Revista
de la
Universidad
del Zulia
Fundada en 1947
por el Dr. Jesús Enrique Lossada
DEPÓSITO LEGAL ZU2020000153
Esta publicación científica en formato digital
es continuidad de la revista impresa
ISSN 0041-8811
E-ISSN 2665-0428
Ciencias
Sociales
y Arte
Año 14 N° 41
Septiembre - Diciembre 2023
Tercera Época
Maracaibo-Venezuela
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The Role of Digital Technologies in Building Foreign Language
Competencies of Future Specialists
Serhiy Danylyuk*
Antonina Pak**
Svitlana Terekhova***
Tetiana Mykolenko****
Sofiia Kozak*****
ABSTRACT
Teaching and learning in the higher education environment are being fundamentally transformed
by digital technologies, and the pace of technological change is aggravating the problem. The global
changes caused all higher education environments to move away from traditional teaching and
learning that simply no longer adapt to the challenges of a rapidly changing educational
environment. This also applies to learning a foreign language. Therefore, the aim of the study was to
determine the role of digital technologies in the educational process when building students’
foreign language competencies. The aim was achieved by using the methods of testing, survey,
observation and expert evaluation. Statistical methods of analysis were used to interpret the
obtained results. The results of the study gave grounds to state that the use of digital technologies
when studying a foreign language has a positive effect compared to the results of the control group
who studied according to the traditional programme. It was also determined that the students of
the control group highly appreciated the usefulness of technology and also noted that the teachers’
support in the learning process is an important factor for successful learning of the material. The
novelty of the research is that it was conducted in the conditions of offline learning and analysed
how it is possible to more effectively stimulate the development of foreign language competencies
with the help of digital technologies. The development of a programme using digital technologies
to improve the communication skills of foreign language students can become a promising research
direction.
KEYWORDS: Digital technologies, foreign language learning, competence building, higher
education, foreign language.
* Professor, Department of Foreign Languages, Educational-and-Scientific Institute of Foreign Languages, Bohdan
Khmelnytsky National University at Cherkasy, Ukraine. ORCID: https://orcid.org/0000-0002-0656-2413. E-mail:
danilaws12@gmail.com
** Senior Lecturer, Department of Western and Eastern Languages and their Teaching Methods, Faculty of Foreign
Languages, South Ukrainian National Pedagogical University named after K. D. Ushinsky, Odesa, Ukraine. ORCID:
https://orcid.org/0000-0001-9298-3697. E-mail: gkozlovska1@gmail.com
***Professor, Department of Modern European Languages, Faculty of Economics, Management and Psychology, State Trade-
Economic University, Kyiv, Ukraine. ORCID: https://orcid.org/0000-0002-7473-9399. E-mail: weryszat29@gmail.com
**** Associate Professor, Department of the Ukrainian Language and Slavic Studies, Faculty of Philology and Journalism,
Ternopil Volodymyr Hnatiuk National Pedagogical University, Ternopil, Ukraine. ORCID: https://orcid.org/0000-0002-7437-
3892. E-mail: paasa17sin@gmail.com
***** Associate Professor, Department of German Philology, Faculty of Foreign Philology, Lesya Ukrainka Volyn National
University, Lutsk, Ukraine. ORCID: https://orcid.org/0000-0001-6967-7413. E-mail: kosak12sofa@gmail.com
Recibido: 31/05/2023 Aceptado: 21/07/2023
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El papel de las tecnologías digitales en el desarrollo de competencias
en lenguas extranjeras de los futuros especialistas
RESUMEN
La enseñanza y el aprendizaje en el entorno de la educación superior están siendo
transformados fundamentalmente por las tecnologías digitales, y el ritmo del cambio
tecnológico está agravando el problema. Los cambios globales provocaron que todos los
entornos de educación superior se alejaran de la enseñanza y el aprendizaje tradicionales
que simplemente ya no se adaptan a los desafíos de un entorno educativo que cambia
rápidamente. Esto también se aplica al aprendizaje de una lengua extranjera. Por lo tanto, el
objetivo del estudio fue determinar el papel de las tecnologías digitales en el proceso
educativo a la hora de desarrollar las competencias en lenguas extranjeras de los
estudiantes. El objetivo se logró mediante el uso de métodos de prueba, encuesta,
observación y evaluación de expertos. Se utilizaron métodos estadísticos de análisis para
interpretar los resultados obtenidos. Los resultados del estudio permiten afirmar que el uso
de tecnologías digitales en el estudio de una lengua extranjera tiene un efecto positivo en
comparación con los resultados del grupo de control que estudió según el programa
tradicional. También se determinó que los estudiantes del grupo de control apreciaron
mucho la utilidad de la tecnología y también señalaron que el apoyo de los docentes en el
proceso de aprendizaje es un factor importante para el aprendizaje exitoso del material. La
novedad de la investigación es que se llevó a cabo en condiciones de aprendizaje fuera de
línea y analizó cómo es posible estimular más eficazmente el desarrollo de competencias en
lenguas extranjeras con la ayuda de las tecnologías digitales. El desarrollo de un programa
que utilice tecnologías digitales para mejorar las habilidades comunicativas de los
estudiantes de lenguas extranjeras puede convertirse en una dirección de investigación
prometedora.
