DEVELOPING STUDENTS’ LEXICAL COMPETENCE THROUGH THE DIGITAL PLATFORM LEARNINGAPPS IN THE CONTEXT OF INTERCULTURAL PROFESSIONAL COMMUNICATION

РАЗВИТИЕ ЛЕКСИЧЕСКОЙ КОМПЕТЕНЦИИ СТУДЕНТОВ ПОСРЕДСТВОМ ЦИФРОВОЙ ПЛАТФОРМЫ LEARNINGAPPS В КОНТЕКСТЕ МЕЖКУЛЬТУРНОГО ПРОФЕССИОНАЛЬНОГО ОБЩЕНИЯ

Алексеева Полина Станиславовна

студент Института иностранных языков Московского городского педагогического университета,

РФ, г. Москва

 Бокова Татьяна Николаевна

научный руководитель, д-р пед. наук, доц., проф. Института иностранных языков Московского городского педагогического университета,

РФ, г. Москва

ABSTRACT

The article explores the development of students’ lexical competence in a language university through the use of the digital educational platform LearningApps. The relevance of the research is determined by the processes of digital transformation of higher education and the growing importance of intercultural professional communication. Lexical competence is considered a key component of foreign language communicative competence, ensuring effective interaction in multicultural professional contexts. The study substantiates the didactic potential of LearningApps for vocabulary acquisition, consolidation, and active usage. The results demonstrate that systematic integration of LearningApps into the educational process increases students’ motivation, autonomy, and lexical awareness, contributing to more effective intercultural communication.

АННОТАЦИЯ

В статье рассматривается проблема развития лексической компетенции студентов языкового вуза посредством цифровой образовательной платформы LearningApps. Актуальность исследования обусловлена процессами цифровизации высшего образования и возрастающей ролью межкультурного профессионального общения. Лексическая компетенция трактуется как ключевой компонент иноязычной коммуникативной компетенции, обеспечивающий успешное профессиональное взаимодействие. Обосновывается дидактический потенциал платформы LearningApps для усвоения, закрепления и активного использования лексических единиц. Результаты исследования показывают, что систематическое использование LearningApps способствует повышению мотивации, автономности и лексической осознанности обучающихся.

Ключевые слова: лексическая компетенция; цифровые образовательные платформы; LearningApps; межкультурная коммуникация; иностранный язык; высшее образование.

Keywords: lexical competence; digital educational platforms; LearningApps; intercultural communication; foreign language teaching; higher education.

I. Introduction. In the context of globalization and digital transformation of higher education, foreign language proficiency has become an essential prerequisite for effective professional and intercultural communication. Modern specialists are expected not only to possess grammatical accuracy but also to demonstrate a high level of lexical competence, enabling them to operate successfully in diverse communicative situations [Bokova & Milovanova, 2025; Bokova & Tsybaneva, 2024].

II. Lexical Competence as a Basis for Intercultural Professional Communication. Lexical competence plays a central role in foreign language communicative competence, as vocabulary serves as the main carrier of meaning in discourse. Insufficient lexical resources significantly limit learners’ ability to participate in professional communication, especially in intercultural contexts where semantic nuances, collocations, and culturally marked lexical units are of particular importance [Bokova & Gabeeva, 2025]. The rapid development of information and communication technologies has led to the active implementation of digital educational platforms in foreign language teaching. These platforms provide new opportunities for interactive, personalized, and student-centered learning. Among such tools, LearningApps stands out as an accessible and versatile platform for creating interactive tasks aimed at developing lexical skills. Despite the widespread use of digital tools, the didactic potential of LearningApps for developing lexical competence in higher education remains insufficiently explored. This study seeks to address this gap by analyzing the role of LearningApps in enhancing students’ lexical competence within the framework of intercultural professional communication [Bokova & Milovanova, 2025].

III. Methodology. LearningApps is an online platform that allows teachers to create interactive educational exercises using ready-made templates, such as matching, classification, gap-filling, sequencing, and multiple-choice tasks. These formats are particularly effective for vocabulary learning, as they provide visualization, repetition, and immediate feedback, supporting both receptive and productive lexical skills [Khutorskoy, 2003, p. 61; Shamov, 2012]. From a methodological perspective, LearningApps aligns with communicative, competency-based, and learner-centered approaches, promoting active student engagement, autonomous learning, and the development of lifelong learning skills [Bokova & Tsybaneva, 2024]. The methodology of this study involved integrating LearningApps into foreign language instruction at a university. The research was conducted with undergraduate students during regular foreign language classes. The platform was used at the stages of vocabulary presentation, consolidation, and revision, with interactive tasks designed to develop students’ ability to recognize, understand, and appropriately use lexical units in various communicative contexts [Martiushova, 2020; Danilina, 2021]. The effectiveness of this approach was evaluated through classroom observation, analysis of students’ task performance, and comparison of learning outcomes [Kabakchi & Proshina, 2021]. The use of LearningApps in vocabulary instruction offers several advantages: it combines interactivity and multimodality, enhancing memorization through visual and auditory channels; provides immediate feedback, allowing students to self-correct and reflect on errors; and ensures flexibility, enabling integration into classroom, blended, and independent learning environments [Kolesnikova & Elnikova, 2017; LearningApps.org, 2026]. These features make LearningApps an effective tool for developing lexical competence in intercultural professional communication [Khutorskoy, 2003; Shamov, 2012].

IV. Results and Discussion. The integration of LearningApps into the educational process demonstrated positive effects on students’ lexical competence development. Students showed increased motivation and active participation in vocabulary-related tasks. Interactive exercises facilitated better retention of lexical material and encouraged students to apply new vocabulary in communicative activities [Bokova & Gabeeva, 2025]. Moreover, the platform contributed to the development of students’ autonomy, as they were able to work with lexical material independently and at their own pace. This aspect is particularly important for preparing students for professional intercultural communication, which requires continuous self-development and adaptation. The findings confirm that LearningApps is not merely a supplementary tool but an effective component of a comprehensive methodology aimed at developing lexical competence in higher education.

V. Conclusions. The study demonstrates that lexical competence is a fundamental component of intercultural professional communication and requires systematic and methodologically grounded development [Bokova & Milovanova, 2025; Bokova & Gabeeva, 2025]. Digital educational platforms provide valuable opportunities for enhancing vocabulary instruction, and LearningApps proves to be an effective tool in this process. The integration of LearningApps into foreign language teaching contributes to improved vocabulary acquisition, increased learner motivation, and the development of autonomous learning skills. These outcomes are particularly relevant in the context of training future specialists capable of functioning effectively in multicultural professional environments. Further research may focus on experimental validation of the proposed methodology and comparative analysis of different digital platforms for lexical competence development.

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