Keyword: «digital technology»

The relevance of this study is determined by the changed modes of communication in the digital age, which imply the combination of different modalities for the perception and transmission of information — linguistic, visual, auditory, gestural, and spatial. As a multimodal tool, the listicle is defined by its unique structure and information organization, making it an effective resource for fostering language skills, critical thinking, and the ability to work with modern materials that meet the needs of the digital student generation. However, the potential of listicles as a medium for the multimodal approach to teaching English in higher education remains understudied. Accordingly, the aim of this study is to outline the principles for using listicles in the English language instruction of students in non-linguistic universities. The research is grounded in the social semiotic theory of multimodality by G. Kress and T. van Leeuwen, and also draws on the tenets of connectivism as advanced by G. Siemens and S. Downes. The study revealed the characteristic features of listicles, which include: concise presentation of information, accessibility and adaptability to diverse educational contexts, a hybrid nature, multimodality, hypertextuality, and a structured format. The article also outlines the stages for working with listicles, taking these features into account. These stages include: the focus on language skills and systems aimed at discussing the article as a whole, as well as interactive and collaborative reading; the analysis of the listicles' structure, which determines their methods of influencing readers and conveying meaning; and the creation of a listicle according to specified criteria. The theoretical significance of the article lies in the fact that the obtained data create a scientific basis for the inclusion of modern multimodal texts in the educational process, exemplified by listicles, and expand the scope of application of the multimodal approach in general. The practical implications of this work are that the proposed tasks can greatly diversify English language instruction and boost student engagement. They are designed to foster digital-age skills in handling multimodal sources of information and to prepare students for successful professional careers in the context of a constantly changing information landscape.

The article is devoted to the use of digital technologies in teaching Russian as a foreign language. Special attention is paid to individual electronic resources through which these technologies are implemented. Verb words are used as material to demonstrate the possibilities of resources. The developments presented in the article may be useful for teachers of Russian as a foreign language and for anyone interested in the teaching methodology of Russian language in the context of digitalization of education.