Online platforms as a means of developing professional lexical competence of students when studying a foreign language for specific purposes

Abstract

Effective mastery of professional vocabulary in a foreign language is an essential component of the competitiveness of higher education students in the modern labor market. However, traditional teaching methods do not always ensure a sufficient level of motivation, active engagement, and sustainable acquisition of professional vocabulary. The purpose of this article was to theoretically substantiate the use of online platforms in the development of professional lexical competence of higher education students in the process of foreign language learning. To achieve this aim, a set of general scientific methods was employed, including the analysis and synthesis of scholarly literature, systematization of theoretical concepts, and generalization of the obtained data for formulating well-grounded conclusions. As a result of the study, it was determined that lexical competence constitutes the linguistic foundation of professional communicative competence, with which it is closely interconnected, forming a dynamic unity. The main components of lexical competence of higher education students were identified as lexical knowledge, encompassing the phonetic and graphic forms of general and professional vocabulary; skills, which include receptive and productive abilities to use lexical units; and awareness, which involves the conscious fixation, recognition, and use of lexical items. Despite the fact that mastering foreign language vocabulary and developing skills for its use in speech are recognized as priority tasks of higher education, the process of forming lexical competence remains one of the most challenging for students. In this regard, instructors must create conditions for the effective acquisition and continuous updating of professional terminology, its integration into the educational process, and its practical application. One of the effective ways to achieve this goal is the use of digital technologies, in particular mobile applications and online services. The article examines key examples of online platforms for foreign language learning, including Busuu, Drops, LingQ, Preply, Duolingo, Ling App, uTalk, and Quizlet. It was found that these platforms demonstrate diverse approaches to foreign vocabulary acquisition, ranging from interactive exercises and flashcard-based repetition to communicative tasks and online sessions with native speakers. The study concludes that the use of online platforms is an effective means of developing professional lexical competence of students, as they provide interactive and individualized vocabulary learning, promote the active use of professional terminology in communicative situations, increase learning motivation, and enable the integration of theoretical knowledge with practical skills. However, for the effective implementation of online platforms, it is necessary to consider specific pedagogical conditions, including the careful selection of resources and tasks according to students’ proficiency levels and professional orientation, the organization of monitoring and feedback, as well as the development of learners’ autonomous study skills and motivation for regular platform use.