Integration of Pedagogical Approaches as a Condition for Improving the Effectiveness of In-depth English Language Learning in Primary Schools

Introduction. In the context of the globalization of the modern world, the role of teaching foreign languages is increasing. In Russia and China, the modernization of foreign language education is associated with going beyond the traditional transfer of language knowledge, the comprehensive development of students’ abilities, improving their intercultural literacy, and personal development as a factor in the future development of society. The progressive movement to ensure in-depth learning of a foreign language by schoolchildren is hindered by a number of features of traditional teaching systems: increased attention to grammar and vocabulary to the detriment of oral practice, listening and spontaneous dialogue; lack of authentic materials adapted to the level of complexity, leading to the familiarization of schoolchildren with outdated or unnatural speech structures; lack of interdisciplinary connections, learning is isolated from familiarization with the literature, history, and science of the country of the language being studied; poor connection with cultural reality, lack of communication with native speakers.

The main direction of the search for optimization of teaching foreign languages is to identify a set of ped- agogical approaches that ensure that students reach the levels of understanding and critical use of educational content [10, p. 14]. This article will examine the potential of synthesizing mixed, game, and dialogic learning tools to overcome the disadvantages of traditional English language teaching models. The purpose of this work is to study and integrate strategies for blended learning, game-based learning, and dialogic learning to build an effective educational process aimed at supporting in-depth English language learning by elementary school students.

Object of research: various strategies for organizing advanced English language teaching in elementary schools.

The subject of the research is the internal mechanisms of pedagogical approaches that ensure that students reach the levels of understanding and critical use of educational content in the context of in-depth English language learning.

Research materials and methods: analysis of scientific and methodological literature used to identify the theoretical principles underlying advanced foreign language teaching; specific educational situations; non-integrated pedagogical supervision in online English classes.

Theoretical foundations of the research. The methodological perspective of our research is related to the theory of developmental learning by D.B. Elkonin and V.V. Davydov, who consider the educational process as a complex dynamic cognitive and social system describing the holistic structured nature of learning activities [cit. in: 8, p. 92]. Relying on this theory allows us to uncover the possibilities of complementarity and synergy of models of blended learning, game-based learning, and dialogic learning. First of all, let’s describe the essence and potential of the three strategies we have identified for in-depth foreign language teaching.

Blended learning is an educational approach that combines traditional face-to-face learning with an in-class

ИНТЕГРАЦИЯ ПЕДАГОГИЧЕСКИХ ПОДХОДОВ КАК УСЛОВИЕ ПОВЫШЕНИЯ ЭФФЕКТИВНОСТИ УГЛУБЛЕННОГО ИЗУЧЕНИЯ АНГЛИЙСКОГО ЯЗЫКА В НАЧАЛЬНОЙ ШКОЛЕ teacher and independent online learning. Thanks to the integration of online and offline resources, blended learning ensures the implementation of realistic educational scenarios in the logic of contextual learning. Such “contextual construction” promotes a deep understanding of English by younger schoolchildren [4, p. 31]. Various online resources, using video materials and interactive games, ensure the inclusion of abstract representations in specific contexts. This makes learning interesting and allows you to actively accumulate the necessary knowledge.

Virtual reality tools make it possible to implement at a higher level the ideas of activity-based (L.S. Vygotsky et al.) and constructivist approaches that “knowledge is built through interaction” [cit. by: 5, p. 14]. The use of immersive technologies allows the lesson to be transferred to any real-world situation, encouraging students to gain a deeper understanding of the material. This approach helps younger students to accumulate not only knowledge in the field of English, but also significant personal experience in applying the acquired concepts in educational and life situations, and independently acquiring knowledge within the framework of the blended learning model. Digital tools expand the possibilities of constructing meaning.

Game learning as an educational approach involves the use of games or game elements (plot, tasks, rules) to increase students’ learning motivation, the quality of learning, involvement in educational activities, improvement of language skills and accumulation of emotional experience. Game learning with an exciting interactive design can stimulate the interest of younger students, allowing them to create a base for the transition to intensive English language learning in a short period of time.

