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DOI: https://doi.org/10.34069/AI/2023.72.12.10
How to Cite:
Digtyar, O.Y., Kuvshinova, E.E., Shirokikh, A.Y., & Kameneva, N.A. (2023). Modern methods of teaching foreign
languages. Amazonia Investiga, 12(72), 112-122. https://doi.org/10.34069/AI/2023.72.12.10
Modern methods of teaching foreign languages
СОВРЕМЕННЫЕ МЕТОДЫ ПРЕПОДАВАНИЯ ИНОСТРАННЫХ ЯЗЫКОВ
Received: October 25, 2023 Accepted: December 29, 2023
Written by:
Olesya Yurievna Digtyar1
https://orcid.org/0000-0002-1263-6204
Ekaterina Evgenievna Kuvshinova2
https://orcid.org/0000-0001-5974-2875
Anna Yurievna Shirokikh3
https://orcid.org/0000-0002-5837-8941
Natalia Aleksandrovna Kameneva4
https://orcid.org/0000-0002-4768-6383
Abstract
The purpose of the study is to assess the
possibility of developing and further using in
practice a comprehensive concept of teaching
foreign languages based on traditional and
modern pedagogical methods and characterized
by the greatest effectiveness in terms of
adaptation to the requirements of the external
environment.
The subject of the study is the problem of finding
new methods of teaching languages that could
fully correspond to the dynamic structure of the
modern educational concept. Special attention is
paid to the methods of motivating the process of
learning the language system. New pedagogical
technologies have been selected as progressive
forms of teaching, the essence of the
implementation of which is given in the study.
The concept of the term "Smart education" is
disclosed, since its introduction and widespread
use contributes to improving the effectiveness
and accessibility of educational programs for a
large number of users. As an evidence-based
advantage, this study accepts the idea of
universal digitalization of linguistic knowledge,
the ubiquity of mobile technologies, which
inevitably creates stable prerequisites for the
1
Candidate of Pedagogical Sciences, Associate Professor of the Department of English for Professional Communication, Financial
University under the Government of the Russian Federation, Moscow, Russia. WoS Researcher ID: IVV-5431-2023
2
Candidate of Historical Sciences, Associate Professor of the Department of English for Professional Communication, Financial
University under the Government of the Russian Federation, Moscow, Russia. WoS Researcher ID: GWV-5937-2022
3
Candidate of Philological Sciences, Associate Professor of the Department of English for Professional Communication, Financial
University under the Government of the Russian Federation, Moscow, Russia. WoS Researcher ID: AAR-1950-2020
4
Associate professor of the Department of Foreign Languages and Speech Communication, Moscow International University,
Moscow, Russia. WoS Researcher ID: IWD-7389-2023
Digtyar, O.Y., Kuvshinova, E.E., Shirokikh, A.Y., Kameneva, N.A. / Volume 12 - Issue 72: 112-122 / December, 2023
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transition from book sources of information to
the active development of digital capabilities of
the external language environment. In this
regard, the objective expediency of using new
educational methods, in particular, related to the
process of digitalization and universal
accessibility of mobile phones, as well as the
possibilities of the Internet, attracts the close
attention of the modern educational community.
Keywords: foreign language, modern methods,
pedagogical technology, language social
networks.
Introduction
The current stage of innovative technology
development and remote educational systems,
aimed at independent foreign language learning,
imposes its own rules on participants in the
global educational community. Digitization and
the mobility of language acquisition processes
have gained increasing significance in the past
decades, occupying leading positions in the
linguistic system's structure. Traditional
approaches are being displaced due to their loss
of dynamism, giving way to modern language
teaching methodologies that can better adapt to
the demands of educational service consumers
and meet the actively evolving educational
conditions.
Addressing the question of elucidating the
concept of foreign language teaching
methodology, it is essential to note that it
encompasses a set of techniques, tools,
technologies, and methods of studying a
language system distinct from that of a native
speaker. Typically, it involves an intuitively
understandable algorithm of actions enabling
individuals to master a language in the shortest
possible time and with the greatest efficiency in
terms of the resources invested in achieving set
goals.
