INTERACTIVE PLATFORMS IN FOREIGN LANGUAGE LEARNING FOR STUDENTS OF NON-LINGUAL MAJORITIES

Abstract

The article is aimed at researching the role and features of the use of modern interactive platforms in the study of foreign languages as one of the important structural elements in ensuring a high-quality educational process.
Methodology: the essence of the «interactive educational platforms» category is analyzed and their main features are investigated. The following methods were used in the process of scientific research: critical analysis of scientific and methodological, pedagogical literature on the problem to examine the state of the theme under study; comparative – to study the views of various scientists on the problem raised; systematization and generalization – to formulate conclusions.
Scientific novelty: The analysis of criteria for selection most useful and valid interactive platforms and their main features and role for language learning strategies at non-lingual majorities was accomplished and described.
Conclusion: interactive platforms play a significant role in the organization of the educational process because they give students access to self-education, non-traditional accumulation of knowledge through ICT sources, help to expand opportunities for creativity, and provide an extraordinary approach to solving industrial situations in training competitive specialists. This way the students of non-lingual majorities get the opportunity to enhance their linguistic capabilities alongside their primary field of study, facilitating the speed of completing educational tasks and improving the quality of education.