Keyword: «microlearning»

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.

The relevance of the research is determined by the need to find effective methods for developing listening skills in international students studying Russian as a foreign language (RFL) in the context of the digital transformation of education. Traditional training packages are limited in their ability to respond promptly to the communicative practices and interests of the young people, who actively use social media. The TikTok platform, with its high motivational potential and microlearning format, represents a promising but methodologically under-explored tool for developing listening skills based on a linguistic and cultural component. The aim of the article is to theoretically substantiate and experimentally test the effectiveness of the methodology for developing listening skills within the framework of an integrated approach to teaching RFL through the integration of an educational TikTok project and Google Forms tasks. The leading method was a pedagogical experiment involving 30 international A2 level students, divided into a control group (CG) and an experimental group (EG) of 15 people each. The experiment included three stages and lasted three months (12 lessons). Open examination materials from St. Petersburg State University (Listening section, A2 level, maximum score – 150) were used for diagnostics. The reliability of the results is ensured by independent expert assessment. The initial diagnostic confirmed the comparability of the groups (CG – 60.1%, EG – 61.0%). The final diagnostic recorded a significant progress of the EG, which was taught using the developed methodology. The average score in the EG reached 115 points (76.7% completion), while in the CG it was 97.3 points (64.9%). The increase in the EG amounted to 22.7 percentage points, in the CG – only 4.8 p.p. The obtained data are statistically significant and confirm the effectiveness of the proposed methodology. The theoretical significance lies in clarifying the scientific understanding of the implementation of an integrated approach to the development of listening skills in a digital environment, as well as in systematizing the linguodidactic potential of TikTok. The practical significance consists in the development and testing of a reproducible methodological model, including an algorithm of student work, a system of tasks with a linguistic and cultural focus, and diagnostic tools that can be integrated into the practice of teaching RFL.

This article is devoted to the analysis of the phenomenon of clip thinking in the context of the digital transformation of modern society, as well as to identifying effective methods of adapting educational material to the needs of society. The study examines the transition from a fragmented type of information perception in the youth environment, the phenomenon of clip thinking, and the ways of integrating material into interactive learning. Special attention is paid to the ways of integrating educational content into interactive, multimedia learning using modern digital technologies, which allows to increase the perception and assimilation of the material. The results of the study can be useful for teachers and developers of educational programs.