PALABRAS CLAVE: tecnologías digitales, aprendizaje de lenguas extranjeras, desarrollo de
competencias, educación superior, lengua extranjera.
Introduction
Revolutionary technological achievements undermined social industries, and also
made adjustments to the social existence. The modern world can be characterized by
interdependence between nations, where linguistic and cultural diversity is the underlying
basis for societies. A period of global communication and decentralization of power is
accelerated by social media and the rise of nationalism (OECD, 2023).
Electronic communication devices such as computers, laptops, mobile phones, the
global communication system, the Internet and other technologies have become an integral
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part of social life and they are becoming increasingly widespread. Digital education, as a
kind of learning process with the use of electronic technologies, has appeared and
significantly expanded the possibilities of language learning. It is no longer reduced only to
the traditional educational environment. Education has potential both in the learning
environment and in other social spheres. This is justified by the fact that students can get
remote access at any time to various educational materials using various educational
platforms or lectures by native speakers.
Technologization of education involves the use of digital technologies and Internet
by students to complete homework, exercises or simply expand knowledge of the subject
that was covered during classes. A significant role in this process is played by teachers who,
with their pedagogical practice and role modelling, have an impact on the emotional, social,
and intellectual development of students. Teachers should guide students to find a better
approach to learning and create a positive atmosphere among students when using digital
technologies (Toktamysov et al., 2023). It is also important to help students develop the
ability to effectively use available resources and develop their ability to use technology
during foreign language learning as an independent form of learning (Fu et al., 2021).
Therefore, the aim of the study was to determine the role digital technologies in
learning a foreign language and in building foreign language competence during studies.
The aim involved the fulfilment of the following research objectives:
1. Determine the effectiveness of traditional digital technologies during studies;
2. Implement additional digital technologies in the experimental programme;
3. Compare the obtained test results before and after the experiment.
4. Determine the students’ opinion regarding the teachers’ attitude to the use of
digital technologies.
Research hypothesis: If both teachers and students perceive the use of additional
digital technologies as a positive aspect of supplementing education, it can be expected that
students will have higher indicators of the foreign language competence.
1. Literature Review
The use of digital technologies evokes intense and lively interest among
researchers (Balcı & Kartal, 2021; El Aouifi et al., 2021). According to the researchers,
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technology has become an integral part of the modern environment for learning a foreign
language because it can provide personalized language materials and instructions that
enable students to choose a lesson and adapt it to their personal needs. In this way,
technologies increase access to any information and increase opportunities for
communication. The use of digital technologies such as radio, television, mobile phones,
movies or the Internet for independent foreign language learning has various functions
when forming a positive student’s identity in supporting their learning motivation (Pala &
Başıbüyük, 2023). Digital technology also provides students with a supportive educational
community, offering a place for self-expression and improving their self-perception (Chiu
et al., 2023), and facilitate the process of “online informal language learning” (Chen, 2022).
Many researchers analysed the effectiveness of using digital technologies during
independent learning of a foreign language. Geng et al. (2019) found that self-directed
students who share positive attitudes toward digital learning are more motivated to adopt
online learning strategies and achieve their learning goals. When using educational
technologies, students are more active and autonomous (Bin-Hady & Al-Tamimi, 2021;
Tawafak et al., 2018). Rashid and Asghar (2016) determined that the use of technology
involves independent language learning and that the use of technology indirectly affects
academic performance.
However, technology integration alone is not enough. Yilmaz (2018) believes that
this type of language learning has technical and pedagogical implications. Technical ones
include students’ skills in independent use of technology, their efforts and devices, while
pedagogical implications involve educational design. So, there is a need for teachers who are
able to organize and support this type of learning and have the “pedagogical
knowledge” (Atmowardoyo, 2018) that should be included in such learning.
