International Journal of Science Annals, Vol. 2, No. 1-2, 2019 SOCIAL SCIENCES. Education & Educational Research REVIEW ARTICLE Implementation of Interactive Teaching Methods in the Process of Developing Professional-Communicative Proficiency of Future Pilots AuthorsтАЩ Contribution: Kumpan O. O. 1 ABDE, Kharlamova L. S. 1 DFG A тАУ Study design; B тАУ Data collection; 1 Flight Academy of National Aviation University, Ukraine C тАУ Statistical analysis; D тАУ Data interpretation; E тАУ Manuscript preparation; F тАУ Literature search; G тАУ Funds collection Received: 28.08.2019; Accepted: 24.09.2019; Published: 30.11.2019 Abstract Background and The research deals with the methods of interactive teaching techniques implementation Aim of Study: and their effectiveness assessment during professional language training of future pilots. These techniques are not only aimed to improve language proficiency, but ensure professional expertise and its implementation in the future professional activity. The aim of the study: to define professional language proficiency, to determine and describe interactive teaching methods able to facilitate in developing language skills that meet ICAO language proficiency requirements. Material and Methods: The systematic collection and analysis of all subjective and objective information necessary to define and validate defensible curriculum purposes that satisfy the language learning requirements of students within the context of particular institutions that influence the learning and teaching situation are made. Holistic descriptors and language proficiency assessment scale developed by ICAO are studied. Innovative teaching approaches and methods are studied and implemented. Interactive teaching techniques are implemented and the results are assessed during the training course on Aviation English. Results: Recent studies have proved that methods based on interaction considerably increase studentsтАЩ motivation, willingness to learn, improve and expedite language skills acquisition and facilitate in their successful implementation in real situations. Conclusions: The demands for language proficiency defined by ICAO are not limited by merely knowledge of a set of grammar rules, vocabulary and ways of pronouncing sounds. It is a complex interaction of that knowledge with a number of skills and abilities, which can be developed through interactive teaching methods. Keywords: language proficiency, interactive learning, interactive methods, role play, case study, brainstorming, multimedia learning. Copyright: ┬й 2019 Kumpan O. O., Kharlamova L. S. Published by Archives of International Journal of Science Annals DOI and UDC DOI 10.26697/ijsa.2019.1-2.02; UDC 378.147:81тАЩ234 Conflict of interests: The authors declare that there is no conflict of interests Peer review: Double-blind review Source of support: Departmental sources Information about Kumpan Olena Oleksandrivna (Corresponding Author) тАУ https://orcid.org/0000- the authors: 0003-0296-7082; kumpan1978@gmail.com; Senior Lecturer; Senior Teacher of the Foreign Languages Department; Flight Academy of National Aviation University; Kropyvnytskyi, Ukraine. Kharlamova Liliia Stepanivna тАУ https://orcid.org/0000-0002-1892-1815; Candidate of Pedagogical Sciences; Associate Professor of Foreign Languages Department; Flight Academy of National Aviation University; Kropyvnytskyi, Ukraine. 12 ╤Аrint ISSN: 2617-2682; DOI:10.26697/ijsa IJSA Introduction language proficiency, that is an inherent part of a Lack of plain language proficiency is often cited as a professional communication competence, acquisition contributing factor in some accidents. While the focus should also be mentioned. The aim of professional of ICAO language proficiency requirements is on training is to develop the essential CRM qualities, in improved aeronautical radiotelephony communications, particular, quick-thinking, decision making, leadership, language also plays a role in cockpit resource reaction, attention, long- and short-term memory. management (CRM) and has been cited as a contributing Involving interactive teaching methods facilitate in factor in incidents/accidents where miscommunication achieving the most essential goals of training future happened within a flight crew. By meeting language pilots. proficiency requirements, flight crews, especially multi- Interactive learning is defined as the process of national flight crews, will have the added safety benefit exchanging and sharing of knowledge resources of better CRM (ICAO, 2010). Thus, acquisition of conducive to innovation between an innovator, its language proficiency for future pilots is considered to be suppliers, and/or its clients. It may start with a resource- one of the main targets of professional training. Here we based argument, which is specified by introducing should mention the main components of foreign competing and complementary theoretical arguments, language instruction goals: a) the acquisition of the such as the