CC BY
7
УДК 372.881.1
Zubkov A.D., senior teacher, Novosibirsk State University of Economics and Management (Novosibirsk, Russia), E-mail: [email protected]
RETROSPECTIVE ANALYSIS OF DIGITAL TECHNOLOGIES FOR DEVELOPING STUDENTS' PROFESSIONAL FOREIGN LANGUAGE COMPETENCE. The
article represents a comprehensive study aimed at examining the role and impact of digital technologies on the development of students' professional foreign language competence. Within the research, a historical analysis of the use of digital technologies in foreign language learning over several decades has been conducted. Stages of digital technology development are described, starting from the 1980s until the present time, when digital technologies have become an integral part of the educational process. The study also sheds light on the experiences of using digital technologies in foreign language education in various countries. Various examples of successful implementation of digital educational platforms, applications, and programs that contribute to effective foreign language learning are described. Based on the analysis, the study offers a set of recommendations for optimizing the use of digital technologies in the development of students' professional foreign language competence.
Key words: education, foreign languages, MOOCs, neural networks, learning effectiveness, learning optimization
АД. Зубков, ст. преп., Новосибирский государственный университет экономики и управления, г. Новосибирск, E-mail: [email protected]
РЕТРОСПЕКТИВНЫЙ АНАЛИЗ ПРИМЕНЕНИЯ ЦИФРОВЫХ ТЕХНОЛОГИЙ ДЛЯ ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНОЙ ИНОЯЗЫЧНОЙ КОМПЕТЕНЦИИ СТУДЕНТОВ
Статья представляет собой комплексное исследование, направленное на изучение роли и влияния цифровых технологий на формирование профессиональной иноязычной компетенции студентов. В рамках исследования проведен исторический анализ использования цифровых технологий в изучении иностранных языков на протяжении нескольких десятилетий. Описаны этапы развития цифровых технологий, начиная с 1980-х годов до настоящего времени, когда цифровые технологии стали неотъемлемой частью учебного процесса. Исследование также освещает опыт использования цифровых технологий в обучении иностранным языкам в различных странах. Описаны различные примеры успешной реализации цифровых образовательных платформ, приложений и программ, которые способствуют эффективному изучению иностранных языков. На основе проведенного анализа исследование предлагает ряд рекомендаций по оптимизации использования цифровых технологий для развития профессиональной иноязычной компетенции студентов.
Ключевые слова: образование, иностранные языки, МООК, нейросети, эффективность обучения, оптимизация обучения
Currently, the use of digital technologies in education is becoming increasingly popular and necessary. With the development of technology, the possibilities of using computer programs and online resources for learning foreign languages have significantly expanded [1]. However, it is important to understand how these technologies affect the formation of students' professional foreign language competence. The relevance of the study lies in the need for a historical analysis of the use of digital technologies in education and foreign language learning to determine their role in shaping students' professional foreign language competence. The results of such an analysis can help determine the effectiveness of using digital technologies in foreign language learning and develop recommendations for improving the educational process based on it.
The aim of the research is to conduct a historical analysis of the use of digital technologies for developing students' professional foreign language competence. The research objectives are: 1) to examine the history of using digital technologies in education and foreign language learning; 2) to study the experience of using digital technologies in teaching foreign languages in different countries; 3) to provide recommendations for optimizing the use of digital technologies for developing students' professional foreign language competence.
In the 1980s, the use of digital technologies in foreign language education was still in its early stages of development. Despite the existence of computers, they were expensive and not widely available. During this period, teachers often used traditional teaching methods, such as textbooks and audio recordings, and computers were mainly used for developing and testing language programs. In addition, the most common way of learning languages was through physical classes and individual lessons conducted locally. However, new technologies began to emerge during this decade, such as interactive CD-ROMs, which provided a more convenient and interactive way of learning foreign languages [2]. These technologies became available in libraries and language centers and helped to expand accessibility and improve the quality of education.
In the 1990s, digital technologies in foreign language learning advanced significantly. One of the most noticeable means of learning that emerged during this period was computer programs for creating multimedia presentations and interactive exercises, which allowed students to boost up their skills in practice. Computer games also began to appear, which helped to learn the language in a game format. Along with this, in the 1990s, CD-ROMs began to be used, which contained various materials for language learning, such as textbooks, dictionaries, audio and video lessons [3]. More advanced and effective means of learning were interactive computer courses that contained various exercises on pronunciation, reading, listening comprehension, and grammar. Overall, the 1990s represent a period of active use of digital technologies in foreign language learning and a transition to new, more effective forms of learning.
During the period of 2000-2009, the use of digital technologies in foreign language education became even more widespread. One of the most popular means of learning became specialized language learning programs that could be downloaded onto personal computers or installed onto mobile devices. These programs offered textbooks, exercises, and tests for self-study, as well as the opportunity to communicate with native speakers through the internet. In the 2000s, specialized electronic dic-
tionaries and grammar references also began to appear, which could be used on any device with internet access [4]. As technology developed, there was a transition from instructional courses containing only text and audio to multimedia courses containing video, animation, and interactive exercises. During this period, various applications for smartphones and tablets also emerged, offering different ways to learn the language, such as games, podcasts, and video lessons [5].
In the years 2010-2015, the use of digital technologies in foreign language learning became even more diverse and accessible. One of the most popular learning tools was mobile applications, which could be installed on smartphones or tablets [6]. These apps provide a wide range of language learning materials such as textbooks, dictionaries, games, and tests. With the development of social networks, various platforms for language exchange and communication with native speakers began to emerge. Specialized websites and apps offering online language courses also began to appear. These courses included video lessons, exercises, tests, and the opportunity to communicate with a teacher or other students. With the advent of tablets and touch screen devices, interactive textbooks that allowed students to interact with the material on the screen began to be used. Various services for online translation of texts and audio messages also began to appear [7].