The scientific basis for the organization of game learning is the theory of game activity by D.B. Elkonin. According to the data summarized by the researcher, the game influences the development of the motivational-need sphere (L.S. Vygotsky, A.N. Leontiev, L.S. Slavina, F.I. Fradkina), mental actions (J. Bruner, P.Ya. Galperi), arbitrary behavior (L.S. Vygotsky, T.O. Ginevskaya, A.V. Zaporozhets) [2, p. 49]. Since gaming is no longer a leading activity at the stage of primary general education, the concept of “gamification” is more often used for primary school age. Gamification is the application of game mechanics (scoring points, moving to a higher level, rating, plot development) in non–game processes (learning, work, etc.). Gamification techniques make it possible to create an environment conducive to communication, learning, formation and application of social skills, regulating activities through game rules and the framework of role-playing interaction.

In the course of pedagogical observation of children’s learning activities, we compared the learning activities of schoolchildren in classrooms where traditional approaches to learning are implemented, and groups in which gamification techniques were used. It was revealed that under the conditions of using game components, students demonstrated a higher concentration on learning tasks and learning motivation [6]. Younger students often did not want to interrupt the game, and expressed their willingness to complete more tasks and exercises.

Dialogue-based learning (dialogic learning) is an educational approach that focuses on the active exchange of ideas, opinions, and knowledge between students and teachers, rather than simply transferring information from teacher to student. The methods of this approach, known since the time of Socrates, are aimed at developing critical thinking, communication skills and a deep understanding of the subject through a joint search for solutions. Situational dialogues based on educational texts are used in teaching English in elementary schools. The organization of role-playing dialogues activates the life and language experience of younger schoolchildren, provides support for their cognitive development, interest in acquiring new knowledge, and mobilizes auditory and visual perception to participate in the learning process.

Consistent and collaborative application of the approaches we are considering ensures a gradual transition from “perceptual imitation” (“Let’s try it”) to an “invaluable application” (“Let’s play”), and then to an “estimated result” (“Find and pronounce”) [7]. Students have the opportunity to practice speaking in English, as well as independently identify the main characteristics of sentence structure using mental operations – comparison, classification, generalization. Based on the skills acquired by students while participating in situational dialogues, teachers further help them compare, classify and generalize language forms, encouraging them to engage in mental activity. Its result is the development of fixed grammatical structures, language models and rules of their use.

Thus, based on the results of studying English in elementary school, the initial stage of building a language system can be completed, during which thinking skills, as well as analytical and synthetic abilities, are developed. By creating scenarios and role-playing games, the teacher connects students’ existing experience with new knowledge, directing them to move from perceptual perception to understanding and rational induction, internalizing and transferring linguistic knowledge.

The synergetic effect of using mixed, interactive learning and gamification techniques in the in-depth study of English by primary school students is achieved if a set of conditions is met.

A conceptual shift in the implementation of learning approaches. In a hybrid educational environment, provided that dialogues are organized and gamification methods are used, younger students are gradually beginning to perceive learning as an interesting study and a significant challenge for them, rather than as a tedious job in which they are assigned a passive role. The change in the position of students is due to positive emotional experiences and constant cognitive activity. This allows children to move from the state of “I have to learn” to the position of “I want to learn” [9, p. 46], which provides internal motivation to achieve significant results of in-depth English language learning.

Comprehensive analysis shows that although blended learning, game-based learning, and dialogue-based learning each have their own emphasis in terms of strategies and forms, their core mechanisms for effectively promoting deep English learning in primary school students all rely on the systematic realization and synergistic effect of the following five common elements:

First, a potential shift in learning concepts. In a blended learning environment with games and dialogue, students gradually view learning as an interesting exploration and a meaningful challenge, rather than a tedious, passive task. This shift stems from positive emotional experiences and continuous cognitive engagement, enabling students to move from a passive “I have to learn” state to an active “I want to learn” state [9, p. 46], providing fundamental intrinsic motivation for achieving deep learning.

