An experimental study of the impact of digital technologies on the learning of foreign languages by students of linguistic disciplines in universities of the Chechen Republic
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Abstract
The article is devoted to an experimental study of the impact of digitalization on the process of mastering foreign languages by students of linguistic specialties at universities of the Chechen Republic. During an experiment involving 120 students in grades 1-4, the peculiarities of the use of digital technologies in language teaching and their impact on students' learning motivation, engagement and academic results were analyzed. The methodology included questionnaires, psycholinguistic testing, analysis of the digital footprint of students, as well as statistical data processing (correlation, cluster, factor analysis). It was found that the systematic use of multimedia resources, mobile applications and online platforms significantly increases interest in learning languages (r=0.76; p<0.01), promotes the growth of active vocabulary (up to 27%), accelerates the formation of communicative competencies (1.5-2 times). At the same time, gender and age differences in the patterns of students' digital behavior were revealed. Conclusions are drawn about the need to personalize digital educational trajectories and develop teachers' digital competencies. The results have theoretical value for linguodidactics and practical significance for optimizing language learning in universities in the context of digital transformation.
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