complexity and structuring of innovative knowledge of language skills for general activities, and cross-sectorial technological dynamics. It communication use; b) exposing learners to other is recognized as the practice of involving learners in the cultures and ideas; and c) fostering an appreciation of educational process by encouraging them to bring their differences in cultures and ways of thinking. (Norris, own experience and knowledge into the process, while 2006, p. 577). However, future pilots have specific and also contributing to defining or organizing their sometimes immediate language needs that require more learning. than generalized or dispositional knowledge alone since Interactive teaching styles are based on a simple their professional activity involves expertize in a principle: without practical application, students often specific area of communication. English for fail to comprehend the depths of the study material. radiotelephony communications as well as Aviation Interactive teaching is also beneficial for you as the English refer to what is called Language for Specific teacher in a number of ways, including: a) measurable Purposes. Language for specific purposes (LSP) courses student accomplishments; b) flexibility in teaching; are those in which the methodology, the content, the c) practice makes perfect; d) student motivation. objectives, the materials, the teaching, and the The aim of the study. To define professional language assessment practices all stem from specific, target proficiency, to determine and describe interactive language uses based on an identified set of specialized teaching methods able to facilitate in developing needs. Therefore, the content and focus of the language language skills that meet ICAO language proficiency instruction is narrowed to a specific context or even a requirements. particular subset of tasks and skills. Importantly, the Materials and Methods context and the people involved (e.g., learners, Interactive teaching methods were studied by national professionals in the field) drive LSP curriculum тАУunlike and foreign scientists: Alderson (2005); Angelo and general purposes language instruction, which is often Cross (1993); Bean (1996); Blake and DeVries (2004); driven by theory alone (Widdowson, 1983). Moreover, Gonzalez (2015); Harwood (2010); Hayes (1989); in the scope of professional language training, we refer Jolliffe (1991); Knapen (2018); Mayer (2005, 2009); to the term тАЬprofessional-communicative competenceтАЭ, McGlynn (2001); Melnyk (2017); Melnyk and Pypenko forming of which is a complicated, long and (2017, 2018); Morrison-Shetlar and Marwitz (2001); multifaceted process requiring studentsтАЩ intensive Nickolaeva and Sopova (2015); Pometun and engagement and interaction. Zimnjaja (2003) states that Pirozhenko (2002, 2004); Reinders and White (2010); competence тАУ is тАЬan actual, formed personal quality as Silberman (1996); Trace, Hudson, and Brown (2015); based on knowledge, intellectual and personally VanGundy (2005); Veen, Lam, and Taconis (1998); determined social-professional characteristics of an Watkins (2005); Yee (2000), and others. ICAO adopted individual, his personal qualityтАЭ. language proficiency requirements and published the In order to train a person able to interact within a certain ways of their implementation as well as principals of professional sphere, professionalization of study aviation specialistsтАЩ language training. The curriculum is required. That means that professional effectiveness of implementation of interactive teaching component of education curriculum considers foreign techniques is checked in the process of professional language training as a social process of forming a language training for future pilots and preparation professional oriented person with sufficient language aviation specialists for language proficiency testing proficiency. In addition, this describes the specifics of according to the ICAO scale. foreign language training curriculum for a specialist Results capable of information-communication activity in a Upon a thorough analysis of the interactive learning particular sphere. Efficiency and quality of forming the styles and techniques and estimated their effectiveness future pilotsтАЩ professional-communicative competence and propriety in the process of professional- depends on the level of consideration and realization of communication competence and expertise of future modern requirements in aviation community stated in pilots, the following activities have been implemented Manual on the Implementation of ICAO Language into the training process: Proficiency Requirements. A teacherтАЩs role in the 13 International Journal of Science Annals, Vol. 2, No. 1-2, 2019 I. Role plays. II. Brainstorming. Role play is a technique that allows managing realistic According Cambridge Dictionary (2019) тАЬto brainstorm situations and solving realistic problems that can emerge (of a group of people)тАЭ means тАЬto suggest