The complex model of didactic framework for digital cross-cultural learning context

Abstract

Digitalization turns out to be the vector that determines further development of education and linguistic education. The benefits of digitalization are relevant in most areas of our life, but the potential to leverage digitization to achieve a significant students’ performance uplift is especially great in learning foreign languages. Meanwhile, ICTs require to undertake some steps to streamline the existing approaches to the arrangement of the second language learning process as a cross-cultural dialogue through implementing new forms of students’ interaction, providing enhanced access to knowledge; targeting at integration of linguistic and professional students’ competences, as well as providing individual educational development trajectory and autonomy of students. This situation called for the research in this field and the article explores possible ways to meet the current challenges of digital learning settings and aimed at designing, applying and assessing a complex model of didactic framework for ICT integration into learning environment. The authors called this model complex, as they undertook an attempt to design the model, embracing such areas, as teaching and learning with technology; teacher and student context; teacher and student characteristics. The aspects, forming the core of this model are target, content, management and technological aspect. The authors describe the implementation of this model targeted at of students’ performance uplift. Positive outcomes were gained in personal and cross-cultural engagement of students, participating in the experiment, in learning process. The conclusion and the materials of the research can be used for further investigation of the problem under consideration and practical use.