2313-8971Research result. Pedagogy and Psychology of Education2313-89711203DEVELOPMENT OF COMMUNICATIVE AND TECHNOLOGICAL COMPETENCIES OF STUDENTS WITHIN PROGRAMS OF SHORT-TERM MOBILITYDEVELOPMENT OF COMMUNICATIVE AND TECHNOLOGICAL COMPETENCIES OF STUDENTS WITHIN PROGRAMS OF SHORT-TERM MOBILITYBiryukovaMarina VyacheslavovnaBiryukovaMarina Vyacheslavovnabaranova.m.v@rsreu.ru20173300

The paper researches the development of competencies during students’ stay in a foreign country under the programme of short-term mobility. Communicative and technological competences are studied. The data were collected on the basis of surveys in the form of questionnaires of twenty students of Ryazan State Radio Engineering University. The survey was carried out anonymously. The questions included in the questionnaire were divided into three main groups: open, closed and multiple choices. The evaluation section of communicative competences consists of four main parts: (1) student identification, (2) number of languages, motivation to learn, use and timing, (3) self-evaluation, and (4) questions and comments. Self-assessment was included to analyze their own learning process, in this case in relation to foreign languages and ICT. The technology competency assessment section consists of two main parts: (a) the relationship between language and communication in ICT, and (b) the knowledge and skills in ICT.

The paper researches the development of competencies during students’ stay in a foreign country under the programme of short-term mobility. Communicative and technological competences are studied. The data were collected on the basis of surveys in the form of questionnaires of twenty students of Ryazan State Radio Engineering University. The survey was carried out anonymously. The questions included in the questionnaire were divided into three main groups: open, closed and multiple choices. The evaluation section of communicative competences consists of four main parts: (1) student identification, (2) number of languages, motivation to learn, use and timing, (3) self-evaluation, and (4) questions and comments. Self-assessment was included to analyze their own learning process, in this case in relation to foreign languages and ICT. The technology competency assessment section consists of two main parts: (a) the relationship between language and communication in ICT, and (b) the knowledge and skills in ICT.

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