Keyword: «learning motivation»

The paper is devoted to the study of the influence of educational motivation (both internal and external) on the successful completion of the distance course by students (independently and preparing for practical classes) in the discipline "Foreign language" in a multidisciplinary university. In a digital educational environment, adaptive learning, as an integral part of the educational process at a university, allows us to adapt the educational process to the individual needs of students, making learning more inclusive and effective. Modern educators are increasingly turning to digital technologies, which also contribute to the individualization of learning, and they are becoming more relevant and popular. The aim of the study is to examine the influence that educational motivation exerts on the successful completion by students of the distance learning course in the "Foreign language" discipline at the university. The article presents an analysis of data obtained as a result of a survey conducted among first-year students studying at St. Petersburg Polytechnic University. The academic self-efficacy questionnaire “Motivated Strategies for Learning Questionnaire” by P. Pintrich was used to assess motivation and learning strategies. Data analysis showed that students with a pronounced internal goal orientation (students with a high degree of internal motivation) achieved the best results in studying the distance course: we have found that strong internal motivation significantly increases the chances of successful completion of the course, and contributes to the disclosure of its educational potential and opportunities for self-development of students. The paper highlights the importance of developing internal motivation for more effective distance learning. However, taking into account the study of internal and external learning motivation influence on the successful completion of a distance learning course by students, the completion of which does not affect the credit opportunities, the effectiveness of learning directly depends on the independence and motivation of the student, both internal and external, in other words, it is determined by the synergy of internal and external learning motivation in this case. The results obtained expand the theoretical understanding of the key motivational factors influencing the successful completion of online higher education programs by students. The practical significance of the research lies in the development and implementation of scientific and methodological recommendations aimed at optimizing pedagogical support for students and improving the effectiveness of their learning in the distance learning environment.

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.

This study examines methods of organizing research activities in foreign language classes for secondary school students. The relevance of the work is determined by the requirements of the Federal State Educational Standard (FSES), which stipulates the development of educational and research activities to enhance the effectiveness of knowledge acquisition and increase student motivation. The leading research method was a questionnaire survey conducted among 29 7th and 9th grade students studying French as their first foreign language. The results revealed that 7th graders show a predominance of extrinsic over intrinsic motivation, while 9th graders demonstrate unstable self-esteem leading to decreased classroom activity, increased passivity, and situational attitude toward learning challenges. Based on the obtained data, the application of "Role-playing" and "Scaffolding" methods is recommended to address the identified issues and develop students' research activities, thereby implementing the system-activity approach embedded in FSES.