From 2016 to 2019, the use of digital technologies in foreign language learning continued to grow and expand. Online courses became one of the main means of education, offering not only classic video lessons and tests but also innovative methods such as virtual reality and artificial intelligence. With the development of cloud technology, services for collaborative learning began to appear, allowing students to exchange information, participate in online discussions, and work on projects together [8]. In 2016, voice assistants began to appear, which could be used for language learning. These applications, using speech recognition technology, allowed students to improve their pronunciation and listening skills. Additionally, games and gamification became actively used in foreign language learning during this period. Games provided students with the opportunity to learn the language in an interactive and engaging way, and gamification helped stimulate and motivate students to participate more actively in the learning process [9].
In recent years, digital technologies have significantly changed the methods of teaching foreign languages. With the onset of the COVID-19 pandemic in 2020, most educational institutions switched to remote learning, which led to a sharp increase in the use of digital learning tools. One of the most popular tools became web conferencing, such as Zoom and Skype [10]. With their help, students can participate in lessons and interact with teachers in real time. Other important learning tools include mobile applications that allow students to learn languages anytime and anywhere. These applications can include interactive lessons, grammar rules, dictionaries, and much more. Speech recognition technologies have also become more popular, allowing students to improve their pronunciation and understanding of oral speech. There are numerous applications and online resources that allow recording and playing back speech, as well as receiving feedback from computer programs. In addition, social networks such as Facebook and Twitter have groups and communities for learning foreign languages, where students can communicate with native speakers and other students from different countries. This allows them to improve their communication skills and expand their vocabulary.
Finally, a large number of online language courses have become available in recent years. MOOCs (Massive Open Online Courses) are a modern learning tool that has gained widespread popularity in recent years [11]. MOOCs are online courses that are available for free to anyone wishing to learn a particular topic or subject, including foreign languages. Many of them are created by leading universities and language schools worldwide. They provide students with a wide range of opportunities for self-study, including video lessons, exercises, tests, and feedback from teachers. MOOCs also have the advantage of accessibility and flexibility in the learning process, allowing students from anywhere in the world to study foreign languages at their convenience [12]. Overall, MOOCs open up new opportunities for learning foreign languages, providing access to quality education for everyone.
Neural networks in foreign language learning are a new direction that is actively developing at present. Neural networks are mathematical algorithms that can be used for foreign language learning. They allow creating personalized lessons, analyzing students' mistakes and progress, as well as adapting materials to the level and needs of each individual student. Neural networks can also be used for speech recognition and text translation into various languages [13]. This allows students to get additional opportunities for foreign language practice and reduces the cost of education. Although neural networks in foreign language learning are still in the early stages of development, they promise to significantly improve both the efficiency of learning and the results for students.
Modern technologies have huge potential in teaching foreign languages. Many countries around the world are already actively using digital technologies to improve the efficiency and effectiveness of foreign language learning. In China, for example, the VIPKID platform allows students to learn English with native-speaking tutors using video conferencing and convenient learning tools. In Finland, the WordDive app offers a unique learning system that uses artificial intelligence to create personalized courses based on students' knowledge level and individual needs. In Spain, the Duolingo app offers language learning for 36 languages, including Spanish, using gamification and short lessons to make the learning process more engaging and interactive. In the USA, Rosetta Stone offers a language learning program based on speech recognition technology that helps students improve their pronunciation and understanding of foreign speech. In Japan, the Koe no Katachi company offers an English language learning program that uses synchronized audio and text materials to improve reading and understanding skills. Thus, digital technologies in foreign language learning are becoming increasingly common and popular in different countries around the world. They help students improve their foreign language skills, make the learning process
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more engaging and interactive, and expand opportunities for language learning regardless of location and time.
Based on the analysis of the history of using digital technologies in foreign language education, as well as the current experience of their use in different countries of the world, several recommendations can be proposed for optimizing their use in developing students' professional foreign language competence: 1) to use various types of digital technologies in combination with traditional teaching methods such as oral and written exercises, reading, and listening; 2) to develop interactive courses and applications that can adapt to the individual needs and level of the student; 3) to apply modern speech recognition technologies that allow learning and practicing the pronunciation of foreign words and phrases in real-time; 4) to use online language exchange services and applications that allow students to communicate with native speakers and practice speaking in real life; 5) to create virtual learning environments where students can collaborate on projects, discuss and analyze texts, record and listen to audio and video recordings; 6) to apply artificial intelligence technologies to analyze student progress and provide personalized recommendations for improving language skills; 7) to ensure accessibility and ease of use of digital technologies for all students, including those with limited access to computers and the Internet.
The scientific novelty of this research lies in the analysis and systematization of the use of digital technologies for the development of students' professional foreign language competence over several decades. The theoretical significance is in revealing the mechanisms of interaction between digital technologies and the process of learning foreign languages, as well as identifying factors that affect their effectiveness. The practical significance is that the research results can be used to optimize the process of foreign language learning using digital technologies.
In conclusion, the study has shown that the use of digital technologies in foreign language teaching is a relevant topic that allows for the improvement of students' professional language competence. As for prospective directions for further scientific research, the following can be highlighted: the study of the effectiveness of various types of MOOCs for foreign language teaching, the analysis of the use of virtual and augmented reality for language learning, and the exploration of the use of artificial intelligence for assessing and developing students' language skills. This research can be useful for language teachers and students, as well as for educational program developers and digital tool creators. However, it should be noted that only some aspects of the use of digital technologies in foreign language teaching were considered in this study, and its results may be limited to the research context. Additional studies in this area are needed to obtain a more comprehensive picture.
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Статья поступила в редакцию 15.05.23