a lot of ideas during professional activity through interaction with for a future activity very quickly before considering other people in a managed way with the aim to develop some of them more carefullyтАЭ. experience and test various strategies in a supported Brainstorming, as a form of the student-centered environment. learning approach, is the activity that facilitates to Depending on the goal of the activity, students can either generate creative thoughts and ideas. The student- play the roles they are likely to take possibly in their centered learning (Lea, Stephenson, & Troy, 2003) future professional activity or can play the opposite part refers to a reflexive approach to the teaching and in the conversation or interaction. Does not matter which learning processes for both teacher and learners. SCL is part is taken, they are both effective in achieving considered to be a process that focuses on deep learning significant learning and developing communication and understanding, since it encourages students to take skills. an active role in the learning process. That is a process In the other words, role plays are used to allow students wherein a group attempts to find a solution for the to practice speaking in a conversational situation, build specific problem by aggregating all the spontaneous confidence and fluency, assess progress, and put opinions or suggestions given by each group member learning into action. individually is called as brainstorming. By expressing Here is the example how to use the technique in the own ideas and listening to the ideas others express, process of teaching Aviation English at the Flight students make adjustments to their own knowledge or Academy: upon discussing the topic ┬лFire on board┬╗ vision, accommodate new information and increase their and the division of duties among the crew, the students levels of awareness. This method of teaching is based on are offered to role-play the situation of fire on board the interaction between the teacher and the learner or whose aim is acquisition fluency, vocabulary and between the learner and other learner, as this helps in the interaction. The cards with the description of a role and development of thinking methods. instructions, for example: The key objectives of the brainstorming are to: make - The Firefighter (the first cabin crewmember that finds students focused on a particular topic, generate and the fire): shall alert the cabin crewmembers, take the express as many ideas as possible, teach to accept and nearest appropriate fire extinguisher, immediately locate respect opinions that differ from their own, encourage the source of the fire, extinguish the fire. learners to share their ideas and opinions, demonstrate - The Communicator (the second cabin crewmember on to studentsтАЩ appreciation and acceptance of their the scene in charge of the communicating information knowledge and their language proficiency, provide about the fire) shall inform the flight crew of the students with an opportunity to share ideas and expand following: fire location, fire source, severity/density of their existing knowledge by building on each otherтАЩs fire and/or smoke (color of smoke/odor), firefighting contributions. This type of activity involves mastering progress, number of fire extinguishers used. the ability to give persuading arguments as well as to - Cabin Crewmember No. 5 (directly involved in the express agreement or disagreement, which considerably firefighting effort) shall provide assistance, such as: improves interaction between students. relocating passengers, providing first-aid, calming and Generally, the brainstorming is carried on in the reassuring passengers. following ways: - First Officer shall communicate with the cabin crew 1. First of all, the group leader/facilitator outlines the members, report the captain about the problem, problem requiring a decision. The problem is clearly communicate with ATC тАУ declare the emergency, your stated such that the members can easily understand it position and intention to land at the nearest suitable and focus their direct attention on it. aerodrome. 2. Once the problem is defined, the participants are - Passenger No. 1 is terribly scared and do not want to asked to share their opinions through which the problem follow the cabin crew memberтАЩs instruction. can be tackled. Here the aim is to get as many ideas as - Passenger No. 2 is in panic and screams that everyone possible; its feasibility is checked later. will die, etc. are given to the students and upon the 3. The participants are required to give away their ideas command тАЬFire!