Integration of adaptive educational technologies into English language teaching in non-linguistic universities: an experimental study of effectiveness

Abstract

The modern higher education system requires innovative approaches to teaching foreign languages in non-linguistic universities in the context of the digital transformation of the educational environment. The research is aimed at experimentally verifying the effectiveness of integrating adaptive educational technologies into the process of teaching English to students of technical specialties. The work is based on the hypothesis that the integrated use of personalized digital tools can significantly increase the level of foreign language competence of students. The research methodology included a longitudinal pedagogical experiment conducted at five Russian technical universities with the participation of 487 undergraduate students and 42 teachers. As part of the research, an integrative adaptive learning model was developed and tested, including micro-learning, game mechanics, situational content, and an automated feedback system. Statistical analysis of the results shows a significant increase in the effectiveness of teaching in the experimental groups: the level of formation of communication skills increased by 34,7%, lexico-grammatical competence – by 28,3%, professionally oriented language skills – by 41,2%. A correlation has been established between the regularity of interaction with adaptive technologies and the dynamics of educational outcomes (r=0.78, p<0.01). The results of the study make a significant contribution to the development of the methodology of digital linguodidactics and can serve as a basis for the transformation of foreign language educational programs in non-linguistic universities.