Teachers play a key role in the educational environment (Ahmetović et al., 2020). As
teachers shape the pedagogical programme and also choose the way technologies will be
used during learning, research shows that the effective use of digital technologies largely
depends on the teachers’ attitude. Ju and Mei (2018) found that teachers who have a
positive attitude toward the use of educational technology are more likely to incorporate it
into their teaching. Meguid and Collins (2017) support the opinion that the teacher’s
personal attitude is the main factor contributing to the assimilation of the implemented
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technologies by students.
Therefore, the teacher’s role in the application of digital technologies in the
educational process is very important. Gokcearslan (2017) found that those teachers who
built a programme with the help of technology make learning more effective, and students
are more active and engaged in the lesson prepared in this way. Lai et al. (2012) also
emphasize the importance of teachers’ efforts using different educational formats.
The current situation caused by the global pandemic and the war in Ukraine has
posed a serious challenge to educational institutions of all levels around the world
(Ishchenko et al., 2022). The educational process has completely moved from classrooms to
student homes thanks to various technological devices and online meeting platforms as the
main teaching tools. This required a change in teaching methods, as well as teaching
materials, which had to be adapted to this new regime. Students were also under pressure
to adapt to these conditions, finding new ways to complete projects, homework and
intensify participation in the classroom. All these circumstances, accompanied by recurrent
problems with Internet connection, made students improve their skills of independent
information search, completing assignments, and doing exercises. So, the study analyses the
students’ perception of this type of learning, as well as how the teachers’ behaviour and
support affected their results in building foreign language competence.
2. Materials and Methods
2.1. Design
The research methodology combined qualitative and quantitative empirical methods
and also provided for an interpretive approach to the analysis of the obtained data. The
experimental part of the study covered the period from September 2022 to the end of
December 2022 (Table 1).
The following digital technologies were used during experimental part of the study,
such as:
1. Use of multimedia resources (video, audio, interactive exercises and graphic
materials) to enhance students’ interest in the chosen topic. Audio and video files were
used in order to improve students’ skills necessary in listening, speaking, reading and
writing in a foreign language, expressing thoughts in a foreign language, as well as
communicating on given topics to enable listening to the authentic speech of native
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speakers.
Table 1. Stages of research on determining the effectiveness of digital technologies in
improving the foreign language competence of higher school students
Research
stage
Period
Preparatory
July - August 2022
Initial
September -
December 2022
Final
January 2023
Source: developed by the author
2. Use of mobile applications (Busuu, Duolingo, Memrise, LingoDeer, Nemo) to
improve linguistic skills in any free time: mastery of lexical, phonetic, orthographic,
grammatical means of a foreign language.
3. Virtual reality and 3D models were used to build students’ sociocultural
competence. The purpose was acquiring knowledge about the peculiarities of culture,
traditions, as well as the living conditions of the population of the country whose language
is being studied. not only the students' awareness of the peculiarities of the culture,
traditions and living conditions of the population of the country whose language they are
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studying.
2.2. Participants
The study was conducted at 5 ZVO For the reliability of the conducted experiment:
1) Southern Ukrainian National Pedagogical University named after K.D.
Ushinsky;
2) State University of Trade and Economics;
3) Educational and Scientific Institute of Foreign Languages of Bohdan
Khmelnitsky National University of Cherkasy;
4) Ternopil Volodymyr Hnatiuk National Pedagogical University;
5) Lesya Ukrainka Volyn National University.
The Oxford Placement Test (ORT) was used to divide students into homogeneous
groups during admission. The sample consisted of 134 students studying one of the foreign
languages, including English, German, French, Spanish, and Korean. A total of 65 students
were included in the experimental group (EG), and 69 in the control group (CG). The
sample also included 12 experts — teachers who were familiar with the methods of using
digital technologies during education and the criteria for evaluating the effectiveness of
their impact on building students’ foreign language competence. In particular, it was
determined whether students developed the necessary skills in listening, speaking, reading,
and writing in a foreign language. It was also found whether the students’ knowledge and
skills sufficient to express their thoughts in a foreign language, as well as communicate on
given topics. The extent of students’ phonetic, orthographic, lexical, grammatical skills in a
foreign language were measured. Students’ knowledge of the peculiarities of the culture,
traditions and living conditions of the population of the country whose language is studied,
and the use of this knowledge during communication in a foreign language and the ability
to communicate in a foreign language about their country and its population were assessed.
Students’ ability to organize themselves in learning, their motivation, their activity
during classes, the level of knowledge and its versatility, the ability to use the acquired
knowledge in different situations, the level of critical thinking, the ability to listen and
perceive a different vision of the situation, to show tolerance and benevolence during the
discussion, ability to explain their point of view were assessed.
