VALUE ORIENTATIONS OF STUDENTS MAJORING IN COMPUTER SCIENCE AND PHILOLOGY IN THE CONTEXT OF PERSONALIZED FOREIGN LANGUAGE LEARNING

Abstract

The article examines the value orientations of students majoring in computer science and philology in the context of personalized foreign language learning in higher education. It has been established that students’ value orientations function as an important internal factor of educational activity, influencing learning motivation, attitudes toward the educational process, the choice of strategies for competence acquisition, and models of professional behavior. The author emphasizes that, in the context of higher education transformation, digitalization, and growing interdisciplinary interaction, consideration of students’ value priorities is a necessary prerequisite for effective personalization of foreign language training. The study employs a set of theoretical and empirical methods, including the analysis and generalization of pedagogical and psychological scholarly sources, terminological analysis, a questionnaire survey based on M. Rokeach’s “Value Orientation Diagnostic” methodology, and quantitative and comparative data analysis. The empirical study involved 130 undergraduate students (years I–IV) enrolled in full-time and part-time computer-related and philological programs at Kyiv National University of Technologies and Design and the Interregional Academy of Personnel Management, enabling a comparative analysis of the hierarchy of their terminal and instrumental values. The research findings indicate that students in computer-related specialties are characterized by a focus on professional, cognitive, and pragmatic-instrumental values, including efficiency, autonomy, responsibility, and performance. In contrast, students of philological specialties demonstrate a predominance of humanitarian, emotional-aesthetic, socially and morally significant values focused on interpersonal interaction, cultural development, and communicative activity. The results confirm the importance of considering students’ value orientations in developing personalized foreign language learning strategies. A personalized approach enhances motivation, engagement, and the effectiveness of acquiring foreign language competence, particularly among students in computer-related specialties, for whom a foreign language primarily serves as a tool of professional communication.