THEORETICAL FOUNDATIONS FOR DEVELOPING PRODUCTIVE LANGUAGE SKILLS OF NON-PHILOLOGICAL STUDENTS THROUGH ONLINE LEARNING PLATFORMS”
DOI:
https://doi.org/10.5281/zenodo.19724860Abstract
The rapid development of digital technologies has significantly transformed foreign language education, particularly in non-philological higher education contexts. This study explores the scientific and theoretical foundations for developing productive language skills—namely speaking and writing—among non-philological students through the use of online learning platforms.
The research is grounded in communicative, competency-based, and integrative approaches to language teaching. It examines the role of online platforms such as Google Classroom, Padlet, and Mentimeter in creating interactive and student-centered learning environments. These tools enable learners to actively participate in discussions, collaborate with peers, and engage in authentic communicative tasks.
Special attention is given to the integration of motivational, cognitive, and activity-based components in the learning process. The study highlights how digital environments support individualized learning, enhance learner autonomy, and promote continuous feedback through peer and self-assessment.
The findings suggest that the use of online learning platforms significantly improves students’ productive language skills by fostering engagement, increasing practice opportunities, and facilitating real-time interaction. The proposed approach contributes to the modernization of foreign language teaching methodology and provides practical implications for educators working with non-philological students..
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