Undoubtedly precise and indisputable is the fact
that a qualified educator, undertaking the
responsibility for structuring the teaching
process, must possess an impeccable teaching
methodology foundation. The outcome of their
efforts and the level of consumer satisfaction
with the educational services received directly
hinge on this proficiency. Furthermore,
knowledge of the theory and fundamental
principles of teaching a foreign language serves
as the basis for organizing educational activities.
Without this foundation, the educational process
itself cannot exist, or it may be distorted,
implemented incorrectly, and fail to achieve the
desired results. Moreover, it could lead to
intellectual losses.
Therefore, in the contemporary stage of global
community development characterized by a high
degree of digitization, mobility, Internet
accessibility, and the repositories of information
hosted therein, participants in the educational
process increasingly seek to transcend the
conventional boundaries of communicative
interaction in the "teacher-learner" format.
Relationships, both from a scientific and
practical standpoint, are shifting towards
innovation. An individual, creative approach to
the learning process is increasingly observed,
involving the continuous development, mastery,
testing, and integration into the stable
educational process of modern and, one hopes,
more advanced language teaching methods.
In our opinion, this should be a unique offering
from the teacher, allowing them to establish a
stable position in the educational services market
and ensure their typically commercial activities
with a consistent audience focused on achieving
common consumer plans.
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Literature review
One aspect which is deeply investigated in
scientific literature is how the quality of
education impacts living conditions and well-
being of the society. Thus, in accordance with the
sustainable development goals established
during the United Nations summit held in
September 2022, one of the key directions
identified was the provision of comprehensive
and equitable quality education, along with the
promotion of lifelong learning opportunities for
every citizen. An educational concept aimed not
only at improving the quality of pedagogical
services but also at exploring, identifying, and
developing modern language teaching methods
and techniques serves as a powerful prerequisite
for shaping a high level of socio-economic living
conditions for individuals. The possession of
knowledge and opportunities for its development
plays a crucial role in enhancing the quality of
life for the population (United Nations
Sustainable Development Agenda, 2015)
(Akopova, 2020).
Another focus of scientific research concerns the
recent pandemic and its influence on the
development of online education and increased
use of digital tools. As part of the implementation
of policies supporting international cooperation
in the field of education, including the teaching
of foreign languages, and ensuring the continuity
of the educational process, UNESCO regularly
takes measures to disseminate educational
concepts in remote regions of the planet. These
issues were particularly acute during the
development of strategies to mitigate the
consequences of the COVID-19 pandemic.
Initiatives include global monitoring of school
closures at national and local levels and ensuring
students' continuous access to sources of
knowledge. For instance, in March 2020,
UNESCO launched the Global Education
Coalition in response to COVID-19, representing
a partnership between UN agencies, civil society
organizations, media, and information
technology partners to develop and implement
innovative educational solutions. The
implementation of comprehensive measures to
overcome barriers in the field of teaching foreign
languages contributes to creating opportunities
for inclusive learning for young people in both
face-to-face and distance formats. All of this
should fully contribute to universal access to
existing and developing teaching technologies,
participation in alternative learning programs,
and the psychological support of consumers of
educational services (Akopova, 2020).
The investigation of issues and problems related
to the peculiarities of language system
acquisition constitutes a complex process
characterized by multilevel complexity and the
presence of numerous goals and tasks. This
becomes of utmost significance when studying a
language other than one's native language and
elicits keen interest from the global scientific
community. Specifically, representatives from
various pedagogical fields focus their attention
on this category of research, which holds high
relevance and practical significance. Among the
extensively studied and noteworthy perspectives,
based on the integration of mobile learning into
the processes of teaching foreign languages, the
work of M.A. Akopova (Akopova, 2020) stands
out. The author investigates psychological
dependance of students on digital services and
electronic devices and states that the use of
smartphones leads to a change in students’
‘switching’ ability, concentration of attention
patterns and sustainability in learning.
