Yana A. Abramova

The relevance of this study is determined by the digital transformation of higher education, which is accompanied by changes in the forms, methods, and aids of teaching, as well as increasing demands to the level of foreign language communicative and sociocultural competences of preservice teachers. In the context of the digital educational environment, the search for and scientific justification of effective interactive digital tools that ensure the active engagement of students in the educational process and the implementation of communicative and activity-based forms of foreign language teaching are particularly important. The aim of this article is to identify and explain the pedagogical potential of online interactive boards as a digital tool for teaching foreign languages at a university, as well as to make a comparative analysis of the functional and methodological capabilities of modern online interactive boards from the perspective of their application in the professional training of preservice foreign language teachers. The leading approaches to researching this problem are competence-based, activity-based, and communicative approaches, as well as the principles of digital and multimodal learning theory. The study is practice-oriented and includes an experimental component. The study utilized methods of analyzing and summarizing pedagogical and language teaching literature, pedagogical observation, surveys, testing, and experimental learning. Descriptive statistic methods were used to process the data. The main results of the study include identifying the pedagogical potential of online interactive boards for organizing collaborative learning activities, visualizing educational material, and developing students' communicative and sociocultural skills. A comparative analysis of the Miro, Holst, and Simple Class online boards was made, allowing us to identify their advantages and limitations in the context of foreign language teaching at a university and to justify the appropriateness of choosing a digital tool based on the learning goals and objectives. The theoretical significance of the article lies in clarifying understanding of the pedagogical potential of interactive digital tools in linguistic education. Its practical significance is in using the obtained results in higher studies when designing lessons of English and organizing a digital educational environment.