Keyword: «foreign language education»

This article examines the role of the cultural heritage of Russia and the small motherland in the formation of national identity, as well as analyzes the reflection of this topic in the tasks of the Main State Exam (OGE) in English. The research focuses on identifying the relationship between students' awareness of their own cultural identity and the success of completing assignments related to Russian culture and history. The current versions of the Basic State Exam (OGE) in English are being analyzed for the availability of tasks aimed at verifying knowledge about the cultural heritage of Russia and the small motherland. Special attention is paid to the consideration of the potential of these tasks in the development of patriotic education and the formation of a sense of national pride among schoolchildren. The article offers recommendations for including more authentic texts and assignments in educational materials and exam assignments, allowing students to apply language skills to discuss and study the cultural heritage of their country and native land, thereby contributing to the strengthening of their national identity.

The article focuses on the problem of effective utilization of neural networks in foreign language education for students enrolled in humanities programs at higher education institutions. It analyzes the positive and negative aspects of implementing artificial intelligence (AI) technologies and identifies key factors that determine their efficacy. Based on content analysis of scholarly works, student surveys (N=158), and synthesis of pedagogical experience, the study develops principles and methodological strategies for integrating AI into the educational process. The findings reveal that deliberate use of neural networks –grounded in principles of complementing traditional methods, pedagogical oversight, and professional orientation – enhances foreign language competence by 63% compared to unsystematic application. The research concludes that a balanced approach is essential, one that accounts for the unique nature of humanities disciplines and prioritizes the development of critical professional competencies.

The article presents the results of the study of the scientific and theoretical basis for microlearning-based teaching of foreign languages and foreign language communication. The aim of the study was to determine the specific methodological principles of microlearning and their relations with the fundamental didactic principles and methodological principles of teaching foreign languages. To confirm the relevance of using microlearning in educational organizations, a qualitative analysis of publications was made. The fields under investigation include the microlearning concept, its application in teaching foreign languages, the problem of methodological principles as a part of methodology basis and modern approaches to their classification and systematization, differential, individual, and personalized approaches to educational activities, cognitive-activity-based foundations of learning, and factors enveloping the educational process and related to its participants-oriented essence, as well as mediality, and pedagogical design. Scientometric databases were used to search for relevant publications. As a result of the study, microlearning-based methodological principles of teaching foreign languages and foreign language communication were formulated: the principle of mediality and multi-format microlearning of foreign languages, the principle of spaced repetition and content customized microlearning of foreign languages, the principle of combining synchronous and asynchronous learning forms, the principle of relying on the practice of informal learning of foreign languages, the principle of personalization of a foreign language educational trajectory. Their interrelations with the didactic and methodological principles of teaching foreign languages were also revealed, which allows us to talk about the appropriateness of pedagogical developments based on the hierarchical system of the given provisions and, as a result, the relevance of using this concept in the environment of formal educational institutions. The theoretical significance of this study lies in identifying crucial aspects of microlearning-based teaching of foreign languages and foreign language communication, which have a psychological and pedagogical rationale and determine the conditions and stages of the educational process. The practical significance of this study lies in its potential to improve the effectiveness of training courses, designed to include functional-and-communicative micromodules, foreign language communicative skills development algorithms, and assessment criteria.

This article examines the digitalization of foreign language education using virtual reality technology, using English as an example. The article analyzes the potential and limitations of VR approaches to teaching, their impact on developing language competence, and student motivation. Particular attention is paid to the applications Mondly VR, Duolingo, and Glossi, which are compared based on key parameters–content, usability, functionality, cost, and effectiveness. A conclusion is drawn regarding the feasibility of integrating virtual reality into language education as an additional tool for developing communication skills.

The article deals with modern requirements for university graduates. The latest innovative technologies used in teaching a foreign language are highlighted and analyzed. Examples and results of their implementation in the educational process at Ryazan State University named after S.A. Yesenin are given.