The Role of Online Debates in the Formation of Future Philologists’ Professional Competences

Abstract

The purpose of the articlewas to test the effectiveness of the influence of pedagogical conditions for online debates on the formation of future philologists’ professional competencies.Methods used:pedagogical observation, pedagogical experiment, and students' self-assessment methods, mathematical and statistical methods for research results processing (t-Student's criterion), interviews, questionnaires. Dialogicality (communicative level) was estimated by L. Michelson test and by the method of diagnostics of “General Communicative Tolerance” by V. V. Boyko. Results. In an experiment, it was found that, after the secondary survey, 33.75% of respondents view online debates as educational technology and 26.25% of respondents explain their participation in the debates by the desire to improve communication skills. When analyzing the results of the secondary survey, it was found that such qualities as determination, tolerance, and sociability are in the lead. Comparing the design value and critical value of the Criterion t and T-Critical, we have taken that T≤T-Critical, and therefore accepted the hypothesis of different average values in the two frames.