Linguodidactic potential of the ‘story report’ technology for students in the 8th-9th grades of secondary education schools (based on English language material)

The aim of this study is to identify the linguodidactic potential of the ‘story report’ technology as a means of developing speech skills – reading, writing, and speaking – among students in the 8th-9th grades of secondary education schools within the framework of the system-activity approach. The article examines the practical application of the pedagogical technology ‘story report’ and its impact on the development of speech skills (reading, writing, speaking) and meta-subject skills (communication and teamwork skills), revealing its strengths and weaknesses. It discusses the theoretical foundations of pedagogical technology as a concept that determines the course of the learning process, its logic and organization, as well as the theoretical foundations for the development of speech skills and meta-subject skills. The experience of applying the technology in English language lessons at the level of general education is described, recommendations for its use are given, and the methodological expediency of the technology is substantiated. The scientific novelty of the research lies in the presentation of the author’s pedagogical technology ‘story report’, which contributes to the collective improvement of speech skills (reading, writing and speaking), as well as cross-curricular skills – communication and teamwork skills. The study found that the ‘story report’ technology implements problem-based and developmental learning, which uses group and individual forms of work, encourages cognition, improves subject skills, as well as communication skills, teamwork skills, and critical thinking.