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2.3. Instruments
International tests were used for testing in accordance with language chosen by the
respondents. The tests consisted of 150 items, including 60 items — to check the grammar
of spoken language; 30 items — for lexical substitutions; 30 items — for lexical choice; 30
reading assignments. Statistical data were processed using Microsoft Office.
2.4. Data Collection
The following methods were used to conduct the experimental part of the study:
1. The method of monitoring students’ progress for determining the effectiveness of digital
technologies in the development of foreign language competencies in the educational
process. Methods of testing, surveys and analysis of academic performance were also used.
2. The testing method for determining the level of students’ foreign language
competencies, namely: checking the grammar of the spoken language, reading, and
vocabulary during the experimental period of study.
3. The method of expert evaluations for analysing the results of students’ educational
activities. A group of experts studied the level of foreign language competence in EG and
CG.
2.5. Analysis of Data
The Cronbach’s alpha reliability coefficient was used To check and interpret the data
obtained after the experimental part of the study, which indicates the internal consistency
of the test items. Its value was 0.792, which indicates acceptable reliability. The results of
the CG and EG tests were also compared.
2.6. Ethical Criteria
The chosen methods are verified for conducting research. The conducted experiment
corresponds to the academic principles of professionalism, integrity, and respect for general
human rights. All experiment participants gave their written consent to the personal data
processing. The names of the respondents remained confidential as agreed.
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3. Results
It was found during the experiment that the level of foreign language competencies
of EG and CG students before the experiment were almost the same. Improved results were
observed in both groups at the end of the experiment. In the control group, it is caused by
the influence of traditional teaching methods, and in the experimental group — by the use
of digital technologies. Nevertheless, the number of students with an unsatisfactory level of
proficiency in correct pronunciation has significantly decreased in EG (5%), compared to
CG (3%). The number of students who rated these indicators the highest increased by 6%
in EG, compared to 1% in CG. The number of students who have the skills that are
components of speech and communication competence in the EG tripled, while it doubled
in the control group.
The assessment of the communication strategies chosen by the students showed that
the consistency of expressed opinions was observed (22%), operating with logical personal
beliefs (34%), well-chosen arguments (17%), the ability to structure the report and also to
answer the questions appropriately (13%), the ability to generalize, draw conclusions and
make propositions (25%) in the EG after the introduction of digital technologies. The
ability to analyse information from foreign-language sources in EG also increased by 33%
and successfully use vocabulary — by 21%.
The use of digital technologies affected the qualitative indicators of speech activity.
These include, in particular, the relevance of statements to the given topic, the ability to
improvise, the completeness of the description of the situation, the ability to use linguistic
means. The experts noted that the volume of statements and their speed increased.
Table 2 shows the obtained results of the testing before and after the experiment.
Table 3 presents the results of the students’ listening comprehension before and after
the introduction of digital technologies.
Tables 2, 3 show that the digital technologies significantly contribute to the
development of students’ foreign language competencies — understanding what is heard or
read in a foreign language — compared to the traditional teaching methods.
The study found that the mean square deviations from the average percentages of the
same parameters, which were evaluated by experts in different academic groups, differed.
Intergroup variance and intragroup variance are not equal. This shows that the null
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hypothesis is not valid.
Table 2. Obtained results of reading comprehension in EG and CG
Level of
understanding
EG
CG
Before
After
Before
After
General
45 %
6 %
44 %
39 %
Full
41 %
63 %
42 %
44 %
Detailed
13 %
30 %
14 %
17 %
Table 3. Obtained results for listening comprehension in CG and EG
Listening
comprehension rate
EG
CG
Before
After
Before
After
Unsatisfactory
11 %
5 %
8 %
5 %
Partial
25 %
10 %
30 %
20 %
Satisfactory
48 %
24%
44 %
49 %
Incomplete
13 %
18 %
16 %
21 %
Excellent
3 %
3 %
3 %
5 %
When applying the Pearson criterion to calculate
in the assessment of the
acquired level of foreign language competence in the EG students
, and comparing
it with
 obtained in the assessment of these competencies in the CG students, it
was found that
. This may indicate reasons to believe that there is a certain
relationship between the use of interactive learning methods in learning a foreign language
and the development of relevant abilities and skills characteristic of speech and
communication competencies.
The intergroup variance is determined by the heterogeneity of the sample, namely
the different conditions for the introduction of digital learning technologies in different
educational groups, which ranged from 290 to 980. Cohen’s d=1.0 in EG indicates the high
efficiency of the used educational digital technologies for building foreign language
competencies. This gives grounds to state that the implemented digital technologies are
effective in the process of learning a foreign language as well as in building foreign language
competencies.
