DIDACTIC POSSIBILITIES OF DIGITAL EDUCATIONAL PLATFORMS AND INTERACTIVE METHODS IN TEACHING FOREIGN LANGUAGES

Annotasiya

This scientific article comprehensively analyzes the issues of radically reforming the methodology of teaching foreign languages ​​and improving its quality indicators in the conditions of modern globalization, the acceleration of information flows and the digitalization of education. At a time when traditional forms of teaching, based only on lectures and dry memorization, cannot fully meet the individual needs, interests of students and the requirements of the modern labor market, digital technologies and advanced pedagogical innovations have become the main source of increasing educational efficiency. The article discusses in detail the pedagogical and didactic foundations, methodological principles and practical significance of integrating digital educational platforms and interactive methods in the process of teaching foreign languages. The study extensively analyzes the didactic functions of modern learning management systems (LMS) such as Moodle, Canvas, Google Classroom, as well as interactive and gamified tools such as Quizlet, Kahoot, Padlet, Mentimeter in language learning - personalization of lessons, systematic monitoring of students' independent activities, provision of real-time feedback, and the possibility of organizing an independent learning environment outside the classroom. Also, the role of interactive methods such as the "flipped classroom", project-based learning, case study, and role-play, which transform students from passive listeners into active creators of knowledge, in the formation of speech, linguistic, sociocultural, and most importantly, communicative competencies in students is scientifically substantiated. Analysis and pedagogical experiments show that the harmonious implementation of digital and interactive resources in the lesson process ensures the visualization and comprehensibility of educational materials, significantly increases the internal motivation of language learners to the lesson and the level of activity during the lesson. At the end of the article, systematic conclusions, conceptual proposals and methodological recommendations are put forward for the systematic implementation of a modern digital educational environment in the national higher education system, the creation of digital lesson developments, and the continuous development of media literacy and competencies in digital pedagogy of the pedagogical staff system.