promoting the students’ motivation and their readiness to implement the
joint activity. The description of the practice analyzes differences in the level of
features researched.
The phase of generalization of the model determines whether the
implementation of English for Academic Purposes activity is efficient for the
development of students’ communicative competence. The phase of generalization
of the model shows directions of further research, too. Evaluation of different
21
levels provides a feedback and interaction among evaluators (Lūka, 2007). The
aims of evaluation determined by Hahele (Hahele, 2006) change from diagnostic
evaluation in Phase 1 to summative evaluation in Phase 3 through formative
evaluation in Phase 2. Diagnostic evaluation is carried out at the course beginning
to obtain information on students’ knowledge and skills (Hahele, 2006). Then,
formative evaluation is organized in the middle of the course to check students’
gradual educational progress (Hahele, 2006). And, finally, summative evaluation at
the course end reveals whether the students have achieved their aims and could be
pointed to the next (a higher) educational level.
The type of evaluation proceeds from self-evaluation in Phase 1 to external
evaluation in Phase 3 through internal evaluation in Phase 2. Self-evaluation is
defined as the students’ process to think, analyze and plan their learning in
accordance with criteria worked out together with the educator that results in a
report called self-evaluation in a written form (Hahele, 2006). Internal evaluation is
determined as the process when the educator and students evaluate the student’s
work in accordance with the joint criteria as well as students and the management
of the educational establishment evaluate the educator’s work that results in a
report called internal evaluation in a written form (Hahele, 2006). External
evaluation is identified as the process by external experts to evaluate the work of
educators, students and the management of the educational establishment in
accordance with certain criteria that results in a report called external evaluation in
a written form.
The group of data obtaining methods are only presented in the present part of
the contribution. Three properly fitted methods are found to be sufficient for a
good research. Methods of data obtaining in the present research first include the
research context analysis to give an insight into successful possibilities of
realization, causal relationship and conditions. Then, observation of students’
social and individual differences is included as an essential method in human
pedagogy. And, finally, evaluation provides comprehensive results of the research.
Hence, methods of data obtaining move from the context analysis in Phase 1
through observation in Phase 2 to evaluation in Phase 3. Implementation of mixed
methods for data obtaining provides the researcher with wide scope of data to
study a research question in a more detailed way (Hunter, Brewer, 2003). In order
to measure the phenomena the use of mixed methods is provided by different
forms of interview, participant observation and documents analysis.
The research purpose and questions The present research was conducted
during the implementation of English for Academic Purposes activity in the
English for Academic Purposes course within the master programmes School
Management, Pedagogy and Music Pedagogy of Riga Teacher Training and
Educational Management Academy in Latvia in 2008-2009 to examine efficiency
of English for Academic Purposes activity for the development of students’
communicative competence in order to promote the quality of studies. Its topicality
is determined by ever-increasing flow of information in which an important role is
laid to communicative competence to get information and gain experience. The
research question is as following: has English for Academic Purposes activity been
efficient to promote the development of the students’ communicative competence?
The respondents involve seven researchers, four language educators and 75
first year master students of Riga Teacher Training and Educational Management
Academy in the 2008/2009 study year, namely, Validity and reliability of the
results generalization Involvement of other researchers into the study international
co-operation use of mixed methods data validity 6 - 30 students of the professional
master’s study programme School Management, - 25 students of the professional
master’s study programme Pedagogy and - 25 students of the professional master’s
study programme Music Pedagogy.
The sample with different cultural backgrounds and diverse educational
approaches was selected. 60 of the student teachers had certain expectations from
the master programmes and, consequently, from the English for Academic
Purposes course. The expectations were demonstrated in the answer to the question
why they had chosen this programme. The students’ communicative competence in
English for Academic Purposes in the studies was one of the answers. The two-
23
year master studies are aimed at facilitating students’ research success, supporting
preparation for international Ph.D. programmes in the European Union, further
specializing in the chosen field and learning in a simulated environment. The aim
of the English for Academic Purposes course in the two-year masters’ programmes
is to improve student teachers’ communicative competence in English for
Academic Purposes for the participation in international research activities. The
implementation of English studies for academic purposes gradually proceeds from
teaching in Phase 1 to learning in Phase 3 through peer-learning in Phase 2 as
depicted in Figure 1.17 by the author of the present research. Hence, each phase of
English studies for academic purposes is separated from the previous one, and the
following phase is based on the previous one.
The focus from an input based teaching and learning process has changed to
an outcome based process. Hence, students’ communicative competence is the
outcome criterion of English for Academic Purposes activity. Evaluation of
students’ communicative competence is defined as the evaluation with the focus
not on the evaluation of the study results but with the focus on the evaluation of the
inter-connections between the activity and its results in the united system of
criteria that comprises self-evaluation, internal evaluation and external evaluation.
