Comprehensive Approach to Training English Communicative Competence in Chemistry

1 Introduction

The formation of foreign language professional communicative competence (FLPCC) among students is intricately intertwined with contemporary societal demands. It extends beyond the mere acquisition of foreign language skills for communication purposes, encompassing the cultivation and application of communication abilities within a professional framework. The European Commission underscored the significance of multilingual communication skills in the contemporary market-driven information age (The European Commission, 1995). UNESCO defines “multilingual education” as the utilization of not only the mother tongue, regional or national languages but also international languages in the realm of education (Scientific and Cultural Organization, 2003). These languages play a pivotal role in ensuring inclusiveness and enhancing the quality of education. Furthermore, Kazakhstan significantly emphasizes openness to the global community and expands its interactions with professionals worldwide. Consequently, a modern graduate should possess the ability to comprehend professional texts and employ a foreign language proficiently across various communication domains. On October 21, 2021, at an extended meeting of the Council of the Assembly of the People of Kazakhstan, President Tokayev (2021) instructed the Ministry of Education and Science to study and incorporate multilingual practices from around the world into the national education system. The President believes that limiting children to a single language restricts their development, integration, and prospects for a prosperous future.

The relevance of the research problem under investigation arises from the necessity to address the following contradictions:

• The disparity between the lack of cognitive interest and motivation to study chemistry and the untapped potential of the English language to stimulate these aspects within the context of integrating academic subjects;

• The contrast between the conventional content of chemistry study primarily focused on subject-specific knowledge, and the imperative to demonstrate a comprehensive range of linguistic knowledge and communication skills within the discipline;

• The demand for competent professionals capable of communicating in English on scientific topics and the absence of adequate methodologies for developing such competence among contemporary students, who typically receive only a standardized set of subject-specific knowledge and skills.

The acquisition of a language is a gradual process that requires both time and practice. As students in a pedagogical university, future teachers should not only acquire knowledge in their respective subject areas, such as chemistry but also develop their professional communicative and cognitive skills. The study is designed to evaluate the impact of this approach on the development of professional competence among perspective specialists in chemistry. The main objective is to determine how integrating communicative strategies into teaching contributes to the development of students’ oral communication skills and their successful adaptation to the requirements of professional activity in an English-speaking environment.

The incorporation of communicative methods plays a pivotal role in facilitating the development of professional competence among future chemical specialists in higher education institutions. Recognizing that foreign language proficiency is indispensable for non-linguists, primarily as a means of acquiring essential professional information, educators often prioritize the enhancement of reading and translation skills. Unfortunately, speaking skills are frequently overlooked in the teaching of chemistry. Furthermore, when instructing chemistry in English, it is crucial to explore effective methods for organizing teaching based on communicative strategies and design corresponding tasks that foster the ability to engage in free communication within the subject matter.

Many scholars (Shemshurenko, Nizamieva, Nazarova, & Broussois, 2019; Shishova, 2015) underscore the value of a communicative approach in teaching foreign languages. Shishova (2015) highlights communicative competence as a comprehensive set of pedagogical knowledge, skills, and abilities that are manifested through pedagogical communication, which are particularly relevant for students in pedagogical universities who are preparing to become teachers.

The issue of developing foreign language communicative competence among future chemistry teachers through integrated education is not only related to their professional expertise in the field but also to their ability to establish connections and communicate with international specialists.

The research conducted by Byrdina, Dolzhenko, and Yurinova (2018), Byrdina, Yurinova, & Dolzhenko (2020) focuses on exploring the effectiveness of content-based active speaking technology (CAST) and content and language-integrated learning (CLIL) methods in enhancing the foreign language communicative competence of non-linguistic specialty students. The researchers determined the effectiveness of employing the CAST approach in teaching English at a non-linguistic university, specifically in the context of teaching a subject other than English in an integrated manner. Furthermore, the authors devised a model for the formation of FLPCC in CLIL instruction, which facilitated students’ successful acquisition of professional communication strategies. Based on the research findings, one of the most successful systems for foreign language teaching is the CLIL methodology, which enables the coordinated development of both language and subject competencies. Thus, CLIL can be considered a form of instruction that facilitates teaching a discipline in a foreign language, while CAST can be viewed as an effective method for developing communicative skills in CLIL, particularly in the context of teaching chemistry in English.

