Research on the ideological and political model of teaching English in the lower grades of middle school based on the result-oriented method

Abstract

This study is devoted to an analysis of the effectiveness of applying the result-oriented method (ROM) of teaching English in the lower grades of middle school, integrated with an ideological and political model. The relevance of the work is determined by current educational policy requirements aimed not only at developing language competencies but also at fostering civic engagement and patriotic values among students. The introduction justifies the need to find methodologies that harmoniously combine linguistic objectives with ideological goals, avoiding the risk of turning lessons into propaganda and taking into account the age characteristics of younger students. The empirical part of the study relied on mixed methods: classroom observations, standardized tests (vocabulary, grammar), and in-depth interviews with teachers in several schools that had implemented this model. Data collection included quantitative measures of academic performance and motivation, as well as a qualitative assessment of the formation of patriotic attitudes. The experimental group (n=112) was taught according to the program with an explicit ideological component based on ROM, while the control group followed the standard curriculum. The results underwent statistical processing and comparative analysis. The findings demonstrated a statistically significant (p<0.05) advantage of the experimental group on key indicators: vocabulary retention rate (74.56% vs. 68.43%), grammatical accuracy (81.32% vs. 76.25%), expression of patriotic ideas (4.27 vs. 3.72 points), and motivation to learn the language (7.03 vs. 6.49 points). Interviews with teachers (n=54) revealed high satisfaction with the process (8.02 points), despite challenges in adapting lesson plans (6.41 points), and confirmed the importance of teachers' intrinsic motivation (7.15 points). Analysis also showed the effectiveness of using media resources (7.32 points) and the significance of teacher feedback (8.11 points). The study's conclusions confirm the hypothesis of the positive impact of the integrated model (ROM + ideological component) on student performance, motivation, and the development of civic qualities. It emphasizes the necessity of careful balancing, continuous monitoring, and adaptation of programs to students' age and proficiency levels. The data obtained serve as a foundation for improving English teaching methodologies in line with modern educational and ideological objectives.