An explorative research has been used in the research. The explorative
research has been aimed at the development of general statements which can be
tested for generality in following studies with different people in differerent times
(Mayring, 2007). The study consisted of the following stages: - exploration of the
contexts in student teachers’ communicative competence in English for Academic
Purposes in Latvia through thorough analysis of the documents, - analysis of the
students’ feedback regarding their needs, - data processing, analysis and data
interpretation and - analysis of the results and elaboration of directions of further
research. Data validity in the present research has been provided by the method
triangulation and
the data triangulation. Further on, the theoretical model of the qualitative
evaluation research design described in Part 2 of the present contribution is used to
examine efficiency of English for Academic Purposes activity for the improvement
of students’ communicative competence. 4. Findings of the Research 4.1 Analysis
of the Students’ Self-Evaluation of the Research Results In order to find out how
each student’s communicative competence changed after the implementation of
English for Academic Purposes activity, the analysis of the students’ selfevaluation
of the communicative competence comprised the structured interviews. The
structured interviews included three questions as following: - What is your attitude
to English for Academic Purposes activity? - What have you learned within
English for Academic Purposes activity?
How can you apply this knowledge in your academic field? The aim of the
interviews was to reveal the students’ view on English for Academic Purposes
activity for the development of students’ communicative competence. For
example, Student F2 thanks for giving a chance to participate in English for
Academic Purposes activity: “I learned a lot from the language course. It is very
useful in our daily life. From this course I learned how to make a presentation
better, and etc.” Student F2 confirms that the learning outcomes, namely, the
student’s communicative competence, were enriched: “I can communicate with
others more confidently.” Comparing the answers of those 10 students in the
sample, summarizing content analysis (Mayring, 2004) of the structured interviews
reveals the students’ positive attitude in the development of their communicative
competence. That shows that environment influences the studies and the learning
outcomes.

25
 2.2. Using innovative methods in teaching english in higher education
institutions.
English has become an important language in the world. Teachers from
second language learning countries are creating innovative methodologies to
teach the language in higher education institutionseffectively. As classroom set -
ups have been changed, curriculum has been expanded to meet all students’ needs
and teachers are striving to help their students in their classroom to learn and
develop their language learning process. In order to be successful teachers, they
need to incorporate different learning tools keeping in mind the effective teaching
methods that are already in use. Importance of English Acquiring English language
has become a predominant factor for a nations’ development as well as an
individual’s development.
To improve the communicative skills of the learners, innovative teaching
methodologies should be used or introduced to make the learning process
interesting. Creativity is a prime factor of any student to develop her/ her
lateral thinking in terms of learning a language. An English learning classroom
should be created using interesting teaching methodologies to mesmerize and
encourage students to learn the second language explicitly and implicitly.
Second language acquisition has proved that child and adult learners have innate
linguistic knowledge in a developmental sequence. Using newspaper, clipping
from movies, advertisements, and innovative tasks can be used to develop the
learning competency of the learners. Ingrarsonpointed out that there are no short
cuts to educational improvement.
Hence it is important to use relevant and required teaching methods by
evaluating students’ level of understanding in learning English as a second
language. Improvement of Qualities in TeachingThe teacher should possess some
of the qualities while teaching his/her students. The teacher’s personality, attitude,
dexterously handling teaching materials, knack in answering students’ questions,
and ability to teach by using techniques instill interest among students. Traditional
methods cannot be written off from the classroom at any point of time, but
including some of the interesting and innovating teaching methodologies
will make students to be focused on the learning process.The usage of computer
technologies in teaching foreign languagein higher EducationIn recent years
the problem of application of new information technologies at high school is
even more often brought up. It is not only new technical means, but also new
forms and methods of teaching, new approach to training process. The main
objective oftraining foreign languages is formation and development of
communicative culture of school students, training in practical acquisition of a
foreign language.
The task of a teacher consists in creating conditions of practical language
acquisition for each pupil, choosing such methods of training which would allow
each pupil to show the activity, the creativity. Modern pedagogical
technologies such as training in cooperation, design technique, usage of new
information technologies, the Internet -resources help to realize personal
focused approach in training, provide an individualization and
differentiation of training taking into account abilities of children, their level
of proficiency, tendencies, etc. Use of computer at foreign language lessons
helps in solution of different didactic problems such as: improving pronunciation;
formulatingand developing skills and abilities of reading; improving abilities of
writing; enrichingthe lexicon of learners; training grammar; formingsteady
motivation of studying foreign language.Possibilities of usage the Internet
resources are huge.
The Internet creates conditions for receiving any necessary information for
pupils and teachers which is in every spot on the globe: regional geographic
material, news from lifeof youth, article from newspapers and magazines,
necessary literature, etc. At work an object is set -to bring a technique of teaching a
foreign language at school into accord with development of modern information
technologies. It is possible to solve anumber of didactic problems by means
of the Internet at foreign language lessons: to form skills and abilities of
reading, using materials of a global network; to improve abilities of written
27
language of school students; to fill up lexicon of pupils; to form at school
student’s steady motivation of studying a foreign language. Besides, the course
paper is directed on studying of opportunities of Internet technologies for
expansion of an outlook of school students, to adjust and support business
connectionsand contacts with the contemporaries in the foreign language -
speaking countries. Students can take part in testing, in quizzes, competitions,
Academic Olympic Games held on the Internet to correspond with
contemporaries from other countries, to participate in chats, videoconferences,
etc.