It is also pertinent to highlight the perspectives on the “foreign language for specific purposes” approach. Many researchers (Egorova, 2021; Fortanet-Gómez & Bellés-Fortuño, 2008; Matukhin & Gorkaltseva, 2015; Torregrosa Benavent & Sánchez-Reyes Peñamaría, 2011) believe that this approach facilitates the personality development, promoting the systematic integration of subject-specific content, and enhancing communication skills.

Kovacikova (2019) explaining CLIL emphasizes that a well-prepared and organized CLIL lesson significantly contributes to the development of speaking skills.

Investigating CLIL, scholars (Cimermanová, 2021; Coyle, Hood, & Marsh, 2010; Smit & Finker, 2022) underscore that this approach extends beyond language acquisition and content knowledge alone, involving the adaptation of teaching content subjects in English.

A comprehensive review of studies, focusing on CLIL research, demonstrates the vital role of this approach, which provides optimal EFL learning opportunities for students. Goris, Denessen, and Verhoeven (2019) assume that CLIL students develop stronger EFL skills compared to non-CLIL students who did not receive unequivocal support. Jalal and Nawab (2022), investigating the opportunities and challenges of implementing a CLIL approach in a private school, conceives that an excessive emphasis on language and communication may hinder students’ development of scientific conceptual understanding. In a study conducted by Tsang (2020) among 10th- and 11th-grade students (aged 15–17) studying chemistry at a secondary school in Hong Kong, the use of English for studying chemistry did not compromise students’ comprehension of content. The researcher concludes that CLIL teaching demonstrated positive learning outcomes among chemistry students with low English proficiency. However, while the article discusses the relevance of the research and presents experimental results, no specific examples of teaching chemistry using CLIL are provided.

Bozdoğan and Karlıdağ (2013) identified various factors that hinder the implementation of CLIL in Turkey, including different educational levels among students, overcrowded classrooms, lack of language teaching aids, excessive focus on grammar, and demotivated teachers.

In summary, content-language integrated learning (CLIL) is a relatively new method for training future specialists in non-linguistic fields in a foreign language. This approach stands out because it enables students to simultaneously acquire proficiency in a professional foreign language and specialized discipline. However, implementing CLIL in practice necessitates that teachers of integrated courses possess specific professional competencies, including foreign language communicative competence, subject expertise, and proficiency in subject-specific foreign language teaching methods. It is important to note that students using the CLIL method require a solid foundation in basic foreign language grammar skills and the acquisition of specialized vocabulary. For instance, when studying chemistry through CLIL, students should be able to describe fundamental chemical concepts while performing various tasks. Considering that CLIL students in pedagogical universities are future teachers who will instruct chemistry in English, it becomes evident that an effective methodology for CLIL classes is essential in preparing these future professionals with well-developed foreign language communicative competence.

To achieve the research aim, the article outlines several specific objectives, including the following:

• investigating the significance of the formation of students’ FLPCC;

• assessing the effectiveness of content-language integrated learning in developing foreign language communicative skills;

• developing a methodology for the formation of FLPCC within the context of CLIL instruction.

  To address the aforementioned objectives, the study was structured to investigate the following questions:

• What is the student’s perception of learning chemistry through the proposed simulation using the CLIL method?

• How did chemistry students’ content and language awareness evolve following the implementation of CLIL lessons?

2 Methodology

In light of the aforementioned conclusions and principles, we present proposed models of the learning process designed to develop the FLPCC of students enrolled in the educational programs 6B01504 – “Chemistry Teacher Training” and 6B01507 – “Chemistry-Biology Teacher Training” using the CLIL approach (Figures 1 and 2).

Figure 1

Model 1 of formation of FLPCC of future chemistry teachers based on CLIL.

Figure 2

Model 2 of formation of FLPCC of future chemistry teachers based on CLIL.

Model 1, depicted in Figure 1, includes the target and organizational parts of the lesson. Model 2 in Figure 2 describes the content and diagnostic components.

The target component of model 1 in Figure 1 is characterized by two interconnected goals and objectives. First, it aims to develop students’ foreign language competence, which involves enhancing their language skills and proficiency. Second, it focuses on the simultaneous development of their professional knowledge. This means that during CLIL lessons, students not only acquire subject-specific content but also learn professional terminology in English, improve their communication skills, and enhance their overall ability to effectively communicate in the field of chemistry.

