Using mobile applications to develop foreign language competence in younger schoolchildren

Abstract

Abstract. In the context of the widespread use of mobile devices by primary school children, mobile applications are viewed as a promising tool for foreign language learning, as they integrate game-based mechanisms, visual support, interactive engagement, and opportunities for individualized instruction. At the same time, despite the growing interest of educators and researchers in digital educational resources, the issue of their scientifically grounded and methodologically sound implementation in the formation of primary school learners’ foreign language competence remains insufficiently explored. Objective. The purpose of the article is to theoretically substantiate and empirically verify the effectiveness of using mobile applications in the process of developing foreign language competence in primary school students. Methods. The study employed methods of theoretical and conceptual analysis of scholarly sources, comparative analysis of pedagogical approaches, structural and functional analysis, generalization of pedagogical experience, as well as analysis of observational data on the learning activities of primary school students. Results. The structural components of foreign language competence that are most effectively developed through the use of mobile applications were identified. Pedagogical conditions and methodological features of integrating digital resources into the educational process were substantiated, including their incorporation into textbooks, the use of game-based formats, task differentiation, and pedagogical support. Empirical findings confirm that mobile applications contribute to higher levels of vocabulary and grammar acquisition, as well as to the development of listening, speaking, reading skills, and learners’ autonomous learning activity. Conclusions. The study theoretically substantiated and empirically verified the effectiveness of using mobile applications in the formation of foreign language competence in primary school students.