Zhanna V. Koshkina

The study analyses the synergetic effect of integrating traditional teaching methods and massive open online courses in the context of developing business foreign language communication skills. The relevance of the work is determined by the contradiction between the growing demand for flexible hybrid formats in the context of digitalisation of education and the remaining gaps in the methodology of their implementation. The aim of the research is to identify mechanisms of effective combination of offline and online formats for the development of professional language competences, including cross-cultural negotiations, business correspondence and digital presentation. Scientific novelty lies in the development of a three-level model of integration (methodological-technological, integration, strategic), which takes into account polysensority (combining auditory, visual and kinaesthetic channels) and adaptability on the basis of AI analytics. A quasi-experiment involving 120 students divided into control (offline only) and experimental (hybrid) groups formed the methodological basis. The experiment used mixed methods: comparative analysis of academic performance (CEFR tests, expert evaluations), Likert scale questionnaires, analyses of MOOC log files and e-portfolios. The materials included courses from Coursera and Open Education platforms with professionally oriented content adapted to the study objectives. The results showed that the hybrid groups achieved a 27% increase in business vocabulary acquisition compared to 12% in the control groups (p<0.01) and also showed an increase in independence (68% of students actively used additional cases) and digital competences (89% mastered the creation of presentations in Canva in the target language). Qualitative analyses revealed problems: 45% of faculty had difficulty interpreting MOOC data, and 31% of students noted dissonance between duplicate assignments in online and offline formats. The authors conclude that hybrid models are 40% more effective than traditional models due to the combination of emotional intelligence (classroom training) and analytical rigour (MOOC AI recommendations). The integration allowed personalisation of learning through adaptive algorithms that tailor content to students' weak points. The recommendations include the introduction of digital literacy modules for teachers (working with analytics, designing synergistic scenarios) and the development of inter-university standards for assessing competences in a hybrid environment. The latter should unify digital skills metrics, synergy criteria and validation procedures for e-portfolios. The study contributes to the theory of digital didactics by proposing a model that transforms the teacher's role from lecturer to curator of digital resources. The practical significance lies in the algorithms for integrating MOOCs into national educational systems, taking into account ethical and infrastructural challenges.