Involvement of higher-level mental operations in the educational process (analysis, synthesis, generalization, classification, etc.), functions of theoretical thinking. The teacher needs to ensure that children carry out situational analysis, inductive comparison, and strategic decision-making, minimizing the amount of tasks for rote memorization and simple repetition. These principles should be reflected in the curriculum, creating conditions for a consistent transition from tasks of recognition and reproduction to actions requiring analysis, application, evaluation and synthesis of new knowledge. This is how deep knowledge processing and the construction of meanings are achieved.

Emphasis on multisensory and multi-channel perception of educational content (audiovisual resources, movement, role-playing, and real-time interaction) to create rich, authentic cognitive contexts. Compliance with this condition in the organization of the educational process ensures deep immersion in the learning context, increases the attractiveness of learning, lays a solid foundation for a deep understanding of the material, establishing meaningful connections and developing creative thinking.

Effective pedagogical guidance and support of the learning process by students. Common to all the approaches we are considering is the promotion of the application of knowledge in various contexts. Blended learning expands application scenarios with the help of digital technologies. Gamification techniques simplify the transfer of knowledge, thanks to increased engagement and the availability of game rules. Dialogue-based learning promotes the flexible use of speech patterns in authentic communication. The teacher develops educational situations, the structure and content of which stimulate younger students to apply existing knowledge to solve new educational and life tasks, including non-trivial ones [1]. Researchers note that the use of fixed sentence templates to describe new scenarios ensures effective transformation and cross-contextual application of knowledge, thereby contributing to their structuring [3, p. 43].

The presence of effective formative feedback, expressed not only in the final grades. Feedback should be integ- rated into all aspects of learning – the teacher’s comments on the children’s activities, the joint assessment of the results of work by peers, the automatic processing of the results of assignments using digital services. Prompt constructive feedback helps students to adjust their cognitive strategies in a timely manner, analyze learning activities and their results, and build a cognitive cycle of “practice – feedback – correction – new practice.” Modern approaches to assessment allow younger students to become co-developers of their own educational trajectories, teach them to choose learning strategies and optimize them. This is how academic independence is formed – a necessary condition for in-depth English language learning.

These five elements are interconnected and together constitute a teaching system that supports deep learning. While the manifestation and operational focus of each element differ in different strategies, the underlying logic remains consistent: stimulating intrinsic motivation through changing perspectives, deepening the cognitive process through higher-order thinking, consolidating the foundation of understanding through rich experiences, expanding application abilities through transfer design, and promoting regulation and optimization through continuous feedback. This framework also provides a reference guide for the systematic design of English teaching that promotes deep learning.

Conclusion. The five conditions we have identified are interrelated and necessary for the implementation of a system of in-depth English language learning based on the three pedagogical approaches we have considered. The general logic of implementing each of the educational strategies remains unchanged: stimulating internal motivation, applying high-level mental operations, strengthening the foundation of mutual understanding based on enriching children’s experience, expanding the scope of application of acquired knowledge and skills, and providing constant feedback.

The conducted research shows that the success of indepth English language learning cannot be ensured by using one “universal” pedagogical approach. Its effectiveness can be achieved through the integration of blended learning, dialogue-based learning, and the use of gamification techniques.

The theoretical significance of the work carried out is related to the enrichment of the complex of existing scientifically based models that ensure effective in-depth English language learning in primary schools. The practical significance of the research is associated with providing teachers working at the primary general education level with an effective tool for developing the basics of foreign language communicative competence in younger schoolchildren. The results of the study can be applied in primary schools in Russia and China as part of the modernization of English language teaching.

ИНТЕГРАЦИЯ ПЕДАГОГИЧЕСКИХ ПОДХОДОВ КАК УСЛОВИЕ ПОВЫШЕНИЯ ЭФФЕКТИВНОСТИ УГЛУБЛЕННОГО ИЗУЧЕНИЯ АНГЛИЙСКОГО ЯЗЫКА В НАЧАЛЬНОЙ ШКОЛЕ

A promising direction for continuing the research is to proaches we have considered on the results of in-depth test the proposed model using experimental methods to English language teaching in primary schools in Russia quantify the impact of integrating the pedagogical ap- and China.