тАЭ they have to start playing their role. It freely without considering any financial, legal or is recommended to take a video, since it is rather organizational limitations. problematic to assess student during the activity. The 4. The evaluation of ideas is done in the later stage. video can also be used for every studentтАЩs performance Therefore, any criticism, judgment, or comment is analysis. strictly prohibited during the brainstorming session, and Despite some language errors, studentsтАЩ performance the participants are told not to indulge in these. demonstrated deep involvement in the activity as well as The following brainstorming activity can be offered to sufficient knowledge on the topic. Moreover, being students during Aviation English classes: Due to the fuel asked about the crewтАЩs duties and problems the emergency, pilots have to make an emergency landing passengers can cause in case of fire on board, the outside of the aerodrome. Students are given nine students did not have any difficulties in rendering the pictures of landing sites off the airfield such as a forest, information. a river, an ocean, ploughed land, a corn field, a motorway, a swamp, a valley surrounded by mountains, etc (Figure 1). 14 ╤Аrint ISSN: 2617-2682; DOI:10.26697/ijsa IJSA Figure 1. Landing sites for off-field landing. Students have to rank them from the best one to the order to develop studentsтАЩ quick thinking, the ability worst one, listing the advantages and disadvantages of required for pilots, as well as effective decision-making. the terrain types. Prior to commencing the activity, While coming to a common decision students students are offered the expertтАЩs opinion concerning the demonstrated flexibility and ability to adjust their point emergency landing and choosing the landing site. of view due to availability of new information. StudentsтАЩ performance is assessed due to the following IV. Multimedia learning. descriptors: fluency, structures, pronunciation, Multimedia learning is the next innovative method. It is interaction and vocabulary. The willingness to defend the combination of various media types as texts, images, own point of view makes students take active part in the pictures, audio and video materials using which the discussion. information is presented to the learners. III. Case-study. Multimedia learning is a cognitive theory of learning The method of case-study or specific situations is a which has been popularized by the work of Mayer method of active problem-situation analysis based on (2009) and others. learning by addressing specific problems тАУ situations. Mayer (2009, p. 223) identifies the following twelve Particular cases (situations, stories, problems, in other multimedia instructional principles: word тАЬcaseтАЭ) are used for common analysis, discussion 1. Coherence Principle тАУ People learn better when or solving a problem that refers to a definite area of a extraneous words, pictures and sounds are excluded learned discipline. Case study is applied in the students rather than included. groups and can be divided into the following stages: the 2. Signaling Principle тАУ People learn better when cues represented analysis of the situation, defining a problem, that highlight the organization of the essential material searching and collecting additional information (if are added. required), discussing various options for solving the 3. Redundancy Principle тАУ People learn better from problem, choosing the most appropriate solution based graphics and narration than from graphics, narration and on comparing all available options, presentation and on-screen text. defending the resolution. 4. Spatial Contiguity Principle тАУ People learn better During learning and comparing different plane types, when corresponding words and pictures are presented their technical characteristics, capabilities, advantages near rather than far from each other on the page or and disadvantages, students have to make decision on screen. the following: an airline wants to expand its fleet and is 5. Temporal Contiguity Principle тАУ People learn better going to purchase five aircraft. The matter of the when corresponding words and pictures are presented discussion is which type to choose: Boeing 737 or simultaneously rather than successively. Airbus 320. The activity is conducted in the form of the 6. Segmenting Principle тАУ People learn better from a Board of Directors meeting. The factors to be compared: multimedia lesson is presented in user-paced segments the fly-by-wire concept (how much of human factor is rather than as a continuous unit. involved), passenger capacity, fuel efficiency, cost and 7. Pre-training Principle тАУ People learn better from a availability of maintenance, failures and crashes multimedia lesson when they know the names and statistics. I would recommend setting time limits in characteristics of the main concepts. 