Application of adaptive educational platforms in the process of teaching a professional language

Abstract

In the context of the digital transformation of education, there is a growing need for personalized approaches to learning, particularly in the field of language training. Adaptive educational platforms provide new opportunities to improve the effectiveness of teaching a professional language, which is especially important in the context of blended and distance learning. The article analyzes the effectiveness of using adaptive educational platforms in the process of teaching humanities disciplines, in particular the course “Ukrainian Language and Academic Writing” as an important means of forming the professional language competence of higher education students. The purpose of the study is to identify the pedagogical potential of the adaptive approach in personalizing the educational process, improving the quality of academic writing and effective integration of professional terminology into professional speech. The study used a set of methods: analysis of scientific literature, content analysis of educational platforms, and a comparative and analytical method to assess the effectiveness of the adaptive approach. The results of the study substantiate the didactic feasibility of using adaptive educational platforms in the process of teaching academic writing, outline their advantages for students with different levels of training - from the gradual acquisition of basic skills to the development of critical analysis and scientific formulation of thoughts. The classification of educational platforms by functionality is presented, their effectiveness in language education is analyzed. A structural model for integrating adaptive technology into the course is proposed, which allows improving individual results of students, increasing motivation and ensuring the sustainability of learning progress. The conclusions indicate that adaptive learning contributes to the individualization of the educational process, the formation of academic integrity, the development of students’ speech autonomy and the effective mastery of the peculiarities of professional speech. The results of the study open up prospects for the further development of specialized models of digital support for teaching language disciplines in higher education institutions.