In the research of (Baronenko et al., 2017;
Baronenko et al., 2018). (Baronenko et al., 2017;
Skorobrenko, 2018a, Skorobrenko, 2018b;
Erenchinova 2014; Kislyakova, 2010)
(Nazarova, and Mokhova, 2016; (Sarkisyan,
2016) the emphasis is placed on determining the
role of information technologies in current
educational conditions.
Dubskikh et al. (Dubskikh et al., 2019; Panfilova,
2009; Shaydarova, 2015 Shchukin, 2010). direct
attention to the explored theme through the prism
of applying the latest pedagogical technologies.
Dubskikh et al. (2019) investigate indicators of
professional communicative competence and
assume that mastering terminology, axiological
issues of their future career path and cognitive
abilities are of paramount importance.
The application of a smart approach to the
modern educational process arouses keen interest
in the works of (Chernykh & Krolevetskaya
2021). The authors look upon the eligibility of
such modern educational techniques as mobile
technologies, digital textbook and cloud-based
applications.
Furthermore, an active standpoint regarding the
leading role of the motivational factor in the
educational process is expressed by
(Zasedateleva et al., 2018; Loginova, &
Otbannov, 2015) (Raysvikh et al., 2017),
(Shirokolobova & Gubanova, 2018).
One more issue that is addressed by scientific
community is the importance of English as a
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language that gives access to the world’s
educational resources. Today, the most widely
spoken languages in the global community are
considered to be English, Chinese, and Arabic.
Proficiency in at least one of these is recognized
as a benchmark of success for any self-respecting
citizen. Evaluating the proficiency of a particular
foreign language and the extent to which
teaching methods are utilized in society helps
shape an understanding of the educational level
of the population in a specific country.
The sample size of the analyzed literature is
extensive and includes major points of modern
state-of-the-art educational technologies. The
search for literature review was based upon some
class room observations of the authors that
allowed to single out ‘hot’ topics for
investigation.
Our research is aimed to identify the needs of the
modern pedagogical community in transitioning
to a new systemic-activity educational paradigm,
implementing a new technological approach to
teaching. The ability to leverage information and
communication technologies to the fullest extent
plays a significant role in this research direction.
Changes associated with moving away from
traditional teaching methods, which have seen a
decline in productivity in recent decades,
predictably expand the boundaries of educational
processes, aiding their transformation for the
personal development of learners. An important
aspect is understanding the factors influencing
individuals and educators when deciding on the
most appropriate approach to learning a foreign
language. Achieving the set goal and mastering
this knowledge domain must align with the
requirements of the modern global educational
concept, with motivational factors varying for
each specific learner.
The scientific domain related to the study of
foreign language teaching features numerous
contradictions and controversial points. These
factors serve as driving forces for the further
progressive development of the proposed
comprehensive model for modernizing widely
accepted methods of learning foreign languages.
Therefore, the subject of this research is modern
methods of teaching foreign languages. The
greatest value within this study lies in
methodologies such as the use of new
pedagogical technologies, the application of
"Smart Education" methodology, the
incorporation of the latest achievements of the
global community in the information and
communication sphere, and the utilization of
mobile devices with ubiquitous access to the
Internet. Additionally, there is a proposal to
explore the possibility of implementing a
comprehensive approach that integrates methods
of competition and collaboration, suggestopedia,
communicative, and some other traditional
methods as a foundation for applying the most
innovative techniques in practice.
Materials and methods
The study is grounded in an analysis of
international experience in the field of foreign
language teaching, encompassing both classical
approaches and innovative educational methods
with elements of digitalization and mobile
learning integration. A pivotal aspect of the
research was identifying the key objective of the
contemporary language learning process. In our
view, this objective lies in the practical
acquisition of knowledge, supported both by
instructors and through independent efforts,
fostering the development of individual
capabilities necessary for seamless participation
in international communicative processes. Of
utmost significance in modern conditions are the
resources expended in addressing educational
tasks and their accessibility to individuals
interested in them.
The subject of this research is the realm of
teaching foreign languages, incorporating the
most relevant methodologies and approaches for
the contemporary consumer, taking into account
rapidly evolving external conditions. The
selection and analysis of literature for this study
revolve around the comprehensive utilization of
both traditional technologies and innovative
pedagogical methods, exploring the practical
implementation of this approach with a high
motivational component in the educational
process.