15 International Journal of Science Annals, Vol. 2, No. 1-2, 2019 8. Modality Principle тАУ People learn better from Multimedia learning is effectively used during ESP graphics and narrations than from animation and on- classes and has proved to be the tool for not only screen text. acquiring language proficiency, but a professional 9. Multimedia Principle тАУ People learn better from competence as well. For instance, discussing words and pictures than from words alone. aerodynamic movements of the plane it is essential to 10. Personalization Principle тАУ People learn better from provide students with images to establish a link between multimedia lessons when words are in conversational the explanation and the movement itself. It enables them style rather than formal style. to learn deeper since additional navigation aids are 11. Voice Principle тАУ People learn better when the provided (see Figure 2). narration in multimedia lessons is spoken in a friendly All above mentioned methods have been compiled in the human voice rather than a machine voice. study guide тАЬSupplementary complex of interactive 12. Image Principle тАУ People do not necessarily learn lessons on Aviation EnglishтАЭ that is currently being better from a multimedia lesson when the speakerтАЩs practically evaluated during the future aviation image is added to the screen. specialists training. Figure 2. Roll and the way it is controlled. Discussion words or pictures alone (Mayer, 2009). According to The importance of interactive approach to teaching CTML, one of the principle aims of multimedia language as well as any professional knowledge and instruction is to encourage the learner to build a coherent expertise acquisition cannot be overestimated. Owning mental representation from the presented material. The to this fact, the issue has been discussed and researched learnerтАЩs job is to make sense of the presented material as for a long time. A great number of theories as well as an active participant, ultimately constructing new practical implementation methods have been appeared. knowledge. Veen et al. (1998, pp. 31тАУ39) state that the importance Conclusions of interactivity lies in the fact that it provides learning Summarizing everything stated above, the following dialogue, knowledge presenting structure flexibility and conclusions can be made: interactive teaching learning activity autonomy. techniques are the powerful tool able to ensure reaching Yee (2000), the author of interactive techniques, the main goal of learning-teaching process тАУ language considers interactive methods to be the most effective and professional skills acquisition. The students are ones. They involve a collection of more than 100 encouraged to be active members of the class, thinking teaching strategies that aim to engage students in on their own, using their own brains, resulting in long- studying process. Most of them encourage the natural term memory retention. Not only the studentsтАЩ acquisition of language, not learning. There is an knowledge will improve, but their interest, strength, important distinction between language acquisition and team spirit and freedom of expression will increase as language learning. Children acquire language through a well. subconscious process during which they do not study Interactive teaching means instructing the students in a grammatical rules. The same as they acquire their first way they are actively involved with their own learning language. Acquiring language, the learner needs a process. There are different ways to create an source of natural communication. involvement like this: a) teacher-student interaction; According to Blake and DeVries (2004), brainstorming b) student-student interaction; c) the use of audio, activities that provide a meaningful learning visuals, video; d) hands-on demonstrations and environment in a relaxed atmosphere can be used as one exercises. of the strategies to promote speaking skills. Currently, the research is being conducted as for the The cognitive theory of multimedia learning (CTML) interactive methods of teaching advantage in the centers on the idea that learners attempt to build comparison with traditional teaching methods, where meaningful connections between words and pictures and the students of Flight Academy of National Aviation that they learn more deeply than they could have with University are involved. 16 ╤Аrint ISSN: 2617-2682; DOI:10.26697/ijsa IJSA Funding source educational institutions. Science and Education, This research received no specific grant from any 5, 128тАУ134. doi 10.24195/2414-4665-2017-5-22 funding agency in the public, commercial, or non-profit Melnyk, Y., & Pypenko, I. (2017). Innovative potential sectors. It has been conducted on the basis of Flight of modern specialist: The essence and content. In Academy of National Aviation University. Yu. B. Melnyk (Ed.), Psychological and pedagogical problems of modern specialist References formation (pp. 9тАУ16.). Warsaw: ANAGRAM; Alderson, J. C. (2005). Diagnosing foreign language Kharkiv: KRPOCH. proficiency: The interface between learning and doi:10.26697/9789669726094.2017.9 assessment. New York, NY: Continium. Melnyk, Yu. B., & Pypenko, I. S. (2018). Training of Angelo, T. A., & Cross, K. P. (1993). Classroom future specialists in higher education institutions. assessment techniques (2nd ed.). San Francisco: International Journal of Science Annals, 1(1-2), Jossey-Bass. 