DIGITAL FOREIGN LANGUAGE LEARNING (MICROLEARNING AND CHATBOTS)
УДК 372.881.1
Abstract
Introduction: this paper examines the potential of digital technologies in foreign language education.The relevance of the study is due to the digital transformation of universities and the need to integrate digital learning tools with cultural content. Advanced educational technologies are actively being implemented in higher education today. Significant transformations in the development of personality, behavior, and thinking of young people are occurring under the influence of digital media, which necessitates specialized approaches to the design of learning content. The purpose of the work is to analyze the advantages and difficulties of introducing microlearning and chatbots into the foreign language learning process. Materials and Methods: the study analyzed and summarized the experience of using microlearning and chatbots in Russian and international universities. The experience of using chatbots for teaching Russian as a foreign language is described. An integrated "task ↔ function" model is proposed for the effective use of chatbots in the learning process. Results: the pedagogical properties of chatbots were identified, including ensuring continuous language practice, instant feedback, and stress relief for students. The possibilities of using XR (extended reality) technologies for the development of intercultural competencies are analyzed. A table of the integrated "task ↔ function" model for the effective use of chatbots is presented. Conclusions: digital tools do not replace, but rather complement, traditional forms of instruction, enriching the practice-oriented component of foreign language education. Microlearning, XR environments, and chatbots, when properly integrated methodologically, increase the effectiveness of the educational process, make learning more attractive, and form students' skills in intercultural communication and adaptability in the digital age.
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Список источников
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