USING MOBILE APPS TO TEACH ENGLISH FOR ESP IN HIGHER EDUCATION INSTITUTIONS WITH SPECIFIC LEARNING CONDITIONS
DOI:
https://doi.org/10.58407/visnik.263821Keywords:
English for Specific Purposes, mobile applications, professionally oriented learning, lexical and grammatical competence, communicative skills, ESP, TBL, CLIL, digital technologies, higher education, motivation, autonomous learningAbstract
The aim of the work is to assess the impact of mobile technologies on the development of lexical and grammatical competence, communication skills, motivation and autonomy of students, as well as to identify the most effective methods of integrating digital resources into professionally oriented learning.
Metodology. The theoretical analysis covers foreign and domestic studies on mobile learning, professionally oriented English, and the integration of digital technologies into the educational process. The experimental part involved introducing mobile applications (Duolingo, Quizlet, LinguaLeo, and ESP platforms) into the learning process for students majoring in non-philological subjects.
Scientific novelty. In the article, the authors examine the effectiveness of mobile applications in teaching English for professional purposes in higher education institutions with specific learning conditions, particularly at the Penitentiary Academy of Ukraine.
Conclusions. The results of the experiment show a significant increase in the average level of lexical and grammatical competence, in the development of communication skills in a professional context, and in student motivation and autonomy in learning. The use of mobile technologies in combination with ESP, TBL and CLIL methodologies allows for the simulation of real professional situations, the integration of theoretical knowledge with practical skills, the stimulation of independent learning and the improvement of the effectiveness of student preparation for professional activity. The results obtained confirm the scientific and practical value of mobile applications for professionally oriented English language teaching and justify the need to develop methodological guidelines and models for integrating digital technologies into the educational process. Prospects for further research include the introduction of adaptive learning platforms powered by artificial intelligence, the assessment of their impact on students' professionally oriented communicative competence, and the creation of interdisciplinary learning models that meet the modern requirements of digital education and the needs of professional training.
