Developing Research Skills in Freshers:A Case of Scientific Club Supervision

Buravenko, Anzhelika та Tkachenko, Kseniia та Gordienko, Nataliya Viacheslavovna та Zhukorska, Ludmyla (2025) Developing Research Skills in Freshers:A Case of Scientific Club Supervision Theory and Practice of Teaching (19). ISSN 2786-9458

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Анотація

Aim. This article explores how scientific clubs, under appropriate supervision, support first-year university students’ motivation and involvement in research, particularly in the context of English philology. Methodology. The study is based on reflective practice and qualitative analysis of supervisory experience with first-year students at Borys Grinchenko Metropolitan University. The focus is placed on two scientific clubs at the Faculty of Romance and Germanic Philology. Data were collected through observation, analysis of student work, and reflective discussions during club meetings. The findings were interpreted through the lens of educational and developmental psychology. Results. Being part of supervised scientific clubs gave first-year students a clear structure and a sense of support as they took their first steps in research. Through discipline-specific tasks, they began to acquire essential academic skills and steadily developed greater research confidence and competence. The club «Crossroads of Cultures: From Language to Meaning» promoted critical engagement with literary texts through cultural and linguistic analysis, while «Linguistic Labyrinths: Exploring Phonetics» offered hands-on experience in phonetic analysis. Both clubs facilitated stages of research development – from orientation and motivation to independent task completion – highlighting the effectiveness of guided scaffolding. Students demonstrated increased motivation, autonomy, and academic confidence by the end of the year. By the end of the academic year, many students could identify clear research aims, were able to find research questions, choose appropriate methods for their research. The participation in the meetings encouraged ongoing dialogue with peers, which became a source of academic support and informal critique. These exchanges did not simply reinforce their understanding of research procedures; they created a space where students could test ideas, revise assumptions, and grow more confident in their voices. Conclusions. Scientific clubs, when integrated thoughtfully into the first year of study, offer more than early exposure to research. They shape thinking habits, foster steady engagement, and give students a sense of how academic work is built over time. What proves most effective is not the pace of progress but the presence of consistent support – supervisors who listen, challenge, and guide. In such settings, students begin to recognize themselves as learners and as participants in a broader academic conversation.

Тип елементу :	Стаття
Ключові слова:	first-year students; scientific clubs; research supervision; student motivation; academic transition
Типологія:	Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Підрозділи:	Факультет романо-германської філології > Кафедра англійської мови та комунікації
Користувач, що депонує:	A.S. Buravenko
Дата внесення:	12 Груд 2025 10:57
Останні зміни:	12 Груд 2025 10:57
URI:	https://elibrary.kubg.edu.ua/id/eprint/54728

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