UDC 378.017:81’373.45-047.22]:[378.018.8:37.011.3051]
DOI: https://doi.org/10.59694/ped_sciences.2026.22.146
MONITORING THE LEVEL OF FOREIGN LANGUAGE COMPETENCE OF FUTURE TEACHERS BY MEANS OF NETWORK COMMUNICATION IN DISTANCE LEARNING
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LYAKHOVSKA Yulia Olegivna
Doctor of Philosophy, Associate Professor, Associate Professor of the Department of Special Language Training, Military Institute of Taras Shevchenko National University of Kyiv.
ORCID іD: https://orcid.org/0000-0003-4723-0260
Abstract:
The article considers the problem of monitoring the level of foreign language competence of future teachers by means of network communication in distance learning in higher education institutions. It is substantiated that the above circumstances have made it necessary to rethink approaches to tracking the level of foreign language training of future teachers and to find new monitoring tools adapted to the specifics of the network educational environment of the university.
The essence of the concept of «monitoring foreign language competence» in the context of distance learning is revealed, its main functions are determined: diagnostic – identifying the current level of foreign language competence of applicants; prognostic – predicting the further dynamics of its development; corrective – making changes to the content and teaching methods based on the data obtained; motivational – stimulating applicants to active foreign language activity through systematic tracking of their progress. Synchronous and asynchronous modes of network communication are characterized as means of monitoring various components of foreign language competence of future teachers.
It is established that the synchronous mode is effective for tracking oral competence, while the asynchronous mode is effective for monitoring written speech, lexical accuracy and grammatical correctness of applicants’ foreign language statements.
The feasibility of organizing input, current and final monitoring as a necessary condition for ensuring its systematicity and comprehensiveness is substantiated. Attention is focused on the importance of involving applicants in self-assessment and mutual assessment in the digital environment of the university as a factor in the development of their subjectivity and reflective culture of the future teacher. It is noted that the prospects for further research are related to the development and experimental verification of a methodology for monitoring foreign language competence of future teachers using network communication, as well as studying the possibilities of using artificial intelligence to automate monitoring procedures in higher education institutions.
Keywords: foreign language competence, future teachers, monitoring, network communication, distance learning, higher education institutions, digital educational environment, synchronous and asynchronous communication.
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