Developing Grammatical Competence in Higher Education Students via Online Technologies

Abstract

The article examines the essence of grammatical competence as a multi-component construct that combines knowledge of language rules, the ability to apply them, and the development of relevant skills in the process of speech. It is emphasized that grammar appears not only as a set of rules but as an integral system of speech organization that ensures adequate expression of meaning. According to the provisions of the CEFR, grammatical competence is a component of linguistic and communicative competences and involves the ability to use language means correctly and appropriately in various communicative situations. Scientific approaches to the interpretation of this concept are analyzed, and the role of cognitive processes in its formation is highlighted. It is substantiated that effective acquisition of grammar is not limited to mechanical memorization but requires the development of analytical thinking, generalization, and systematization of linguistic phenomena. In the context of the digitalization of education, the use of online technologies as an effective means of forming grammatical competence among higher education students becomes particularly relevant. It is emphasized that digital platforms create conditions for the integration of authentic materials and ensure the acquisition of grammatical structures in a natural language environment. The possibilities of individualized learning through adaptive tasks and prompt feedback are outlined. Practical opportunities for forming grammatical competence using platforms such as Baamboozle, Kahoot, and LearningApps in working with B1 level cadets are illustrated. It is shown that the use of gamified and test tasks, interactive exercises, and multimedia resources ensures the step-by-step formation of grammatical skills – from introduction to automatization. The effectiveness of combining different platforms within a single lesson and the importance of professionally oriented task content are emphasized. It is determined that such approaches contribute to increasing motivation, activating cognitive activity, and developing learner autonomy. At the same time, the main challenges of using online technologies are outlined, including insufficient digital competence, technical limitations, and difficulties in organizing communicative interaction.