THE USE OF DIGITAL TECHNOLOGIES FOR LEARNING FOREIGN LANGUAGES IN NON-LINGUISTIC HIGHER EDUCATION INSTITUTIONS

Abstract

The aim of the work is to determine the effectiveness of the use of digital technologies for learning foreign languages in non-linguistic higher education institutions (HEIs). The aim was achieved through the use of general theoretical methods of comparison, observation, as well as calculations of the statistical significance, efficiency ratio, Phillips’ correlation coefficient. The results showed that YouTube, Simpler, and Memrise are the easiest to use, as they do not require additional training for learning the functionality. Blackboard, Learn English, and Bussu applications have the greatest efficiency in classroom perception of the necessary information, as they are aimed at the complex interaction of understanding the theory and the performance of multi-directional tasks. According to students, Rosetta Stone, Learn English, and Memrise applications are the most favourable for self-study. Based on the Kirkpatrick Model, it was established that the majority of students achieved a high level of knowledge (72%). Although students believe that they have reached a medium level of knowledge to a greater extent, as they do not know all the necessary rules. It was found that during language learning students were primarily able to develop working memory (19%), cognitive flexibility (18%). They also gained independence in obtaining new knowledge (17%). The practical significance of the article is in the combination of various digital technologies for learning a foreign language by students of non-linguistic HEIs. The prospects for further research may be determining the effectiveness of learning of students of non-linguistic and linguistic educational institutions with the use of YouTube, Blackboard, Rosetta Stone, Learn English, Simpler, Memrise, Bussu.