Among the classical approaches proposed as the
foundation for shaping a comprehensive concept
of modern foreign language teaching, the
grammatical translation method is primarily
examined. As methods with high priority in
terms of effectiveness and practical application,
the direct method of foreign language study,
focused on oral communication, and the
audiolingual methodology, combining elements
of psychology and live interaction between the
teacher and learner, are adopted. This research
also delves into the intriguing methodology of
suggestopedia, associated with immersing the
individual in a relaxed educational environment
for maximum unconscious absorption of the
study material. The communicative method
proposed within the traditional system of foreign
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language study, which fosters a stable perception
of practical materials through enhanced
application, is also of interest.
In addition to classical techniques and
educational concepts, new pedagogical
technologies are gaining increasing popularity.
Within this research, practical application of the
smart education system has caught our attention,
and a review and systematization of data on the
use of digital technologies in foreign language
learning have been conducted. Considering
contemporary approaches to teaching foreign
languages, which have a legitimate claim to
inclusion in a comprehensive modern
methodology and its corresponding educational
program, noteworthy current approaches
include:
− Information and communication
technology;
− Critical thinking development technology;
− Problem-based learning technology;
− Case method;
− Module-based learning technology.
Their main advantage lies in their common
primary goal – improving the quality of the
learning process and creating conditions for the
harmonious development of individuals through
the acquisition of communicative skills. It has
been proven that an individual who gains the
ability to navigate previously unknown
informational spaces becomes more successful,
adapting to external language conditions while
simultaneously developing a sustained interest in
the educational process.
When deciding to implement a comprehensive
model for teaching foreign languages, the
primary task becomes the derivation of a
consolidated definition of the concept of
pedagogical technology. Based on selected
sources, we have determined that it is a dynamic
system of techniques, forms, methods, and means
of transmitting social experience in the field of
teaching, reflecting the distinctive features and
interconnection of pedagogical activity
processes. An essential condition for the
effective management of pedagogical processes
is achieving the declared educational and
upbringing indicators and reducing the time
required for learners to assimilate information.
This also ensures a high level of adaptation and
manageability of the educational process,
provided there is a reduction in risks that pose a
threat to the achievement of the required
efficiency in learning a foreign language.
Moreover, a prerequisite for the applicability of
innovative educational methods is their
motivational component. At various levels of
foreign language acquisition, a lack of interest in
the educational process may be observed. The
learner may perceive the desired results as
unattainable. Primarily, this is determined by the
presence or absence of psychological and
intellectual characteristics in the individual.
Often, individuals encounter difficulties in the
language learning process and require the
discovery of new ways to assimilate information
to maintain interest in the material being studied
(Chernykh, & Krolevetskaya, 2021).
This study is based on logical, dialectical, and
comparative research methods. The tools
employed to assess the feasibility of applying a
comprehensive approach to modern pedagogical
technologies utilized in the process of foreign
language learning can be applicable to
representatives of the education sector in
neighboring countries, international pedagogical
communities, as well as for the purpose of
enhancing the educational activity system
existing in the Russian Federation. For an
objective assessment of the expediency of
applying the researched methods of teaching
foreign languages in practical educational
activities, this study takes into account the
conditions of the rapid digitization of the global
community, a person-centered approach to
participants in the language acquisition process,
and motivational prerequisites for the
educational process.
The methodological basis of the study is
presumed to be a logical, dialectical and
comparative analysis of ‘old’ and ‘new’
approaches in issuing educational tasks, i.e. we
assess how dynamics of various classroom tasks
may help students increase motivation and
quality of learning. In order to do that we look
upon and compare some ‘ancient’ learning
techniques such as grammar-translation method,
traditional 20th century ‘avenues’ of teaching
(communicative approach, suggestopedia,
audiolingual method, problem-based learning,
case studies) and most recent smart educational
techniques. We hope to establish some criteria of
the balance of ‘old’ and ‘new’ through the
analysis of educational practices.
