Cognitive-behavioral mechanisms of learning foreign languages in the context of digitalization of the educational environment

Abstract

In the context of global digitalization of the educational space, the study of cognitive-behavioral mechanisms of learning foreign languages is of particular relevance. Recent studies have demonstrated a lack of understanding of the impact of digital technologies on neurocognitive processes in teaching foreign languages. The purpose of this study is to identify key cognitive and behavioral factors that determine the effectiveness of learning foreign language material in a digital environment. Tasks include: 1) conceptual analysis of modern approaches; 2) empirical study of neurocognitive correlates of success; 3) development of a predictive learning optimization model. The methodology is based on the integration of psychometric, electrophysiological (EEG) and neuroimaging (fMRI) approaches. The sample consisted of 128 students (68 women) studying English (levels B1-C1). The results showed that the success of language acquisition in digital format significantly correlates with working memory (r=0.72; p<0.01), cognitive flexibility (r=0.68; p<0.01) and motivation (r=0.65; p<0.01). Specific patterns of brain activation associated with the effectiveness of assimilation of lexical and grammatical constructions have been identified. A model has been developed that makes it possible to predict the success of training with an accuracy of 86%. The data obtained opens up prospects for the personalization of digital educational trajectories, taking into account the individual cognitive characteristics of students. It is advisable to focus further research on cross-cultural verification of the model and the study of age specifics.