The organizational component is a crucial part of the model. It involves the tandem training of students by integrating the teaching activities of two teachers, namely a language specialist and a subject-specific teacher. This collaboration occurs within the framework of the “Foreign Language” and “Organic Chemistry” subjects. The organizational component also encompasses the selection of appropriate teaching methods, the identification of basic stages in the instructional process, and the organization of the content to align with the stages. Specifically, the organizational section of the model provides a set of exercises containing 10 modules and five stages of teaching these topics and the teaching methods.

The instructional process for each lesson within the module consists of five stages, as outlined below:

Stimulation-Preparation Stage: The primary objective of this stage is to encourage students to communicate in English within a professional context. Teachers aim to motivate students to actively engage in educational and cognitive activities. Creating a comfortable language environment that facilitates easy communication is a key focus. The purpose of this stage is to activate prior knowledge of the topic and relevant terminology in the foreign language through various content-based activities.

Educational-cognitive stage: The goal of this stage is to develop FLPCC through listening, reading, speaking, and writing. Professional-communicative objectives are set to not only acquire new information and comprehend the topic through text-based materials but also to build a repertoire of professional terminology in the foreign language. Vocabulary expansion is achieved through carefully designed exercises employing effective teaching methods. Listening skills are honed through targeted listening activities.

Pragmatic Stage: The purpose of this stage is to consolidate the acquired knowledge and apply it in communicative situations. Specific speech situations are created to encourage students to effectively utilize their language skills in real-world contexts.

Development of Critical Thinking Stage: This stage focuses on cultivating critical thinking skills by exploring and seeking answers to problematic questions related to the topic. Students learn to express their opinions openly, supporting their arguments with provided information and approaching conclusions with skepticism.

Organization of Independent Research Work Stage: The final stage centers around fostering independent research skills and equipping students to navigate challenging communication situations. Students are encouraged to conduct independent research, enabling them to address complex topics and enhance their communication abilities.

Based on the integration of CLIL, the formation of chemistry students’ FLPCC encompasses such competencies as speaking, language, professional, content-language, and cognitive.

The content component of Model 2 in Figure 2 shows the content of a 10-module set of exercises, encompassing the key topics of the “Chemistry of Aliphatic Organic Compounds” and “Chemistry of Cyclic Organic Compounds” sections within the “Organic Chemistry” subject. This set of exercises comprises the stages of lesson organization outlined previously.

During each stage, a variety of methods were employed to create exercises that targeted the development of speaking, reading, writing, listening skills, and vocabulary expansion. The following methods were utilized: CAST approach; warm-up activities; cooperative method (pair or group work); case study method; game technology; problem teaching; independent research works.

The diagnostic component of the proposed model involves monitoring the level of formation of students’ FLPCC through a set of exercises designed based on modeling. To assess the results of the experiment, a two-part test was compiled, consisting of a pre-experiment section and a post-experiment control test. The evaluation criteria were established according to the components of FLPCC described earlier.

In CLIL instruction, language difficulties faced by students pose a risk of unfair and unclear learning outcomes. While students may possess subject knowledge, they might struggle to demonstrate their understanding of the language of instruction. Evaluating them in their native language could potentially cast doubt on the assessment results. Consequently, students’ motivation to study the subject in a foreign language is likely to decrease. To address this issue of fairness, multiple evaluations, and different assessment scales are necessary to assess subject knowledge.

Furthermore, in the context of integrating the teaching of English language and science subjects, the evaluation of language competence should be based on a communicative approach. This approach focuses on assessing the effective expression of ideas, grammatical accuracy, and lexical content, rather than mere knowledge of language forms. Thus, a comprehensive assessment of content-language competence becomes essential for implementing this approach.

To check the results of the experiment, specific evaluation criteria and indicators were determined, encompassing various aspects of FLPCC:

• Mastery of subject content: Assessing chemical thinking, proficiency in using chemical language, and command of chemical terminology.

• Formation of reading skills: Evaluating comprehension of English texts related to chemistry.

• Comprehension of listening materials in English: Assessing the ability to comprehend and analyze audio information concerning chemistry.

• Ability to provide written information: Evaluating the ability to construct logically coherent sentences, grammatical accuracy, and clarity of expression in writing.

