Formation of university students’ cognitive orientation in foreign language learning through ICT: components, criteria, indicators, and levels

Бровко, Катерина Андріївна (2025) Formation of university students’ cognitive orientation in foreign language learning through ICT: components, criteria, indicators, and levels Педагогіка формування творчої особистості у вищій і загальноосвітній школах (100). pp. 86-90. ISSN 1992-5786

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Abstract

The article explores the issue of shaping university students’ cognitive orientation toward learning a foreign language in the context of a modern educational environment, which is characterized by the active integration of information and communication technologies (ICT). The essence of the concepts «criteria», «component», and «level» is disclosed. The authors provide their definition of the concept «criteria for identifying university students’ cognitive orientation», understood as a measure of the attributes that determine the actual state of students’ cognitive orientation in the process of learning a foreign language using ICT. The article examines both domestic and international scholarly perspectives on the structuring of the cognitive orientation phenomenon, highlighting its key components, criteria, and indicators. Particular attention is given to the author’s proposed content structure of cognitive orientation among university students in the context of foreign language learning through ICT. Specifically, four structural components of cognitive orientation are defined: motivational-value, cognitive, practical-activity, and reflective-evaluative. It is substantiated that university students’ cognitive orientation, while undergoing individual changes and development, in turn influences the progression of their academic activity. The content of each component is justified in the context of learning a foreign language through ICT, and its role in fostering students’ autonomy, reflection, speech activity, and learning motivation is described. Corresponding criteria are identified for each component: motivational (orientation, strength, and stability of personally significant values and motives); gnostic (presence of deep, solid, generalized, and systematized knowledge of a foreign language and ICT; flexibility and critical thinking); operational (the degree of development of students’ practical skills and competencies in foreign language learning); analytical-reflective (the degree of development and stability of reflective abilities). Three levels of cognitive orientation are outlined – productive, sufficient, and reproductive – with detailed characteristics provided for each

Item Type:	Article
Uncontrolled Keywords:	cognitive orientation; students; university; foreign language (FL); ICT
Subjects:	Статті у базах даних > Index Copernicus Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Divisions:	Факультет романо-германської філології > Кафедра англійської мови та комунікації
Depositing User:	Катерина Андріївна Бровко
Date Deposited:	15 Oct 2025 07:52
Last Modified:	15 Oct 2025 07:52
URI:	https://elibrary.kubg.edu.ua/id/eprint/53411

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