TECHNOLOGY FOR FORMING LINGUISTIC COMPETENCE OF TECHNICAL UNIVERSITY STUDENTS IN EXTRACURRICULAR INDEPENDENT LEARNING CONDITIONS IN THE COURSE “FOREIGN LANGUAGE (ENGLISH)”
Keywords:
linguistic competence, technical university, autonomous learning, extracurricular education, English for Specific Purposes, pedagogical technology, digital learning environmentAbstract
The modernization of higher technical education requires the development of students’ linguistic competence as a key component of professional communicative readiness. In non-linguistic universities, particularly technical institutions, limited classroom hours allocated to foreign language instruction necessitate the implementation of effective extracurricular independent learning technologies. This study aims to design, theoretically substantiate, and empirically validate a pedagogical technology for forming linguistic competence of technical university students in the course “Foreign Language (English)” under conditions of extracurricular independent learning.
The research employs a mixed-method approach combining theoretical analysis, pedagogical modeling, experimental teaching, and statistical data processing. The experimental study was conducted with 124 second-year engineering students divided into control and experimental groups. The proposed technology integrates digital platforms, task-based learning, professional discourse modeling, reflective self-assessment, and scaffolded autonomous learning strategies.
The results demonstrate statistically significant improvement in linguistic competence indicators (lexical, grammatical, discourse, and pragmatic components) among students exposed to the developed technology compared to those in traditional instruction settings (p < .05). The findings confirm that structured extracurricular independent learning supported by digital tools and competency-based assessment enhances professional foreign language proficiency in technical education contexts.
The study contributes to the theory of linguistic competence formation and proposes a scalable model applicable in technical higher education institutions undergoing digital transformation.
References
Benson, P. (2013). Teaching and researching autonomy in language learning. Routledge.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.
Chomsky, N. (1965). Aspects of the theory of syntax. MIT Press.
Dudley-Evans, T., & St John, M. (1998). Developments in ESP: A multi-disciplinary approach. Cambridge University Press.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Hyland, K. (2006). English for academic purposes: An advanced resource book. Routledge.
Holec, H. (1981). Autonomy and foreign language learning. Pergamon Press.
Little, D. (1991). Learner autonomy: 1. Definitions, issues and problems. Authentik.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson Education.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.
Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. Routledge