Results
During the research, knowledge has been
accumulated sufficient to identify the most
significant and contemporary methods of
teaching foreign languages. The relevance is
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attributed to traditional approaches to the
educational process. Among the classical
approaches proposed as a basis for forming a
comprehensive concept of modern foreign
language teaching, the method of grammatical
translation is considered, primarily by us. It
involves acquainting learners with the language
basics and rules along with translation practice.
This teaching model has been considered the
most widespread, convenient, accessible,
understandable, and widely used worldwide.
Advocates of the translation method believe that
acquiring skills in translating text from one
language to another contributes to the
enhancement of the learner's intellectual abilities
while simultaneously fostering the development
of cross-linguistic communication skills.
It is assumed that traditional methods of teaching
foreign languages should create a solid
foundation for the further integration of
innovative approaches into a comprehensive
teaching system. From a practical standpoint,
special attention is deserved by the direct method
of foreign language learning, which focuses on
oral communication and offers the use of the
imitation and memorization principle as its main
advantages. However, it is characterized by the
active use of patterns and does not ensure the
formation of fundamental knowledge, reflecting
its superficiality and limitations for further
development, hindering the improvement and
continuous advancement of language proficiency
levels among learners (Shaydarova, 2015).
Audiolingual Methodology in Foreign Language
Teaching, incorporating linguistic theory and
elements of psychology, is designed to overcome
the limitations of the direct method. Therefore, it
can also be considered as one of the components
of the comprehensive language teaching
methodology under development. Techniques
such as repetitive exercises, vocabulary learning
in context, reinforcement of information through
visual aids and cards, as well as focusing on
correct pronunciation of the learned words, may
hold the greatest value (Shaydarova, 2015).
Another effective foreign language teaching
methodology, extensively described in scientific
literature and deserving attention in terms of
applicability in modern conditions, is
Suggestopedia. This method, credited to
(Lozanov, 1982), is based on situational
reinforcement of speech material. It is
characterized by an orientation toward creating a
natural scientific environment with the
manifestation of learners' activity, emphasizing
the mobilization of hidden personal human
reserves through relaxation. Learners should
perceive the study material while sitting in
comfortable chairs, listening to pleasant music,
and being in a maximally relaxed state. In such
conditions, the cognitive reserves of the learner
are in a state of maximum receptivity, and the
brain is susceptible to suggestion, which, in turn,
logically contributes to the productive
assimilation of knowledge (Shaydarova, 2015).
A significant contribution to the developing
methodology of teaching foreign languages, in
our view, can be made by the communicative
method. Its proponents involve learners in the
functional use of individual language capabilities
at a pragmatic level. In the comprehensive
methodology, it is imperative to employ skills
such as rapid reading, constant improvement of
translation accuracy, and the use of non-standard
contexts by students in language learning,
allowing the methodology to go beyond the
familiar boundaries of language perception
(Skorobrenko, 2018b)
Based on the findings of this study, a departure
from monotonously structured educational
processes is proposed through the
implementation of an active transformation of
entrenched traditional methodologies. It is
suggested to modernize them with the aid of new
pedagogical technologies in education.
Primarily, this idea can be realized through the
intensive creation, enrichment, and
systematization of an electronic data repository
in the form of the informational space of the
Internet, which opens entirely new possibilities
for learning and improving one's language skills.
The comprehensive methodology proposed for
implementation should take into account the
international context and establish a close
connection with the possibilities of using a
unified digital information space. First and
foremost, innovative teaching methods
contribute to orienting the educational process in
line with the requirements of the dynamically
changing external world. The achievement of
user-specific interests through independent
educational activities also becomes significant.
However, certain conditions must be met:
modern methodologies should be characterized
by transparency, organization, and maximum
integration into existing educational
environments (Baronenko et al., 2017).
According to the majority of experts, a person-
centered approach to the educational process
takes precedence in the field of foreign language
teaching today. Its implementation can be
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focused on both the teacher and the learner or can
combine both these directions. Teachers
increasingly utilize modern, including
interactive, technologies that encourage and
widely practice involving learners in the teaching
process, developing educational tasks, applying
an assessment system, and other procedures
(Loginova & Otbаnov, 2015).