• Communication skills: Assessing the ability to formulate phrases and construct logically complete sentences in English regarding chemistry, the capability to confidently convey information orally, participate in various communication situations, and express ideas coherently.

• Cognitive skills: Information searching, receiving, analyzing, generalizing, synthesizing, evaluating, logically organizing, explaining, and proving one’s point of view.

The model involves determining the level of formation of students’ FLPCC. In Table 1, the evaluation scale of a high, medium, and low level was determined according to the criteria described earlier.

According to the main idea of Melnikova’s (2009) research, we determined a cognitive skills assessment scale, described in Table 1. Her investigation highlights the incorporation of criteria and indicators of cognitive skill assessment. Moreover, the study emphasizes the essential role of critical thinking, including the levels of ability to utilize information sources.

In the CLIL methodology, there is a strong emphasis on the visual presentation of information. Various visual tools such as diagrams, cycles (phases), tables, line graphs, pie charts, storyboards, Venn diagrams, tree diagrams, quadrants, flow charts, etc., are utilized to explain new material and facilitate the consolidation of learned content. Based on the simulated learning process, a set of exercises consisting of the five stages above mentioned has been developed.

A set of exercises is designed based on effective methods and exercise types that aim to develop the communicative skills of the target foreign language. As speech is a productive skill, its development requires a diverse range of tasks, methods, work forms, and approaches.

Based on this model, a selected excerpt from the set of exercises, focusing on the “Stimulation-preparation” stage, is presented in Table A1. This appendix provides examples and descriptions of exercises for this stage, detailing the purpose and benefits of these assignments. The exercises include warm-up activities and thought-provoking tasks designed to engage and prepare students for the learning process.

The second stage of the learning process, namely the educational-cognitive stage, can be regarded as the foundational stage. This is attributed to the fact that the exercises within this stage are primarily aimed at acquiring proficiency in the subject matter and developing familiarity with chemical terminology in English. Consequently, the exercises are centered around working with text materials concerning the curriculum. Through engaging with these texts, students not only enhance their reading comprehension skills but also expand their vocabulary. Moreover, as depicted in Table A2, this stage encompasses exercises that facilitate the development of writing, listening, and speaking skills regarding the subject matter. To achieve these objectives, a combination of instructional methods such as the cooperative method, game technology, the CAST method, and other effective teaching techniques have been employed. This appendix encompasses a description of the types of exercises at this stage, along with their specific applications and intended purpose.

During the pragmatic stage, students have the opportunity to apply the subject-specific language knowledge acquired during the educational-cognitive stage in practical situations. These exercises are specifically designed to enhance the student’s ability to express themselves freely through role-playing, to effectively communicate their ideas without the direct involvement of the teacher, and to develop their speaking skills with confidence. For instance:

1. A. Sentence Formation: Students are given two sentences related to the text, and they are required to transform these sentences into different types of questions, including general questions, special questions, alternative questions, questions directed at the subject, and tag questions. This exercise not only reinforces the understanding of sentence structure and question formation but also encourages critical thinking and analytical skills.

B. Videotaped Interviews: Each student conducts a videotaped interview with their group mates, utilizing the questions they have created based on the study topic. They need to play the role of a real reporter by adding their own fantasy. This activity allows students to practice their speaking skills in an authentic context, fosters active engagement and interaction among peers, and encourages effective communication and expression of ideas.

2. Students should make a dialogue between the teacher and students, continuing the sample

Teacher: Good day students! I am Michael Tennyson and today we are going to discuss about Cyclic compound. If you do not understand or follow me, or If you have anything to add, you are welcome to interrupt. Well, to begin with, it is common knowledge, Cyclic compounds are molecules that contain one or more rings (cycles, nuclei) of three or more atoms……………….

Student 1: May I interrupt you for a moment? What compounds are cyclic?

Teacher: ___________________________ …

During the IV Critical Thinking Development stage, the exercises are specifically designed to foster the development of students’ critical thinking skills through the utilization of CASE STUDY and problem-based learning methodologies. These exercises aim to enhance students’ ability to independently research and explore solutions to challenging questions, analyze relevant information, and ultimately draw well-informed conclusions.

CASE STUDY. Read the situation and give extended answers to the questions below and discuss in a group.

