Developing foreign language communicative competence in students of non-language degree programmes with varying levels of proficiency through adaptive English language teaching

Анотація

The article examines the problem of developing foreign language communicative competence among non-linguistic students with different levels of language proficiency in the context of digital transformation in higher education. The relevance of the study is determined by the growing role of English as a means of professional and intercultural communication, as well as the need to individualize the learning process in heterogeneous academic groups. The paper substantiates the feasibility of using adaptive learning as an innovative approach that ensures the personalization of educational trajectories and enhances the effectiveness of foreign language training for future professionals.

Objective of the study is to provide a theoretical justification of the features of developing foreign language communicative competence among non-linguistic students through adaptive English language learning, as well as to identify pedagogical conditions for its effective implementation in the educational process of higher education institutions.

Methods of the study include analysis and synthesis of scientific and methodological literature, comparative analysis of contemporary pedagogical approaches to foreign language teaching, generalization of experience in using digital technologies in education, and a systems approach to considering adaptive learning as an integrated pedagogical technology.

Results of the study demonstrate that adaptive learning ensures effective individualization of the educational process through diagnosing students’ language proficiency levels, differentiating learning tasks, and developing individual learning trajectories. It has been found that the use of digital educational platforms increases student motivation, fosters learner autonomy, and intensifies learning and cognitive activity. It has been proven that in heterogeneous academic groups, the adaptive approach enables a more balanced development of language skills and improves the effectiveness of foreign language communicative competence formation.

Conclusions indicate that adaptive learning is a feasible and pedagogically sound tool for modernizing English language teaching in higher education institutions. Its implementation contributes to improving the quality of foreign language training, ensures the individualization of learning, and aligns with the requirements of the competence-based educational paradigm. Further research should focus on developing practical models of adaptive learning and criteria for assessing the level of foreign language communicative competence.