Upon closer examination of the most recent
teaching methodologies, the following
significant data has been obtained. In the
application of information and communication
technology, learners are actively instilled with
the ability to obtain information about the studied
language from various sources, process it, use it,
and even create it independently. This not only
raises the level of education among students but
also develops the professional competencies of
the educator (Kislyakova, 2010).
The application of critical thinking expresses the
position that learners do not accept any received
information at face value; instead, they search for
evidence of its reliability using various methods,
ideas, and, including innovative approaches. The
foreign language teaching model within this
approach is based on three stages of the learning
process: fostering personal interest in the
language system, engaging with existing
information, and subsequent reflection through
the restructuring and consolidation of acquired
knowledge.
The technology of problem-based learning in
foreign language education involves the
deliberate creation of critical situations within
the instructor's controlled zone and stimulates
learners to independently solve identified
problems, searching for the least resource-
intensive way out of the artificially modeled
crisis. As a result, the individual's higher-order
thinking abilities are engaged, and their creative
potential is unleashed through a non-standard
approach to problem-solving. In this scenario,
the educator not only presents a problem to the
student but also guides them in choosing the
direction for its resolution, demonstrates and
encourages the course of scientific thinking, and
monitors the dialectical movement of the
learner's thought process (Kurbatova et al.,
2017).
Case methods integrate gaming technologies,
project methods, and situational analysis.
Typically, within this interactive methodology, a
specific educational situation is analyzed, its
description containing both the problem itself
and a set of knowledge necessary for acquisition
during the process of its practical solution. This
technology develops critical thinking skills,
information analysis, identification of key
problem points, and the generation of ways to
solve them, followed by the selection of the most
optimal option.
Modular learning is focused on self-education
and is based on an approach where language
learning is carried out by the individual
independently, with minimal assistance from the
instructor, who predominantly plays a
consultative-coordinating role. Educational
modules represent functional nodes that combine
educational content and the technology of
mastering the existing knowledge base,
collectively forming a comprehensive
educational program (Shaydarova, 2015).
It is essential to note that in the contemporary
educational environment, there is an active
development of modern teaching methodologies
towards smart education. Smart education is a
concept aimed at reorganizing teaching
processes, methods, and technologies. This
methodology enables learners to achieve high
results in line with the demands of the external
world. Thanks to it, young individuals gain the
ability to adapt to the unstable and rapidly
changing conditions of the educational
environment. Additionally, the significant use of
a unified digital repository for educational
materials replaces traditional book resources.
The digitization of educational content opens
prospects for employing an analytical search
system, continuous monitoring of the relevance
of stored data, the integration of cutting-edge
information technologies, and obtaining high-
quality feedback (Ukolova et al., 2016).
In the past decades, with the active development
of mobile telephony and the widespread
coverage of the internet across the globe, the
application of digital mobile technologies has
become relevant both in educational institutions
and for self-education purposes in foreign
language learning. Individual studies devoted to
exploring the value of mobile systems and
networks from the standpoint of contemporary
culture and linguistics affirm psycho-
pedagogical ideas and concepts of high
integration of such technologies into teaching.
Moreover, they create opportunities for unifying
the subject area of foreign language learning
through mobile applications. Scientific research
in this field is primarily directed at confirming
the universal digitization of education,
developing a productive educational paradigm,
and providing a personal orientation to the
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teaching process. Of particular interest is the
procedure for identifying, assessing, and
preventing risks associated with gadget use in the
process of foreign language learning, as they may
introduce distracting factors and negatively
impact the health of learners (Alekseeva &
Fisunov, 2016).
Discussion of results
The data obtained during the research reflect a
standpoint suggesting that traditional approaches
to foreign language learning remain widely
prevalent in the academic community; however,
they do not always meet the growing demands
for the quality of education. Among these
approaches, the grammar-translation method,
direct method, audiolingual methodology,
suggestopedia, and communicative language
teaching can be highlighted. Nevertheless, it is
the modern methodologies and directions aimed
at the modernization and improvement of
pedagogical technologies that play a pivotal role
in achieving the goals of the educational process
in the era of universal digitization.