Communicating in the true language environment is real on the Internet;
pupils appear in the real life situations. Involved in the solution of a wide
range of significant, realistic, interesting and achievable tasks, school
students are trained spontaneously and adequately to react to them that
stimulates creation of original statements, but not sample manipulation with
language formulas. Paramount significance is used to understand and transfer the
contents and expression of sense that motivate studying of structure and the
dictionary of a foreign language which achieve this purpose. Thus, the attention
of pupils concentrates on use of forms, and training in grammar is carried out
indirectly, in direct communication, excepting studying of grammatical rules.
The computer is loyal to a variety of student’s answers: it doesn’t accompany work
of pupils as laudatory comments which develops their independence but creates
favorable social psychological atmosphere at a lesson, giving them self-
confidence that is an important factor for development of their identity.
The development of education is organically connected with increase of level
of its information potential today. This characteristic feature in many respects
defines both the direction of evolution of the education, and the future of all
society. The most successful orientation in world information space requires
mastering pupil’s information culture, and also computer and screen
culture as the priority in information search on the Internet. Mastering
communicative and cross-cultural competence is impossible without
communication practice, and usage of resources of the Internet at a lesson of a
foreign language in this sense is simply irreplaceable: virtual environment
ofthe Internet allows being beyond temporary and spatial, giving an opportunity of
authentic communication with real interlocutors on subjects, actual for both parties
to users. However, it is impossible to forget that the Internet is only a supportive
technical tool of training, and for achievement of optimum results it is
necessary to integrate its use into process of a lesson competently. In addition to
work using skills of reading and speaking, it is possible to fill up a lexicon. For this
purpose, it isnecessary to suggest pupils to make entries, being guided by the read
information.
The methods of using videos in language teaching classroomsOne of the most
appreciated materials applied to language learning and teaching is, of course,
video. It is afact that most students have taken foreign language courses formally
remain insufficient in the ability to use the language and to understand its use, in
normal communication, whether in the spoken or the written form. The
problem arises not from the methodology itself but from the misuse or incomplete
use of it. That is to say, teachers still evaluate student performance
according to the sentence structure and situational settings. But this not
necessarily means that teachers should pay full attention to only communicative
ways in the preparation and presentation of language teaching materials.
Video has been proven to be an effective method in teaching a foreign
language as a second language for both young and adult learners. Video can be
used in a variety of instructional settings -in classrooms, on distance-learning sites
where information is broadcast to learners who interact with the facilitator via
video or computer, and in self-study and evaluation situations. It can also be
used in teacher’s personal and professional development or with students as a
way of presenting content, initiating conversations, and providing illustrations
for various concepts. Teachers and students can always create their own videotapes
as content for the class or as a meansto assess learners’ performance. It is so close
to language reality containing visual as well as audible cues -video is an
29
excellent medium for use in the language classroom. It can be used in many
different ways and for teaching or revising many different language points. These
notes are intended to help you think about how you can use video in your
classroom. They are not exhaustive, because ultimately the ways in which
you use video are limited only by your own imagination. Languages are not
fixed but constantly changing, so is the media; television, radio and newspapers
which are an extraordinarily rich source of language in use. In order to expose
foreign language learners to the target language the use of technology need to be
taken in the classroom as much as possible reason, a great tendency towards the
use of technology and its integration into the curriculum developed by
foreign language teachers has gained a great importance. Particularly the use
of video has received increasing attention in recent studies on technology
integration into teacher education curricula.
 Conclusion
Summing up, one of the favorable features of modular technology
training is an activity of a student at school. One feature of this technology is that,
in all stages of education in developing cognitive abilities of a student.
Developing spoken and written language can offer students to do creative work.
During the development of vocabulary, grammar, phonetic skills of a foreign
language we can form activities of students in learning, the ability to work
independently, the skills to draw conclusions. This is a new technology of today’s
successful research.
The present research has limitations. A limitation is the empirical study
conducted by involving the students and educators at master level of one tertiary
institution. Therein, the results of the study cannot be representative for the whole
country. As well as the empirical study outlines the opportunities of the
development of students’ communicative competence. Nevertheless, the results of
the research, namely, the organization model of English for Academic Purposes
activity and the qualitative evaluation research, may be used as a basis of the
development of students’ communicative competence at master level of other
tertiary institutions. If the results of other tertiary institutions had been available
for analysis, different results could have been attained.
There is a possibility to continue the study. The directions for further research
are proposed to include the search for relevant methods for evaluation of each
criterion of the development of students’ communicative competence as well as
data obtaining, processing, analyzing and interpretation in the qualitative
evaluation research. The qualitative evaluation research can be also used in
empirical studies on English for Academic Purposes activity for the development
of students’ communicative competence at master level of other tertiary
institutions and a comparative research of different countries.

31
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