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LOOKING BEYOND THE COMPETENCE: FOREIGN LANGUAGE FOR SCIENCE STUDENTS EMPOWERMENT
Abstract
Including humanitarian subjects into a core curriculum within STEM fields (science, technology, engineering and math) is viewed as a favorable condition for students to take full advantage of a well-rounded education. Meanwhile, STEM students, often driven by narrowly specialized outcomes, feel like they are being forced to engage in non-science fields. As a result, the courses they consider to be irrelevant, commonly fade in their memory. Considering such limitations, the study examines the relevance and process of applying humanistic approach to teaching General English course for students pursuing science with crucial perspective to educating better scientists and self-reliant people. To that effect, the authors envisage a foreign language as a driving force taking into account a personВ’s feelings and motives and involving learners into beneficial educational experiences of gaining broader strengths that companies often prefer to narrow expertise. The research design included an experiment investigating the efficiency of humanist pedagogy practices in the General English course for producing positive benefits on studentsВ’ emotional, and academic outcomes. Mix research consisted of two parts: a reflective essay to provide the evidence of changes related to studentsВ’ emotional experiences, and the two tests: pre-test and post-test. Findings in this phase of study illuminate how the pedagogical potential capacity of humanistic approach invigorated changes in foreign language performance. For the follow-up period, the research identified a priority of collecting data on the longer-term attitudinal effects. Providing a focal point on the humanistic principle of creating optimal conditions for studentsВ’ well-being in the educational environment the paper may contribute to facilitating a solution to the problem of impersonality in the educational process in the higher school. Also, the article presents practical relevance for more intentional building of high productivity abilities within General Study disciplines.
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