The Role of Online Testing as a Means of Optimizing and Intensifying Foreign Language Learning by Higher Education Students Majoring in Language Аcquisition.

Abstract

The study under consideration provides a theoretical substantiation of the role of online testing as a means of optimizing and intensifying the process of foreign language learning by higher education students majoring in language acquisition, defines its didactic functions, proposes criteria for the classification of digital testing platforms, outlines the methodological conditions for effective implementation, and identifies the risks accompanying the digitalization of test control in professional philological training. The study applies a set of general scientific and special pedagogical methods: analysis and synthesis of scientific literature on the digitalization of foreign language education; comparative analysis of the functions of online testing platforms; systematization of their didactic characteristics; classification of platforms according to five criteria; generalization of pedagogical experience in implementing online forms of control; pedagogical modeling of the methodological conditions for effective testing in distance and blended learning environments. The concept of online testing in the context of professional foreign language training has been clarified, taking into account its technological, didactic and psychological-pedagogical dimensions. Six functions of online testing have been distinguished: diagnostic, educational-training, developmental, motivational, managerial and prognostic. A classification of online testing platforms has been developed according to functional purpose, degree of orientation toward language education, type of tasks, nature of integration into the educational process, and level of adaptability. Five methodological conditions for the effective implementation of online testing have been formulated – didactic expediency, technological reliability, psychological comfort, academic integrity, and methodological consistency. The specifics of using online testing for developing the four types of speech activity have been demonstrated. Online testing emerges as a multifunctional didactic tool that simultaneously optimizes and intensifies foreign language training. Its optimization potential is realized through rationalization of time and organizational resources, while intensification is achieved through densification of educational interaction and an increase in the volume of processed material. Integration of adaptive AI-based tests into the professional training of philologists is a promising direction of further research.