In particular, the spread of the COVID-19
pandemic, which catalyzed the development of
digitization processes and their ubiquitous
dissemination, became a catalyst for active
transformative phenomena in the contemporary
world and in the international educational
environment. Currently, information
technologies permeate all spheres of societal life,
including the field of teaching foreign languages.
When considering the potential utilization of the
most current foreign language teaching
methodologies, including the integration of
information technologies, researchers pay
particular attention to a broad spectrum of
Internet resources (Shirokikh, & Hampage,
2019). The possibilities of their use at present can
be considered limitless, aiding learners in
addressing the following tasks:
− Independent information retrieval in
accordance with the goals of the educational
process;
− Expansion of the scope of knowledge by
incorporating new areas of scientific data
into the content of the educational program;
− Utilization of accumulated knowledge from
past years, exchanging best practices in
shaping an individual's linguistics system;
− Unimpeded expansion of vocabulary with
new language units;
− Development of reading skills based on
materials of various levels of complexity;
− Enhancement of listening skills through the
use of educational audio files available on
the internet;
− Study of the culture of the people – the
native speakers of the foreign language;
− Direct communication with a representative
of the studied language culture in real-time;
− Opportunity for repeated practice and
consolidation of material through the use of
lesson recordings.
The revision of the educational concept in favor
of new pedagogical technologies involves a shift
in the educational focus. This implies the
application of a personality-oriented approach to
interaction between the student and the teacher.
The research places significant emphasis on the
expansion of the sphere of smart education as a
comprehensive approach to the reorganization of
the educational environment. Its existence as an
independent methodology is aimed at the
conceptual reformulation of the teaching process,
the study of a foreign language, and its
subsequent practical application.
In recent decades, these changes have gained
significant importance. They contribute to the
adequate formation of an individual's
interlanguage communication skills and allow
for the supplementation of classical approaches
to foreign language teaching. The anticipated
effect of this research primarily involves the
organization of knowledge and skills
accumulated in the field of foreign language
teaching. Additionally, the prerequisites for
transitioning to digital educational opportunities
must be identified, while preserving the positive
experience of previous years. This will ensure the
achievement of educational goals with minimal
costs and the fulfillment of coordination
conditions for the actions of educational subjects
on a self-regulatory basis.
As individual consequences of implementing a
modern comprehensive concept that combines
traditional methodologies and state-of-the-art
pedagogical technologies, an increase in interest
and motivation among participants in the
learning process is expected, along with the
unveiling of their intellectual and creative
potentials. It is assumed that each learner should
attain an awareness of their ability to engage in
international communication and express
thoughts in another language. This, in turn, will
lead to the independent resolution of
communicative tasks.
The possibility of utilizing a smart educational
environment in the context of the digitization of
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the learning process is noteworthy, including the
use of smartphones and other gadgets, which are
accessible to anyone wishing to learn a language
from almost any point on the planet. This can
involve audio files, video narratives, games,
mobile applications, solving crosswords and
language tasks, engaging in search reference
systems, and more.
The social significance of this study lies in
unraveling the potential of cutting-edge language
teaching methodologies to adapt to changes in
contemporary educational trends. These
methodologies manifest themselves in various
aspects of the learning process, notably seen in
the shift from traditional knowledge sources to
digital ones. Currently, the spectrum of
educational tools is expanding with new
technologies actively leveraging the online
space. Improving language skills is facilitated by
the use of internet content, online communication
through video conferencing with native speakers,
and other means. The ability to exchange
knowledge using advanced technological tools
between teachers and students, who may be
located in entirely different parts of the world, is
gaining importance. The predominant use of
these resources creates favorable conditions for
the formation of a so-called comprehensive
Smart educational environment.
The pedagogical focus today is increasingly
shifting towards unlocking the personal potential
of learners, implementing health-preserving
principles, and satisfying psychological needs.
