The integration model of foreign language teaching in non-linguistic universities: the effectiveness of the use of mixed methods in the context of digitalization of education

Abstract

The article is devoted to the study of the effectiveness of the integration model of teaching a foreign language in non-linguistic universities using mixed methods. The relevance of the research is due to the increasing need for the formation of professionally oriented foreign language competence among graduates of non-linguistic universities in the context of globalization and digitalization of the educational environment. Existing studies show contradictory results regarding the effectiveness of various techniques in integrating language learning into professional training. The aim of the work is to develop and test an integration model of foreign language teaching that combines elements of communicative, problem-oriented and professionally contextual approaches using digital tools. The study used complex methods, including a pedagogical experiment (n=420), comparative analysis of academic performance, testing of language competencies and multifactorial statistical modeling. The empirical base was made up of students of technical, economic and natural sciences (15 groups) from 3 Russian universities. The results of the study demonstrate a statistically significant increase in language skills in the experimental groups (an increase of 27.3%, p<0.001) compared with the control groups (an increase of 11.8%). A positive correlation (r=0.72) was found between the application of the integration model and the formation of professional language skills. It was found that the integration of digital tools increases the effectiveness of learning by 18.4% while maintaining a balance of online and offline components. The factors influencing the effectiveness of the model application in various subject areas are determined (coefficient of determination R2=0.68). The practical significance of the research lies in the development of a technology for introducing an integration model into the educational process of non-linguistic universities, adapted to various areas of training.