USING INTERACTIVE TECHNOLOGIES IN DEVELOPING A CULTURE OF COOPERATION AMONG STUDENTS OF NON-LINGUISTIC HIGHER EDUCATION INSTITUTIONS

Este estudo investigou os problemas relacionados com a cultura de cooperação entre estudantes de instituições de ensino superior não linguístico e o uso de tecnologias interactivas como solução para estes problemas. A relevância da pesquisa reside na iluminação das contradições entre a necessidade de construir ambientes de comunicação que correspondam à transformação e modernização da educação russa na Federação Russa, a insuficiente elaboração teórica desta questão, as novas exigências no campo da educação [Lei Federal sobre Educação na Federação Russa a partir de 29 de dezembro de 2012, No. 273-FZ (conforme estipulado numa emenda em 29 de dezembro de 2017), a Doutrina Nacional de Educação da Federação Russa até 2025, a Norma Federal Estadual de Educação Superior], e a preparação inadequada dos estudantes para serem sujeitos do seu desenvolvimento em contextos educacionais inovadores. Esta pesquisa teve como objetivo justificar teoricamente o desenvolvimento de uma cultura cooperativa entre estudantes que utilizam tecnologias interativas. Seus fundamentos metodológicos foram as disposições e os princípios de abordagens orientadas para a personalidade, baseadas na competência e os fundamentos da competência intercultural. O significado teórico do estudo reflete-se por (1) sua integração de tecnologias pedagógicas a partir do cultivo de situações educacionais desejadas e da implementação de tecnologias educacionais em colaboração com inovações interativas e por (2) a transição da educação informativa e explicativa para a adoção inovadora e eficaz de tecnologias interativas no processo educacional, o que envolve também orientações de desenvolvimento e pessoais. O significado prático da pesquisa reside no seu desenvolvimento e organização de trabalhos experimentais sobre a evolução da cultura cooperativa acima mencionada. Na experiência, foram modificadas e testadas tecnologias pedagógicas interativas para o ensino do inglês, tais como métodos de caso, abordagens de projetos, jogos de papéis, jogos de negócios e debates. Foram formuladas as formas pelas quais estas tecnologias podem ser utilizadas eficazmente nas instituições de ensino superior, permitindo assim aos estudantes cultivar competên


Introduction
The modernization of educational content in the Russian Federation at the present stage of societal development is unconnected to innovative processes in the organization of foreign language teaching. Amid this backdrop, the country's introduction of state standards for general education implies the need to use inventive communicative pedagogical technologies that contribute to the development of student personalities and the discovery of their creative potential, cognitive ability, and competence for team work. According to Khutorskoy (2005), an innovative educational environment is a setting in which pedagogical innovations are implemented. The purpose of using interactive pedagogical technologies is to stimulate motivation and develop a culture of cooperation among students. As explained further by Nelunova (2014), an inventive educational atmosphere is one that also includes a Additionally, co-education (CE) can be defined as a set of teaching strategies that encourage students to work together in small groups (two to five students) to optimize their education and mutual education (Jasińska, 2019). According to Baloche and Brody (2017), there can be problems with education in collaboration. It is worth agreeing with Hassanien (2006), who claims that working together in a small group can also be associated with problems, for example, tasks being unevenly distributed among the participants, poor relationships, different approaches to work, and the lack of a leader in the group. However, there are strategic ways to improve teamwork (Hassanien, 2006). According to Le, Janssen and Wubbels (2018), it is very important that teachers conduct preparatory work before the joint education procedure. That is, it is necessary to distribute roles among the members of the small group, who should be able to be attentive, listen to each other and accept different

Materials and Methods
The experiment involved about 340 students of the Finance and Economics Institute as well as students in the field of "Economics" specialties: "Finance and credit", "Taxes and taxation" and "Labor economics" are the control group. The control group involved two courses researching according to the standard program in foreign languages for non-linguistic specialties. The students were 17-18 years old , and were divided into subgroups.
The conditions of the experiment were as follows: In the experimental group (EG), the experiment was conducted based on the use of interactive pedagogical technologies, in the control group (CG) -based on a typical program for teaching foreign languages.
Working in small groups contributes to the development of cooperation between participants. The following were selected as the most effective interactive technologies: case method, or analysis of specific situations, project method, business and role-playing games, and interviews. To work on case studies, either ready-made scripts from an authentic English textbook were used, or scripts were created from any situation. Students were invited to analyze the situation and make quick decisions. Project presentations were created on PowerPoint. Students prepared a presentation on a regional theme in advance. In the first year, these are topics about the country of the language being studied, in the second year, they are topics about the native landour republic. Whilst presenting, the micro-group participants tried to remember their part of the speech, since fluency of speech (fluent speaking) was considered in evaluating the overall performance. After the performance and the slide show, the rest of the group questioned the speakers. The originality of the questions was also assessed. By presenting, students acquire public speaking skills, which will undoubtedly be useful to them in their future professional activities. 3. Monitoring of education quality.