Organization of independent research work stage

As part of the independent research work organization, students were tasked with recording in their notebooks any questions they found intriguing, required further investigation, or remained unclear during their cognitive-educational stage. This approach aimed to provide students with the opportunity, during the independent research work phase at the end of the lesson, to analyze and delve into these questions through various forms such as essays, projects, or presentations. The intention was not for all students to focus on the same topic but rather to explore areas of personal interest or confusion, conducting research at home. To support their research, students were provided with additional information, data sources, links, and task requirements, along with guidelines for preparation.

3 Research Methods

4 Results

4.2 Pre-test and Post-test Results

To assess the effectiveness of the experimental training, both a pre-test and post-test were administered. Part 1 of the exercise set, based on the proposed teaching process simulation, was implemented during the 5th semester of the 2022–2023 academic year, while Part 2 was conducted during the 6th semester. Figures 3 and 4 present a summary of the results obtained from the control group’s preliminary and final diagnostic tests.

Figure 3

The results of the test obtained from the control group before the experiment.

Figure 4

The results of the test obtained from the control group after the experiment.

Analyzing the results of the tests conducted with the control group, Figures 3 and 4 provide valuable insights. The majority of students (35–40%) who initially possessed a medium proficiency in mastering the subject content and cognitive abilities demonstrated significant improvement, progressing to a higher level. This increase represents the most substantial change observed among the different skill areas assessed.

On the other hand, there were no significant changes in reading, speaking, and writing skills. Only a small percentage of students (5–20%) with a low proficiency level managed to advance to an intermediate level in these areas.

Based on the post-test results gathered from the experimental group, it is evident that the level of development of speaking skills is significantly high. Figures 5 and 6 demonstrate that a mere 20% of participants in the experimental group fall into the low-level and medium-level proficiency categories.

Figure 5

The results of the pre-test in the experimental group.

Figure 6

The results of the post-test in the experimental group.

Among the participants in the experimental group, a noteworthy improvement was observed in various skills. Specifically, 50–55% of the students demonstrated significant progress in their reading, listening, and cognitive skills, advancing from a medium level to a high level. This achievement indicates a substantial enhancement in their overall language proficiency, comprehension abilities, and critical thinking skills.

Furthermore, the experimental training program had a positive impact on the writing skills of the participants. For low-level learners, there was a considerable 15% increase in their ability to provide information in writing, elevating their proficiency from a low level to a medium level. Similarly, medium-level students experienced a 35% improvement in their writing ability, signifying their advancement to a higher level of proficiency.

Upon examining the post-test results of both the control group and the experimental group, it is evident that the experimental group exhibited a significantly superior performance across all criteria. The outcomes indicate the effectiveness of the implemented experimental training in fostering positive outcomes in various aspects of language learning.

Processing the results of pedagogical research using statistical methods

We used the Cramer–Welch test (Novikov, 2004) for statistical processing of the obtained data in order to experimentally confirm that the proposed pedagogical effect is more effective. That is, we determined the reliability of correspondences and differences between the data of the experimental and control groups using the Cramer–Welch test (1) using the Excel program.

During our pedagogical research, we applied statistical methods to process the results, specifically utilizing the Cramer–Welch test (Novikov, 2004). This test was selected to confirm experimentally that the proposed pedagogical approach is more effective. Through the Excel program, we determined the reliability of similarities and differences between the data of the experimental and control groups using the formula:

(1) T = M · N | x ̅ − y ̅ | M · D x + N · D y ,

where M and N represent the sample sizes (in our case, 20 participants in each group), x ̅ and y ̅ denote the average responses of the two groups, and D _x and D _y indicate the sample standard deviations of the compared samples.

Through analysis of the results presented in Table 8, we scrutinized that the pre-experiment characteristics of both the control and experimental groups corresponded with T < 1.96 across all criteria. This signifies consistency between the compared models at the 0.05 significance level. Otherwise, the post-experimental value T for both groups exceeded 1.96, indicating a 95% reliability in the differences observed in the characteristics of the compared samples.

