The educational potential of digital technologies for developing professionally oriented English-language lexical competence of future physical education and sports specialists

Abstract

The purpose of this article is to investigate the didactic potential of digital technologies for developing professionally oriented English-language lexical competence among future specialists in physical education and sport. Methods. A range of scientific methods has been employed during the study. In particular, a theoretical analysis of academic sources has been conducted in the fields of English for Specific Purposes (ESP) and Computer-Assisted Language Learning (CALL) to establish a methodological foundation. Particular attention has been paid to analysing the works of leading researchers in the digital transformation of education and methodologies for teaching foreign languages, which has enabled the adaptation of general pedagogical principles to the highly specialised requirements of the sports sector. The modelling method has been applied in constructing a didactic matrix for the integration of digital tools. Results. As a result of the research, the role of digital technologies as a leading means of creating a professionally oriented environment has been scientifically substantiated. Based on an analysis of the ESP and CALL concepts, it has been demonstrated that the effectiveness of developing lexical competence directly depends on the level of integration of technological solutions that enable the simulation of real-life communicative situations. A didactic matrix has been developed and detailed, synchronising the levels of mastering the material (receptive, reproductive, productive-creative) with the corresponding functionality of digital services. It has been established that the use of spaced repetition systems, mobile apps and platforms based on artificial intelligence enables the implementation of a personalised learning pathway for the student. Particular emphasis is placed on developing students’ professional autonomy, which is critically important given the intensive sports schedule and limited time allocated to classroom sessions. It has been demonstrated that the transition to active engagement with content in a digital environment facilitates the transformation of theoretical knowledge into an effective professional tool. Conclusions. The study has confirmed that digital technologies are a key tool for transforming the professional training of physical education and sports specialists, as they create conditions for continuous learning amidst an intensive sports schedule. It has been established that the transition to the use of generative artificial intelligence and simulation environments allows the focus to shift from passive vocabulary learning to active problem-solving in the field using a foreign language.