Observation of students in the experimental and control group.
A sociometric test developed by Moreno (1956) was conducted in both groups. The test was designed to diagnose emotional connections (i.e., mutual sympathy among group members) by the following means: • Measuring the degree of cohesion or disunity in the group; • Revealing the relative authority of group members based on the sympathy or antipathy they evoke (i.e., leaders, stars, rejects); • Detecting intra-group cohesive entities led by informal leaders (17).
The technique allows for making an instant cut and subsequently using the results from the dynamics of intra-group relations to restructure the groups, increasing their cohesion and effectiveness (Moreno, 1956). Preliminary data of the compiled sociological matrix showed a low level of group cohesion (0.2) in the control and experimental groups, while the indicator of good group cohesion is 0.6-0.7. There are smaller unions in the groups.
To confirm the potential for developing a culture of student cooperation, indicators of motivation and communicative tolerance of economics students were considered. These two tests were chosen because one of the important conditions for the development of a culture of cooperation is communicative tolerance, the ability to work in a team and willingness to cooperate with colleagues.
To begin the research into the communicative tolerance of undergraduate students of the Financial and Economic Institute, the communicative tolerance test proposed by Boyko (1996) was used. This test checks how subjects can accept or not accept the individuality of the people they meet, which indicates how willing they are to cooperate. According to personality substructures described by Boyko (1996), test questions were grouped according to the criteria for developing a culture of student cooperation.

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The control group comprised second-and third-year economics students and the experimental group comprised second-and third-year students of international management.
Based on these results, it can be noted that the motivation of students in the control group at the third level is 84.6%, which means that they attend classes, mainly to chat with friends; the experimental group also has a predominant majority at the third level -78.6%.
Control group -1st and 2nd-year students of the "Economics"; and the experimental group -1st and 2nd-year students of the "International Management". Below are the levels of the questionnaire by Luskanova (1993). Fourth level. 10-14 points -low educational motivation.
Fifth level. Below 10 points -a negative attitude towards the university, maladaptation. developmental work was carried out, which was reflected in the subsequent stage of the experiment. As it can be seen from the table, in the generalizing stage, when conducting a second test -a control slice, positive dynamics was found in the work of second-year students -the indicators for cognitive, value-orientation and professionally pragmatic criteria for the development of communicative tolerance, and therefore the development of a culture of cooperation, improved.

Results
A comparative analysis of the data obtained at the beginning and end of the experiment allows for concluding that as a result of the experimental work in the experimental groups, the number of students with a low level of development of communicative tolerance decreased, the number of students with a high level of development of communicative tolerance, and, therefore, the development of a culture of cooperation increased.
In the control group, where purposeful work on the development of general cultural competencies was not carried out, the indicators did not change significantly.

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Thus, in the course of experimental work to develop a culture of cooperation among students of a non-linguistic faculty, interactive pedagogical technologies in the process of teaching English were changed and tested, and ways of their effective use in a university were substantiated.
Based on a comparative analysis of the sections according to the main indicators of the development of the cooperation culture among students of a non-linguistic faculty, it can be concluded that the experiment is effective and its positive results.

Discussion
Experimental work was carried out in the following main areas: the authors used Moreover, they also lead to intra-group cohesion (Malysheva, 2018). One cannot disagree with Azhibekova (2014) that students expand their horizons and boundaries of language proficiency, gaining experience from its practical use, learn to listen to foreign language speech and understand each other in the process of speaking in defense of projects (Azhibekova, 2014).
The case method is an innovative method of university teaching that considers all the features of the subject and generates the necessary knowledge, skills, and abilities.
Interviews, role-playing, and business games can improve students' communication skills and bring simulated situations closer to future professional activities.

Conclusion
Thus, in summary, the authors note that personality-oriented education inherently provides a differentiated approach to education, considering the intellectual development level of students, as well as their education in this subject, their abilities, and inclinations.
Competence-based education, based on a humanistic and culture-oriented methodology, defines the "system of competencies" as the goals and the result of education.
Interactive technologies for teaching students are based on innovative active methods that help to form a creative, innovative approach to understanding professional activities, develop independent thinking, and the ability to make optimal decisions in a particular situation.
Interactive methods are aimed at a wider interaction of students, not only with teachers, but also with each other and the dominance of student activity in the education process.
The teacher's place in interactive classes is reduced to the direction of students' activities to achieve the objectives of the lesson.