An integrative digital model of personalized English language teaching in non-linguistic universities

Abstract

The article presents a comprehensive study of the effectiveness of an integrative model of personalized English language teaching in non-linguistic universities using digital technologies and an adaptive educational environment. Modern requirements for the professional training of specialists necessitate the transformation of traditional approaches to language education. The purpose of the study is to theoretically substantiate and experimentally verify the effectiveness of the developed integrative model aimed at the formation of professionally oriented foreign language competence of students of non–linguistic specialties. The research methodology is based on competence-based, personality-oriented and communicative approaches using a set of empirical and theoretical methods. The study was conducted on the basis of 5 Russian universities with the participation of 842 students and 53 teachers. The study revealed statistically significant advantages of using the developed model: an increase in the level of foreign language competence by 37,4%, an increase in motivation to learn English by 41.8%, the development of professional competencies by 29,3% and the formation of stable autonomous learning skills in 68,2% of the participants in the experimental group. The presented model integrates adaptive digital tools, micro-learning and differentiated professionally oriented learning trajectories, which ensures its high pedagogical effectiveness. The practical significance of the research lies in the development of methodological tools for introducing a personalized approach into the practice of language training for students of non-linguistic specialties.