Keyword: «коммуникативная компетенция»

The article addresses the current issue of exploring the comprehensive integration of digitalization into foreign language learning processes, in light of the implementation of the National Project "Education" and the Federal Project "Digital Educational Environment". It examines the prospects of using the Maximum digital textbook in teaching English at institutes within the Russian University of Transport (Moscow Institute of Railway Engineers). The Maximum textbook is an interactive platform comprising educational modules, multimedia content, and an automated task assessment system. The study focuses on evaluating the effectiveness of the Maximum digital textbook in teaching English to A1-A2 level students. To validate the hypothesis about its positive impact on motivation, communication skills, and digital literacy, the researchers analyzed learner-centered outcomes. The work combines theoretical analysis (a review of key trends in the use of digital textbooks in linguistic education) and experimental methods, including: project-based methodology applied to the "Communication" section; Likert-scale surveys, communication skills testing, and analysis of students’ reflective comments; quantitative evaluation based on criteria such as academic progress, level of autonomy, and quality of group discussions. The results confirm the hypothesis that the use of the digital textbook positively influences students’ motivation, independence, and ability to overcome communication barriers. Theoretical significance lies in validating the effectiveness of digital textbooks in educational practices. The findings can be practically applied to optimize linguistic education in technical universities. Future research is linked to further integration of artificial intelligence tools into the educational process.

The relevance of this study is determined by contemporary requirements for the quality of linguistic education, where the development of sustainable communicative competence among students is one of the key factors in their professional success and integration into the global educational and professional environment. Traditional methods of foreign language teaching often fall short in ensuring sufficient engagement and motivation among learners, necessitating the search for new pedagogical strategies. One such strategy is gamification, which not only enhances student motivation but also creates conditions for active, meaningful, and emotionally rich acquisition of language and communicative skills. The aim of this article is to provide a theoretical rationale, identification, and synthesis of the principles of gamification as a pedagogical technology that contributes to the development of communicative competence in students majoring in linguistics. To achieve this goal, we set the following objectives: to analyze the current scientific discourse on gamification, to determine the specific features of its use in education, and to develop practical recommendations for incorporating game-based methods into language learning, considering the identified principles. The methodological foundation of this research encompasses a comprehensive analysis of domestic and international literature in the fields of foreign language teaching, pedagogy, psychology, and game technologies. The study includes a comparative analysis of existing approaches to communicative competence development, as well as the systematization of pedagogical principles for effective gamification confirmed by empirical studies. The main results of the research include the substantiation of six key principles of gamification–authenticity, interactivity, contextualization, diversity, feedback, and emotionality–each elucidated in terms of its contribution to the development of communicative competence. Theoretical significance of the article lies in the synthesis and systematization of knowledge regarding gamification principles in the context of communicative competence development among students of linguistic specialties. Practical significance is reflected in the development of recommendations for teachers and methodologists on implementing the identified principles of gamification, including examples of their integration into the educational process. The presented results have the potential to enhance the effectiveness of language instruction, ensure sustained student engagement and interest, and facilitate overcoming linguistic and psychological barriers in the development of communicative competence.

The relevance of the study is determined by the need to implement the requirements of the Federal State Educational Standard for forming a holistic worldview through knowledge integration, as well as by the demand for developing foreign language communicative competence as a tool for professional activity in the context of globalization. The purpose of the article is to systematize and characterize modern models and technologies for implementing an integrative approach in foreign language education. The analysis revealed the levels of integration processes, described the models for implementing this approach, and analyzed effective pedagogical technologies for creating an integrated educational environment.