These factors prompt the recognition of
identifying the most effective methods of
teaching foreign languages as one of the key
issues in this field. The ability to choose, further
apply teaching methods, and achieve the desired
results in the educational process is directly
dependent on the thoroughness of addressing this
issue.
In connection with this, methodologies such as
smart education, a learner-centric approach to the
teaching process, the utilization of new
pedagogical technologies, and the potential of
mobile learning are gaining popularity.
Investigating the nuances of their practical
application, identifying their potential, and
determining the most effective methods provide
objective prerequisites for the continuous
improvement of the quality of information
resources involved in the teaching process. It is
essential to note that the quality and level of
educational materials available for use in
cyberspace and accessible to a wide range of
users must be consistently monitored at the
scientific community level to ensure their
adequacy to educational objectives. Moreover,
such informational databases in the form of
educational platforms can constitute a unified
integrated system alongside other elements of the
learning process.
Conclusions
Weaknesses:
In the contemporary civilized world, it is
challenging to envision an average global citizen
who does not aspire to master at least one foreign
language. Individuals may be motivated by
diverse objectives, such as fulfilling a passion for
travel, expanding cognitive horizons, enhancing
professional skills, or pursuing a sports career.
These are just a few reasons why people strive
not only to explore foreign cultures but also to
learn foreign languages.
Summarizing the conducted research, it can be
asserted that the issue of updating modern
foreign language teaching methodologies is
attracting intensified attention from the academic
community. When learning a foreign language,
the learner's primary goal is practical mastery of
knowledge and the development of skills
necessary for participation in international
communicative processes. Consideration is
given to the use of contemporary pedagogical
technologies, which have gained considerable
significance in recent decades. This allows
complementing traditional language teaching
methods and contributes to the formation of the
foundations of interlanguage communication.
The explored domain within the realm of
scientific knowledge holds high developmental
potential. The primary prospective areas in
foreign language teaching should precisely
involve the application of digital technologies
and the dissemination of educational smart
environments. Their utilization is intended to
enhance the accessibility and quality of
educational materials, drawing on the best
practices of traditional approaches to foreign
language instruction. For example, more and
more universities in Russia use Moodle platform
to structure their syllabi – it allows for online
testing, chatrooms and forums, live video
conferencing sessions, creating and conducting
surveys, live presentations and gives access to
digital books.
In the realm of constructive proposals, the
prospect of amalgamating classical
methodologies, known for their utmost
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effectiveness, is put forward, with the subsequent
development of a new educational concept based
on their foundation. In doing so, the utilization of
digital technologies and smart education
resources creates virtually boundless
opportunities for the learning and refinement of
language skills for each student. On one hand, the
educational process becomes simpler and more
accessible. On the other hand, users require
assistance in navigating the boundless stream of
information and the multitude of offered
knowledge sources. That’s why universities offer
their staff some training courses, e.g. a course on
how to use artificial intelligence tools for
preparing classroom materials or developing
students’ critical thinking skills through
comparisons of ‘artificial’ translation of AI with
their own versions of a text. Ideas of how to use
these new and surely progressive technologies
are numerous, but the question of balancing them
with the old methods is also acute.
Pedagogical technology encompasses a set of
teaching techniques that reflect the distinctive
features and interrelation of pedagogical
activities. Effective management of these
processes contributes to achieving the required
educational and developmental indicators.
Consequently, the interest and desire of the
participants in the learning process are
heightened, unveiling their intellectual and
creative potentials. The learner reaches the
realization of their ability to express thoughts in
another language, leading to independent
resolution of communicative tasks and increased
levels of motivation. For example, a study
conducted by proved that project-based activities
raise the level of students’ motivation,
memorization of lexis and domain-specific
language skills significantly.
Summarizing the inherent conclusions based on
the results of the conducted research, it can be
inferred that the data obtained therein serves to
strengthen the theoretical foundation and provide
practical support for educational technologies in
the development of the most relevant directions.
The prospect of implementing a comprehensive
concept of modern foreign language teaching
will lead to a reduction in disparities in the level
of skills and competencies among potential
participants in the educational process. In turn,
this will result in positive social changes both in
education and in related areas of public activity.
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