Formation of Research Competence of Students Following an Individual Educational Trajectory Using Project Activities in the Process of Learning a Foreign Language

Introduction. This study is devoted to the problem of developing research competence in Don State Technical University who study according to an individualised learning model, using project-based learning tools. The development of research competence, being a pressing issue in modern education, is closely linked not only to questions of its organization in higher education institutions, but also to the pedagogical conditions created in higher education.

Objective. Analyze the process of developing research competence in students following individual educational trajectories using project-based learning and to prove that the educational environment, in conjunction with project-based learning, allows students to develop research competence in the process of learning a foreign language, comprehensively combining language practice and research skills.

Materials and methods. Theoretical, empirical and statistical research methods were used in this work. Among the theoretical methods, we can highlight the analysis, synthesis and classification of pedagogical works on the research problem; among the empirical methods, we can highlight questionnaires, tests, and experiments. Several methods were used to diagnose the components of research competence, including the motivation diagnosis method by S. A. Pakulina and S. M. Ketko, the learning motivation method by A. A. Rean and V. A. Yakunina, and the method for studying learning motivation in higher education by T. I. Ilina, among others.

Results. This study examined the influence of the educational environment on the formation of research competence in students using the project work method in the process of studying the discipline "Foreign Language". The project work method was tested on students at T-University DSTU with positive results, confirming a high degree of research competence formation under the proposed conditions. It should be noted that the study is not complete; further study of the T-University student results of the focus group is planned, as well as a comparative analysis with students studying in a classical educational environment.

Discussion. The project method, integrated into individualized learning modules, contributes to the development of critical and creative thinking, learning autonomy, and independent learning and cognitive process skills in students. This builds skills in students that they can use for education and self-education throughout their lives. This flexible approach to learning opens up new opportunities for students, boosts their motivation to study, and makes them more active in achieving their goals in the form of a specific result, a project.

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