Keyword: «изучение иностранного языка»

The paper is devoted to the study of the influence of educational motivation (both internal and external) on the successful completion of the distance course by students (independently and preparing for practical classes) in the discipline "Foreign language" in a multidisciplinary university. In a digital educational environment, adaptive learning, as an integral part of the educational process at a university, allows us to adapt the educational process to the individual needs of students, making learning more inclusive and effective. Modern educators are increasingly turning to digital technologies, which also contribute to the individualization of learning, and they are becoming more relevant and popular. The aim of the study is to examine the influence that educational motivation exerts on the successful completion by students of the distance learning course in the "Foreign language" discipline at the university. The article presents an analysis of data obtained as a result of a survey conducted among first-year students studying at St. Petersburg Polytechnic University. The academic self-efficacy questionnaire “Motivated Strategies for Learning Questionnaire” by P. Pintrich was used to assess motivation and learning strategies. Data analysis showed that students with a pronounced internal goal orientation (students with a high degree of internal motivation) achieved the best results in studying the distance course: we have found that strong internal motivation significantly increases the chances of successful completion of the course, and contributes to the disclosure of its educational potential and opportunities for self-development of students. The paper highlights the importance of developing internal motivation for more effective distance learning. However, taking into account the study of internal and external learning motivation influence on the successful completion of a distance learning course by students, the completion of which does not affect the credit opportunities, the effectiveness of learning directly depends on the independence and motivation of the student, both internal and external, in other words, it is determined by the synergy of internal and external learning motivation in this case. The results obtained expand the theoretical understanding of the key motivational factors influencing the successful completion of online higher education programs by students. The practical significance of the research lies in the development and implementation of scientific and methodological recommendations aimed at optimizing pedagogical support for students and improving the effectiveness of their learning in the distance learning environment.

In the process of training at the university, the personality of the future specialist is formed. But the narrow scope of the professional course does not allow us to train a highly qualified and competitive specialist who can quickly adapt to the changes and requirements of the modern labor market. Currently, in connection with the development of new technologies, the erosion of the borders of states and the deepening of the mutual influence of various cultures and religions, there is a tendency to intensify ties between peoples and countries in the economic, political, social, cultural and spiritual spheres. These processes lead to the need for intercultural communication, where a foreign language plays a special role. In the modern world, English is a lingua franca, the language of globalization. Intercultural communication refers to the functionally determined interaction of people who are carriers of different cultural communities (continental, religious, national, ethnic), as well as social subcultures. Thus, the main goal of teaching foreign languages in the modern world is to teach it as a means of intercultural communication in the field of professional activities of the future specialist. Learning a foreign language in a non-language university is a mandatory component of vocational training. The modern concept of teaching a foreign language in a non-language university is a professionally oriented training system that allows a specialist to successfully adapt to rapidly changing conditions of professional activity. This system involves practical mastery of a professionally oriented foreign language in combination with linguistic knowledge and knowledge of the cultural characteristics of the country of study. The process of teaching a foreign language in a non-language university will be more efficient, if along with traditional methods and educational technologies, the capabilities of the Postcrossing online project are actively used. The main goal of the study is to study the theoretical foundations and practical tools for using the capabilities of the Postcrossing project to study a foreign language in a non-language university. The Postcrossing project demonstrates significant potential for integration into the educational process of non-language universities, combining innovative digital technologies with traditional forms of communication. Its use contributes to solving key tasks of teaching foreign languages, such as increasing motivation, developing intercultural competence and practical application of language skills. Thus, Postcrossing acts not only as a language learning tool, but also as a resource for the formation of soft skills necessary for modern specialists in a globalized environment. Its introduction into non-linguistic universities contributes to the creation of a motivating educational environment where theoretical knowledge is supported by the practice of real intercultural communication.