4тАУ11. doi:10.26697/ijsa.2018.1-2.01 Bean, J. C. (1996). Engaging ideas: The professorтАЩs Morrison-Shetlar, A. I., & Marwitz, M. R. (2001). guide to integrating writing, critical thinking, Teaching creatively: Ideas in action. Eden and active learning in the classroom. San Prairie: Outernet. Francisco: Jossey-Bass. Nickolaeva, N. I., & Sopova, A. S. (2015). Becta. (2003). What the research says about interactive Formirovanie professionalno-kommunikativnoj whiteboards. Coventry, UK: British Educational kompetentnosti budushhih voennyh letchikov v Communications and Technology Agency processe obuchenija aviacionnomu anglijskomu (Becta). jazyku [Forming of future pilotsтАЩ professional- Blake, M. E., & DeVries, B. A. (2004). Developing communicative competence in the process of speaking skills. Integrating the language art (3rd teaching Aviation English]. Molodoi uchenyi тАУ ed.). Scottsdale, AZ: Holcomb Hathaway Young scientist, 13(93), 675тАУ678. [in Russian] Publishers. Norris, J. M. (2006). The why (and how) of assessing Brainstorm. (2019). Cambridge Dictionary. Retrieved student learning outcomes in college foreign August 10, 2019, from language programs. Modern Language Journal, https://dictionary.cambridge.org/dictionary/engl 90(4), 590тАУ597. doi:10.1111/j.1540- ish/brainstorm 4781.2006.00466_2.x Gonzalez, J. (2015, October 15). The big list of class Pometun, O., & Pirozhenko, L. (2002). Interaktyvni discussion strategies. Cult of Pedagogy. tekhnolohii navchannia: Teoriia, dosvid Retrieved from [Interactive teaching technologies: Theory, https://www.cultofpedagogy.com experience]: Kyiv: A.P.N. [in Ukrainian] Harwood, N. (Ed.). (2010). English language teaching Pometun, O., & Pirozhenko, L. (2004). Suchasnij urok. materials. Cambridge University Press. ╨Жnteraktivn╤Ц tehnolog╤Ц╤Ч navchannja [Modern Hayes, J. R. (1989). The complete problem solver. Lesson. Interactive technologies of learning]. Hillsdale, NJ: Lawrence Erlbaum Associates. ╨Ъyiv: Vidavnictvo A. S. K. [in Ukrainian] Jolliffe, L. B. (1991). IndustryтАЩs team approach to Reinders, H., & White, C. (2010). The theory and classroom projects. Journalism Educator, 46(2), practice of technology in materials development 15тАУ24. and task design. In N. Harwood (Ed.), English Lea, S. J., Stephenson, D., & Troy, J. (2003). Higher Language Teaching Materials: Theory and education studentsтАЩ attitudes to student-centered Practice (pp. 58тАУ80.). Cambridge: Cambridge learning: Beyond educational bulimia. Studies in University Press. Higher Education, 28(3), 321тАУ334. Silberman, M. (1996). Active learning: 101 strategies to doi:10.1080/03075070310000113432 teach any subject. Boston: Allyn and Bacon. Knapen, R. (2018, June 13). Re: 20 interactive teaching Trace, J., Hudson, T., & Brown, J. D. (2015). An activities for in the interactive classroom [Web overview of language for specific purposes. In log message]. Retrieved from J. Trace, T. Hudson, & J. D. Brown (Ed.), https://www.bookwidgets.com/blog/2018/06/20 Developing Courses in Languages for Specific -interactive-teaching-activities-for-in-the- Purposes (pp. 1тАУ23). Honolulu: University of interactive-classroom Hawaii. Mayer, R. E. (2009). Multimedia learning (2nd ed.). VanGundy, A. (2005). 101 Activities for teaching New York: Cambridge University Press. creativity and problem solving. San Francisco: doi:10.1017/CBO9780511811678 Pfeiffer. Mayer, R. E. (2005). The Cambridge handbook of Veen, W., Lam, I., & Taconis, R. (1998). A virtual multimedia learning. In R. E. Mayer (Ed.), workshop as a tool for collaboration: towards a Cognitive theory of multimedia learning (pp. 31тАУ model of telematic learning environments. 48). University of California: Santa Barbara. Computer & Education, 30(1-2), 31тАУ39 McGlynn, A. (2001). Successful beginnings for college Watkins, R. (2005). 75 e-Learning Activities: Making teaching. Madison: Atwood. Online Learning Interactive. San Francisco: Melnyk, Yu. (2017) Study of trends of studentsтАЩ demand Pfeiffer. for the formation of competences by higher 17 International Journal of Science Annals, Vol. 2, No. 1-2, 2019 Widdowson, H. G. (1984). Explorations in applied [Primary competences тАУ a new paradigm of the linguistics 2. Oxford: Oxford University Press. education result]. Vysshee obrazovanie segodnja Yee, K. (2000). Language teaching methods. тАУ Higher Education Today, 5, pp. 3тАУ10 [in Zimnjaja, I. A. (2003). Kljuchevye kompetencii тАУ Russian] novaja paradigma rezulтАЩtata obrazovanija Cite this article as: Kumpan, O. O., & Kharlamova, L. S. (2019). Implementation of Interactive Teaching Methods in the Process of Developing Professional-Communicative Proficiency of Future Pilots. International Journal of Science Annals, 2(1-2), 12тАУ18. doi:10.26697/ijsa.2019.1-2.02 The electronic version of this article is the complete one and can be found online at: http://ijsa.culturehealth.org/en/archive This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (http://creativecommons.org/licenses/by/4.0/deed.en). 18