Integração de expertise profissional e soluções digitais para uma comunicação linguística efetiva no ensino de línguas estrangeiras

Lesia Hladkoskok; Oksana Petrenko; Aliona Matiychak; Yuriy Sobkov; Zhanna Cherska

doi:10.22633/rpge.v29iesp4.20769

Autores/as

Lesia Hladkoskok Yuriy Fedkovych Chernivtsi National University https://orcid.org/0000-0002-6447-4729
Oksana Petrenko Yuriy Fedkovych Chernivtsi National University https://orcid.org/0000-0002-2707-3221
Aliona Matiychak Yuriy Fedkovych Chernivtsi National University https://orcid.org/0000-0002-8190-0427
Yuriy Sobkov Yuriy Fedkovych Chernivtsi National University https://orcid.org/0000-0003-4603-6845
Zhanna Cherska Yuriy Fedkovych Chernivtsi National University https://orcid.org/0000-0003-3210-4042

DOI:

https://doi.org/10.22633/rpge.v29iesp4.20769

Palabras clave:

Competencia comunicativa[, Tecnologías digitales, Enseñanza de lenguas extranjeras, Experiencia profesional del docente, Inglés

Resumen

En el contexto de la digitalización de la educación, garantizar el desarrollo eficaz de la competencia comunicativa en lengua extranjera para la comunicación intercultural y virtual contemporánea se ha vuelto cada vez más relevante. Este estudio examina cómo las herramientas digitales, cuando se combinan con la experiencia del docente, influyen en la enseñanza de inglés y alemán en la educación superior. Mediante un experimento comparativo y un análisis cuantitativo basado en los criterios del Marco Común Europeo de Referencia para las Lenguas (MCER), la investigación demuestra una mejora significativa en el grupo experimental que utilizó realidad virtual, telecolaboración, plataformas adaptativas y tareas multimodales. La comunicación interactiva aumentó un 29,7%, la expresión oral un 20% y la comprensión auditiva un 20,1%, indicando mayor confianza y competencia intercultural. Los resultados confirman la eficacia de un enfoque digital integrado cuando está respaldado por la flexibilidad metodológica y la alfabetización digital del profesorado. En la práctica, el estudio ofrece estrategias para la enseñanza híbrida, el aumento de la motivación estudiantil y el desarrollo profesional docente. Los hallazgos pueden fundamentar la actualización de programas educativos, fortalecer los componentes interculturales y apoyar modelos innovadores de enseñanza de lenguas extranjeras en la educación superior.

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Biografía del autor/a

Lesia Hladkoskok, Yuriy Fedkovych Chernivtsi National University

Department of Foreign Languages for Humanities, Faculty of Foreign Languages, Yuriy Fedkovych Chernivtsi National University, Chernivtsi, Ukraine.

Oksana Petrenko, Yuriy Fedkovych Chernivtsi National University

Department of Linguistics and Translation, Faculty of Foreign Languages, Yuriy Fedkovych Chernivtsi National University, Chernivtsi, Ukraine.

Aliona Matiychak, Yuriy Fedkovych Chernivtsi National University

Department of Foreign Languages for Humanities, Faculty of Foreign Languages, Yuriy Fedkovych Chernivtsi National University, Chernivtsi, Ukraine.

Yuriy Sobkov, Yuriy Fedkovych Chernivtsi National University

Departamento de Línguas Estrangeiras para as Ciências Humanas, Faculdade de Línguas Estrangeiras, Universidade Nacional Yuriy Fedkovych de Chernivtsi, Chernivtsi, Ucrânia.

Zhanna Cherska, Yuriy Fedkovych Chernivtsi National University

Department of Foreign Languages for Humanities, Faculty of Foreign Languages, Yuriy Fedkovych Chernivtsi National University, Chernivtsi, Ukraine.

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