Digital transformation of the English language teaching process in non-linguistic universities: the integration potential of pedagogical innovations

Abstract

The study is devoted to a comprehensive analysis of modern approaches to teaching English in non-linguistic universities in the context of the digital transformation of the educational process. The relevance of the topic is due to the increasing demands on the linguistic competence of graduates of non-linguistic specialties against the background of the globalization of professional communities. The paper proposes a model for integrating innovative pedagogical technologies into the traditional paradigm of teaching a foreign language to students of non-linguistic fields. The methodological basis of the study was a comparative analysis of educational practices, a pedagogical experiment, a multifactorial assessment of educational outcomes, as well as quantitative and qualitative methods for studying the effectiveness of educational technologies. The empirical part of the study was implemented on the basis of 7 Russian universities with the participation of 1,247 students and 86 teachers. The main results of the study demonstrate a significant increase in the effectiveness of language learning when integrating digital tools into the educational process (the coefficient of material assimilation increased by 27.3%), the development of students' communicative competence (the increase in the indicator on the modified CEFR scale was 0.82 levels), a significant increase in motivational indicators (the index of engagement increased by 41.6%), as well as the formation of sustainable self-educational skills (68.7% of students demonstrated a high level of independence in language learning). The model of multimodal integration of pedagogical innovations proposed in the study provides a systematic approach to the transformation of language education in non-linguistic universities and can be adapted to various educational contexts.