Evgeniya V. Voroncova

Modern foreign language education faces the need to increase the efficiency of developing lexical competence in students who exhibit clip thinking, multitasking, and focus on quick results, under conditions of limited time and intensive academic workload. The relevance of the research is due to the need to systematize microlearning techniques aimed at optimizing the process of forming lexical competence in linguistics students. The aim of the work is to develop and experimentally verify the effectiveness of a system of microlearning techniques in the formation of lexical competence. The methodological foundation consists of competency-based, communicative, and system-activity approaches, the concept of microlearning, the theory of communicative teaching, and the theory of step-by-step formation of mental actions. The empirical part was implemented through a pedagogical experiment involving 112 linguistics students, divided into control and experimental groups with an equivalent initial level of lexical skills. As a result of the research, a system of microlearning techniques was developed and theoretically substantiated, including four interconnected blocks: semantization, activation, automation, and integration of lexical units. The system-forming factors of this system are technological integration, methodological continuity, adaptability, and interval learning, implemented through a unified digital ecosystem. The experiment confirmed a statistically significant advantage of the experimental group in all key parameters of lexical competence (p<0.01), including the volume of active vocabulary, accuracy of lexical material usage, speed of vocabulary actualization, and stability of formed skills. Additionally, increased student motivation, reduced language anxiety, and optimization of time spending for both students and teachers were noted. The theoretical significance lies in expanding scientific understanding of the mechanisms of lexical competence formation in a digital educational environment and detailing the psycholinguistic aspects of microlearning. The practical significance consists in the development of specific techniques and algorithms for their integration into the higher education process, which can be adapted for various educational contexts.

The relevance of this study stems from the need to integrate emotional intelligence into language education in the context of global digitalization. Modern requirements for linguists' training involve not only the development of language competences but also the cultivation of emotional intelligence as a key component of professional competence in the context of digital transformation in education. The study aims to develop, theoretically substantiate, and experimentally verify the effectiveness of a modular educational model designed to integrate the development of language competences and emotional intelligence of linguistics students in a digital educational environment. The research methodology is based on systematic and competency-based approaches, allowing us to consider social-emotional learning as a holistic process of developing professional and personal qualities. The study employed theoretical methods (analysis of scientific literature, modeling of the educational process) and empirical methods (pedagogical experiment, testing, surveys, expert evaluation). Five interconnected educational modules were developed and experimentally tested: "Global Emotions," "Human Stories," "Digital Humanity," "Emotional Mentorship," and "Community Service in English." Each module includes a system of exercises aimed at simultaneously developing language skills and emotional intelligence. The experimental verification of the model's effectiveness was conducted over one semester with 60 linguistics students. The experimental results demonstrated statistically significant differences between groups: participants in the experimental group showed substantial improvement in emotional intelligence indicators (17.9% increase) and language competences (24.9% increase) compared to the control group (5.0% and 10.1%, respectively). Qualitative analysis of the results confirmed improved emotional expression skills in written communication and enhanced intercultural empathy. The theoretical significance of the research lies in substantiating the relationship between emotional intelligence and language competences, as well as developing a conceptual model for their integrated development. The practical significance consists in creating and validating specific educational modules ready for implementation in higher linguistic education.