Features and prospects for the introduction of mobile technologies in the process of teaching a foreign language in a non-linguistic university

Abstract

This paper discusses the possibilities and prospects for the introduction of mobile learning technologies in the practice of teaching a foreign language to students of non-linguistic universities. The relevance of the study is due to the fact that the use of mobile devices is a natural process in the field of teaching foreign languages, and modern students have organically moved from listening and viewing foreign-language artifacts of mass culture to the purposeful use of mobile devices for learning foreign languages. The introduction of mobile technologies into the practice of learning foreign languages has formed a natural learning environment adapted to the interests of students. This state of affairs suggests that the process of teaching a foreign language using mobile devices should solve a number of serious problems, starting with issues related to the development of a motivation system for students to learn a foreign language, cognitive activity, and ending with the problems of forming a multilingual personality. On the other hand, new generation education standards require the development of IT competencies that allow introducing new formats into the traditional teaching practice, providing interactive support for the learning process and developing students communication skills in accordance with the requirements of the time. In this context, the purpose of the study was to evaluate the possibilities of introducing mobile learning technologies into the practice of teaching a foreign language to students of a non-linguistic university. The paper presents the results of a field study of the level of readiness of foreign language teachers to introduce mobile technologies into the practice of language training for students of non-linguistic universities. The conducted studies have shown that the main feature of the process of introducing mobile technologies into the practice of language training is its spontaneity and disorganization, and the prospects for their active use are limited by the level of mobile competence development among teachers. The results obtained can serve as a basis for further research into the problems of achieving the level of compliance of the IT competencies of foreign language teachers with the social orders of modern society.