Table 8

Correspondence of pre- and post-experimental characteristics of both control and experimental groups according to Kramer-Welch test

Evaluation criteria	Correspondence of pre-experimental characteristics of control and experimental groups	Correspondence of post-experimental characteristics of control and experimental groups
Mastery of subject content	0.034	2.225
Formation of reading skills	0.043	2.187
Comprehension of listened materials in English	0.05	2.99
Ability to provide writing information	0.040	2.866
Communication skills	0.041	3.798
Cognitive skills	0.039	2.048

Thus, it is possible to infer that while the states of the experimental and control groups were similar before the experiment, they diverged significantly after the experiment. Therefore, we can conclude that the observed changes are related to the application of the proposed experimental teaching methods.

5 Discussion

The analysis of the research findings reveals several significant insights. Firstly, according to the Rating scale results presented in Table 6, a majority of students (65%) demonstrated an expansion in their vocabulary and notable development in their reading and speaking skills. This suggests that the implemented exercises effectively contributed to their linguistic growth and proficiency.

Furthermore, the step-by-step methodology used in creating the set of exercises received positive feedback, with 50% of students expressing satisfaction with the quality of the completed tasks. Additionally, a substantial proportion (40%) provided a high rating, indicating their overall positive perception of the exercises. It is worth noting that only a small percentage (10%) remained neutral in their response.

Among the various types of exercises, discussion exercises were favored by 20% of learners. On the other hand, a majority (80%) expressed their interest in all the exercise types, recognizing their individual advantages and unique characteristics.

Observing the teaching process, we can conclude that the exercises employed for the students were novel and interesting compared to traditional teaching. Traditional forms of education comprise lectures, workshops, and laboratory work. Lectures and workshops focus on the acquisition of theoretical content and diverse chemistry problem-solving. Moreover, abstracts, essay, reports, and other tasks are assigned as self-independent work. In traditional instruction, discussion questions, video and written assignments intended to enhance communication skills are not provided.

Consequently, students faced challenges in freely expressing their opinions and confidently responding to the teacher’s questions.

In the analysis of the research results, it was demonstrated that the prepared set of exercises for the subject “Organic Chemistry,” utilizing instructional strategies such as CAST, case study, cooperative learning, project method, debates, warm-up activities, Internet resources, problem-based learning, and gaming technologies, effectively fostered the development of students’ FLPCC. These exercises facilitated a comprehensive understanding, analysis, and long-term retention of the subject matter.

The effectiveness of the CAST method in teaching English was explored in a study conducted by Byrdina et al. (2018). Additionally, it was reported that the model for the formation of FLPCC played a significant role in preparing students’ professional and communicative strategies. The present study further supports the use of CAST for cultivating communicative skills in content-language integrated learning, particularly in the context of chemistry education conducted in English.

Overall, the research findings substantiate that the proposed methodology enhances the quality of training for future chemists, enabling them to effectively communicate within the professional domain and develop advanced speaking skills. It is crucial to note that this study concentrates on the creation of a teaching model aimed at forming the FLPCC of students in a pedagogical university, providing evidence of its effectiveness.

6 Conclusion

The improvement of foreign language communicative proficiency is the main goal in foreign language education, aiming to equip students with the necessary skills and readiness to effectively communicate in a foreign language within their future professional contexts. Achieving this goal requires the implementation of various forms of speech activities, appropriate methods, and technologies.

In this study, we accomplished the following objectives:

• The peculiarities of the formation of foreign language professional-communicative competence of students were studied;

• The relevant issues concerning the development of foreign language communicative competence in the field of chemistry were considered;

• The component composition and specific characteristics (sub-capabilities) of FLPCC were determined;

• A model of formation of FLPCC was proposed;

• A set of exercises was compiled based on simulations for the formation of students’ knowledge of “organic chemistry”;

• The effectiveness of the proposed set of exercises was tested experimentally during practice;

• The result of the experiment was analyzed.

Qualitative and quantitative analysis of the results allows us to experimentally validate the hypothesis of the applied methodology to foster students’ FLPCC. The set of exercises prepared aimed to cultivate this competence during the lesson motivated students and facilitated the enhancement of English speaking ability concerning the content of chemistry. However, one drawback of the experiment is the limited number of experimental and control group participants. Despite this limitation, in our case, the experiment was conducted with the approval of the university ethical committee due to the minimum number of students from two multilingual groups at the pilot facility.

The findings of this study hold valuable implications for university professors employing the CLIL methodology, as well as for future teachers and researchers addressing this particular area of study. The integration of the “Foreign Language” subject with other professional subjects through the proposed modeling approach presents a promising avenue for future research endeavors.