When analysing the respondents’ opinion regarding the use of digital technologies
while learning a foreign language, the respondents gave quite high ratings for the perceived
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usefulness of technological resources and are also confident in their ability to use resources
during independent foreign language learning. The respondents also indicated that they
have the necessary conditions for using technologies (Table 3).
Teacher support when using digital technologies was rated slightly above M=2,
while commitment support was rated the highest (M = 2.28, SD = 0.91), behavioural
support was close (M= 2.41, SD = 0.85), and ability support was rated the lowest (M = 2.53,
SD =1.08). The respondents highly rated the usefulness of technologies and subscales of
facilitating conditions.
Pearson’s correlation coefficient was calculated to assess the relationship between
dependent variables. The results showed a significant correlation between commitment
support and ability support (r =0.58, n =65, p <0.001), commitment support and behaviour
support (r =0.59, n =65, p <0.001), as well as between behaviour support and ability
support (r =0.64, n =65, p <0.001). The Pearson correlation coefficient showed that the use
of digital technology is significantly correlated with perceived usefulness r =0.67, n =65,
p <0.001
4. Discussion
The results of the study indicate that the digital technologies introduced into the
educational process for learning a foreign language and building foreign language
competence made the learning process more effective. Despite the fact that digital
technologies are more effective compared to traditional teaching methods, they still need to
be adapted to the students’ needs. According to the results of the student survey on the
teachers’ role in conducting classes using digital technologies, students noted that the
teachers’ support is very important for the information perception. Silveira and Cogo (2017)
agree with the obtained results. The conducted research determined that correctly selected
digital educational technologies and an optimized programme improve the development of
students’ critical thinking. Digital technologies are considered to be the driving force
behind pedagogical innovation and the most direct influence on extending the
opportunities for teachers’ cognitive sustainable development (Lin et al., 2022).
Yan and Li (2023) also determined that there is a significant difference in the
evaluation of cognitive abilities between respondents who used digital technologies and
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those who didn’t during the use of digital technologies in education. This suggests that
digital educational technologies can inspire students’ intrinsic desire, motivate them to
learn, and improve their cognitive abilities. Vajzović et al. (2019) determined that teachers
fully agree that knowledge, skills and competences acquired with the help of digital
technologies are of great importance, however 1.2% of teachers do not agree with this. It is
interesting that the participants in the study conducted by Vajzović et al. (2019) also
indicated that they may lack some competencies related to teaching certain content using
digital technologies.
This is why it is necessary to conduct further research on building teachers’
readiness to help students with the use of digital technologies during foreign language
learning. It is also important that teachers who have recently started using digital
technologies in education should undergo certain programmes to improve their
professional development (Eshonkulova, 2020). Ahmadi (2018) believes that teachers’
support of a technologically integrated curriculum is of great importance for more effective
presentation of educational material, which emphasizes the results we have obtained.
Fandiño et al. (2019) and Quanjiang et al. (2021) believe that motivation is the
driving force in learning a foreign language. According to Kusuma et al. (2018), digital
technologies enhance student motivation and are effective teaching methods (Elmurodov,
2020). We agree with the results of researchers, as the scores obtained by the EG students
were higher than the scores of the students who studied using traditional methods.
The results of the study state that, despite the fact that the use of technology has a
direct positive relationship with student engagement, an insignificant direct effect was
found between the use of digital technologies and the level of foreign language competence.
Conclusions
The issue of learning foreign languages becomes relevant, as people’s communication
is not limited by the geographical borders of countries. In particular, the search for methods
that allow not only to quickly and qualitatively acquire knowledge of a foreign language,
but also to build the skills and abilities to use them in communication on various topics of
social life. The conducted study determined the effectiveness of using digital technologies
when learning foreign languages. The influence they have on building foreign language
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competences is analysed. It was found that digital technologies such as multimedia, mobile
applications, 3D, contribute to the positive effect on the level of basic foreign language
competences. The results of the study gave grounds to state that the use of digital
technologies during the study of a foreign language has a positive effect compared to the
results of the control group who were trained according to the traditional programme. It
was also determined that the CG students highly appreciated the usefulness of using
technology and also noted that the teachers’ support in the learning process is an important
factor for successful learning of the material. The novelty of the research is that the research
was conducted during offline learning and analysed they ways to more effectively stimulate
the development of foreign language competencies through the use of digital technologies.
The development of a programme using digital technologies to improve the students’
communication skills in a foreign language can become a promising direction of research.
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