Meljnyk K. Formation of future English teachers learning-strategic competence in professionally oriented listening.

The dissertation research is dedicated to the theoretical justification, practical development, and experimental verification of a methodology for forming learning-strategic competence in future English language teachers in the process of professionally oriented listening. Relevance of the research is determined by the rapid development of international educational cooperation and the necessity to prepare future English language teachers for effective communication in a professional environment. The importance of mastering listening strategies in the context of professional activity is substantiated by the need for educators to comprehend authentic English-language sources and participate in international educational events. Research object – the process of forming learning-strategic competence in future English language teachers in professionally oriented listening. Research subject – the methodology for forming learning-strategic competence in university students based on the blended learning model of the “flipped classroom.” Research aim – to substantiate and experimentally verify the effectiveness of the methodology for forming learning-strategic competence in professionally oriented listening in future English language teachers. Research methods: The study employs a comprehensive set of methods: theoretical (analysis, generalization, systematization), empirical (experiment, testing, surveys), and statistical methods for analyzing the obtained results. For the first time, a model for forming learning-strategic competence in future English language teachers has been developed and experimentally verified, integrating blended learning, digital technologies, and a system of exercises aimed at developing cognitive, metacognitive, and socio-affective strategies. The components of strategic learning competence, including cognitive, metacognitive, socio-affective, and compensatory components, have been identified. Criteria for assessing the level of learning-strategic competence formation have been developed, allowing for an objective measurement of the dynamics of students' strategy development in listening. Practical significance of the study lies in the development of a system of exercises and methodological recommendations for educators, which can be utilized in higher education institutions to optimize the process of teaching listening in a professional context. The proposed system of exercises ensures a gradual development of strategic learning competence through three main stages: introduction, training, and autonomous application of strategies in professionally oriented listening. At the first stage, students familiarize themselves with various listening strategies and their application in specific communicative situations. The second stage involves performing specially designed exercises aimed at developing cognitive, metacognitive, and socio-affective strategies. The autonomous application of strategies occurs in conditions approximating a real professional environment, facilitating the consolidation of effective listening skills. The proposed system of exercises enhances students' autonomy in processing audio information and fosters sustainable strategic listening skills. Moreover, the integration of authentic audio materials contributes to the development of the intercultural competence of future English language teachers. The application of this system improves students' ability to perceive and interpret authentic audio materials, which is essential for their professional activity. Furthermore, the developed methodological recommendations can be implemented in educational programs and textbooks for training specialists in foreign language teaching. The developed system of exercises can be integrated into English language teaching methodology courses, used in teacher training programs at the bachelor's and master's levels, as well as in professional development programs for educators. The retrospective analysis of the issue of learning-strategic competence has allowed for the generalization of its structure, which includes cognitive, metacognitive, socio-affective, and compensatory components. A model for forming learning-strategic competence has been proposed, consisting of three stages: introduction, training, and autonomous application of strategies in professionally oriented listening. The experimental verification of the methodology in real educational settings has confirmed its effectiveness and feasibility for implementation in the training programs of future English language teachers. The obtained results can be used to improve the content of English language teacher training, develop educational programs and textbooks, and contribute to further research in the field of strategic foreign language learning.