THE IMPACT OF CASE-STUDY TECHNOLOGY ON THE DEVELOPMENT OF THE COGNITIVE COMPONENT OF UNIVERSITY STUDENTS’ SOCIOCULTURAL COMPETENCE

Abstract

This article examines the effectiveness of the case study technology in developing the cognitive component of sociocultural competence in pre-intermediate students during foreign language learning. The study was conducted at the Sagadiev University of International Business and involved 50 students divided into experimental and control groups. The experimental group worked with specially designed cases reflecting real-life sociocultural situations typical of native speaker communication in everyday, academic, and professional settings. The control group, in contrast, studied similar material using a traditional method based on an explanatory and illustrative approach.

A questionnaire consisting of 20 statements served as a tool for assessing the students' cognitive development. The questionnaire assessed four different criteria of the cognitive component of sociocultural competence. These included knowledge of cultural realities, social institutions, norms of verbal and nonverbal behavior, and the ability to interpret cultural contexts. The results indicate a significant increase in scores in the experimental group, while scores in the control group remained virtually unchanged. Based on the final results, we concluded that the consistent use of case study technology enhances students' ability to understand cultural diversity and adapt effectively to a multicultural environment.

The Student's t-test and descriptive statistics were used to analyze the results. The cognitive component scores in the experimental group increased statistically significantly (t = 5,39; p < 0.001), while changes in the control group were minimal. The results demonstrate how well the case study approach helps students improve the cognitive aspect of their sociocultural competence.