Keyword: «cognitive engagement»

The significance of the problem refers to the demand for English writing skills among different specialists as well as for the ways of their effective development by means of increasing student engagement in learning process. Besides, insufficient coverage of the student writing engagement is noted. Consequently, the article aims at a full consideration of the concept of student engagement, its relation to motivation, as well as the description of its enhancement strategies when teaching English writing. The angle of the research is determined by the framework of the humanistic approach which takes into account students' interests, aspirations, expectations, therefore, the lessons are characterized by student centeredness and sustaining intrinsic motivation. The study is also carried out from the standpoint of the self-determination theory assuming that student involvement increases when the main students' psychological needs for autonomy, competence and relatedness are met. Also the tenets of sociocultural theory become relevant as they imply that learning happens in interaction with other people, where the exchange of ideas and discussion of the acquired knowledge matter. In addition, the work is based on the process approach to teaching writing. It comprises the following stages: prewriting, planning, writing of a first draft, its redrafting and revising, proofreading. The literature review made it possible to identify the components of student engagement such as: behavioral, emotional (affective), cognitive and social. The article provides the description of each component accompanied by a number of their development strategies. The theoretical significance of the research refers to a complex description of student engagement that expands the perspective on the motivation problem in teaching writing, as well as open up new opportunities for development and sustaining self-regulated learning in this field. The practical significance of the work lies in the fact that the findings can be used when designing programs in foreign language writing in different learning contexts taking into consideration the students' needs and goals. Implementation of the described strategies for increasing student engagement in teaching English writing lays the foundation for students’ positive attitude towards the learning process and fosters their motivation.

Modern foreign language teaching in a non-linguistic environment requires the development of effective didactic solutions that ensure the active engagement of all participants in the educational process, overcoming grammatical difficulties and fostering sustainable speech activity. The relevance of this research is due to the need to improve the quality of instruction at the initial stage, when it is particularly important to activate the cognitive and emotional resources of learners under conditions of limited language practice. The aim of this article is to describe the implementation of a methodology for teaching a foreign language based on neurodidactic principles and game-based techniques, and to analyze the impact of the neuro-approach on the emotional state, involvement, and motivation of both students and teachers. The methodological basis of the study was a pedagogical experiment conducted at Altai State Pedagogical University with students learning Chinese as a foreign language. The experimental group was taught using neurolinguodidactic principles, including game methods, multimodal stimuli, visual and emotional anchors aimed at stimulating cognitive activity and creating a positive learning environment. The control group was taught using traditional methods focused on explanation and reproductive consolidation of grammatical material. The analysis of the results demonstrated that the application of the neuro-approach contributes to more effective assimilation of grammatical constructions, the development of spontaneous speech, stable learning motivation, and emotional engagement of the participants in the learning process. In addition, an increase in the creative activity of teachers, their professional satisfaction, and interest in innovative methods was observed. The study includes a review of contemporary Russian and international literature on neurodidactics, which substantiates the choice of the research approach and makes it possible to compare the obtained results with current scientific data. The theoretical significance of the study lies in clarifying the potential of neurolinguodidactics as an approach that enhances cognitive, emotional, and professional activity among the subjects of the educational process. The practical significance is determined by the possibility of applying the results to optimize and develop effective teaching programs at the initial stage of language training.

The relevance of the study is determined by the contradiction between the widespread implementation of digital gamification in universities and the lack of empirically substantiated models that differentiate its effects and minimize the risks of replacing educational goals with entertainment. The aim of the article is to develop and test a universal model of balanced pedagogical design based on the theoretically substantiated 80/20 ratio and differentiating gamification tools by types of pedagogical impact. The methodological basis was a quasi-experiment with a mixed design, conducted in parallel at a technical and a humanitarian university (n = 112). The total sample size allows for comparative analysis but requires caution in making broad generalizations and necessitated the use of non-parametric statistical methods. Data were collected using psychodiagnostic methods (A.V. Karpov's reflexivity questionnaire, the author's original learning motivation scale), expert assessments, content analysis of educational products, and analytics of digital platforms (Quizizz, Mentimeter, AhaSlides, DiaСlass, MTS Link). The main research results include: 1) developed typology of digital gamification tools based on the "depth of engagement" criterion; 2) an empirically substantiated "80/20" ratio model, where 80% of instructional time is allocated to meaningful activities with deep immersion tools (traditional lecture, project-based work, immersive case studies, practical work), and 20% to operational game activation mechanics (quizzes, interactive surveys, "brainstorming sessions"); 3) identified positive dynamics in the development of cognitive engagement and reflexivity of students in both academic samples (technical and humanitarian universities). The theoretical significance lies in integrating the principles of pedagogical design, motivation psychology and cognitive load theory into a single model operationalized through a specific normative ratio. The practical value consists in proving the contextual stability of the model for different institutional and academic environments of higher education, which is confirmed by statistically significant increases in key indicators (p < 0.05) and positive evaluation of the model by students. The obtained results prove the universal character of the model as a meta-methodology for integrating gamification into the educational process.