USING INFORMATION AND COMMUNICATION TECHNOLOGIES IN DEVELOPING SPEECH COMPETENCES OF HIGHER EDUCATION APPLICANTS
DOI:
https://doi.org/10.32782/2307-1222.2026-62-24Keywords:
information and communication technologies, higher education applicants, speech competencies, listening, speaking, reading, writingAbstract
This paper highlights the problem of using information and communication technologies (ICT) in developing speech competencies (listening, speaking, reading, writing) of higher education applicants in the process of learning a foreign language. The research papers are analyzed, in which various issues of the ICT implementation in the process of learning a foreign language were studied. The focus lies on the didactic potential of ICT as a way to increase applicants' motivation, individualize learning, and provide conditions for the development of speech competencies. The possibilities of using digital platforms, multimedia resources, online courses, mobile applications, and artificial intelligence tools for developing the speech competencies of higher education applicants are analyzed. In particular, video hosting sites, podcast platforms (YouTube, TED Talks, BBC Learning English, ESL podcasts), and interactive tasks based on the authentic audio and video materials are considered to be effective for developing listening competence. Videoconferencing, intelligent tutoring systems (AI tutors), generalpurpose chatbots, and virtual learning environments promote the development of competence in dialogue and monologue speech. Hypertext resources, online platforms with integrated tasks, and digital libraries are proposed for developing reading competence. Online editors, cloud services, blogs, web forums, social networks, collaborative text editing systems, and automated feedback systems are considered effective for developing writing competence. It is concluded that the systematic and methodologically substantiated use of ICT promotes the comprehensive development of speech competencies, individualization of learning, and training the applicants for effective intercultural communication in the digital environment.
References
1. Krupskyi, Y. V., & Mykhalevych, V. M. (2010). Tlumachnyi slovnyk z informatsiino-pedahohichnykh tekhnolohii [Explanatory dictionary of information and pedagogical technologies]. Vinnytsia : V N T U [in Ukrainian].
2. Kotsiuba, R. B. (2021). Kompiuterno oriientovana metodyka rozvytku inshomovnoi komunikatyvnoi kompetentnosti maibutnikh spetsialistiv likuvalnoi spravy: dys. …kand. ped. nauk : 13.00.10. [Computer-oriented methodology for developing foreign language communicative competence of future medical professionals] (Doctoral dissertation). Kyiv. 326 p. [in Ukrainian].
3. Zhytska, S. (2012). Computer assisted language learning. Information Technology and Security, 1(2), 25–34. https://doi.org/10.20535/2411-1031.2012.1.2.54982
4. Levy, M., & Stockwell, G. (2006). CALL dimensions: Options and issues in computer-assisted language learning. Lawrence Erlbaum Associates.
5. Warschauer, M., & Liaw, M. (2011). Emerging technologies for autonomous language learning. Studies in Self-Access Learning Journal, 2(3), 107–118. https://doi.org/10.37237/020302
6. Khoroshailo O. S., & Kocherhina S. S. (2023). Vykorystannia shtuchnoho intelektu dlia pidvyshchennia yakosti vykladannia inozemnykh mov u vyshchomu zakladi osvity [Using artificial intelligence to improve the quality of teaching foreign languages in a higher education institution]. Naukovyi chasopys Natsionalnoho pedahohichnoho universytetu imeni M. P. Drahomanova. Seriia 5: Pedahohichni nauky: realii ta
perspektyvy: zb. nauk. prats. [Scientific journal of the National Pedagogical University named after M. P. Dragomanov. Series 5: pedagogical Sciences: reality and prospect: collection of scientific papers]. Kyiv: Vydavnychyi dim “Helvetyka” [Helvetyca Publishing House], Vol. 93, 123–127. DOI: 10.31392/NPU-nc.series5.2023.93.25.
7. Avouris, N. (2025). AI conversational tutors in foreign language learning: A mixed-methods evaluation study. In Proceedings of the 14th Panhellenic Conference “ICT in Education HCICTE” (Rhodes, October 2025). https://doi.org/10.48550/arXiv.2508.05156
8. Kukulska-Hulme, A. (2018). Mobile-assisted language learning (Revised and updated version). In C.A. Chapelle (Ed.), The concise encyclopedia of applied linguistics (Pp. 1–9). Wiley. https://doi.org/10.1002/9781405198431.wbeal0768
9. Acevedo, N. G. (2016). Technology-enhanced gadgets in the teaching of English as a foreign language to very young learners: Ideas on implementation. Procedia – Social and Behavioral Sciences, Vol. 232, 507–513. https://doi.org/10.1016/j.sbspro.2016.10.070
10. Metruk, R. (2022). Smartphone English language learning challenges: A systematic literature review. Sage Open, 12 (1). https://doi.org/10.1177/2158244022107962
11. Bihych O. B., et al. (2013). Metodyka navchannia inozemnykh mov i kultur: teoriia i praktyka : pidruchnyk dlia stud. klasychnykh, pedahohichnykh i linhvistychnykh universytetiv / za zah. red. Nikolaievoii [Methods of teaching foreign languages and cultures: theory and practice: a textbook for students of classical, pedagogical and linguistic universities (C. Y. Nikolaieva, Ed.)]. Kyiv : Lenvit. 590 p.
12. Bashmanivska L., Bashmanivska I., Kucheruk O., Yurchuk O., Bashmanivskyi V. (2024). Vykorystannia zasobiv IKT dlia rozvytku navychok audiiuvannia zdobuvachiv vyshchoi osvity [Using ICT tools to develop listening skills of higher education students]. Informatsiini tekhnolohii i zasoby navchannia [Information technologies and learning tools]. Vol. 101, (3). DOI: 10.33407/itlt.v101i3.558.
