Effectiveness of project technology in training Philology teachers for teaching modern business Ukrainian language

Abstract

The research paper aimed to study the effectiveness of the project technology as a pedagogical condition in training philology teachers to teach the modern Ukrainian language for professional purposes. Methods. The study involved peer review and testing according to the following methods: Ehlers’ Motivation for Success Test, Ilina’s University Students’ Motivation Test. Statistical data processing was carried out by using Pearson’s correlation coefficient. The reliability of the instruments was tested by using Cronbach’s alpha. Results. The obtained correlation is also statistically significant (remp>r 0.05, where r 0.05 = 0.47). The correlation confirms low indicators of cognitive activity. A reliable relationship between motives is observed only between selfdevelopment and achievement (remp = 0.716 >r 0.01, where r0.01 = 0.68). There is a weak statistically insignificant relationship between other motives (remp <r0.05, where r0.05 = 0.54). Conclusions. The research findings give grounds to unequivocally state the high efficiency of the project technology for the student's professional competence in the Ukrainian business language at the modern level. Prospects. Given the specifics of this research and the objective methodological limitations, it is worth continuing to study the effectiveness of project technology by studying other variables. It is also worth continuing to study the effectiveness of teaching modern business Ukrainian language using other advanced technologies of innovative education in higher education institutions.