Blended learning as a means of developing foreign language communicative competence in students majoring in non-linguistic specialties

Abstract

The modern educational landscape is undergoing a significant transformation driven by the rapid integration of digital technologies into the pedagogical process. This article provides a comprehensive analysis of the formation of foreign language communicative competence (FLCC) among students of non-linguistic majors within a blended learning framework. Unlike traditional instructional methods, the blended model facilitates a synergistic interaction between face-to-face classroom engagement and autonomous digital learning environments.

The study synthesizes theoretical foundations established by key researchers in the field and evaluates the practical effectiveness of various blended learning configurations, such as the "flipped classroom" and balanced rotation models. The experimental part of this research extensively draws upon and references the methodological frameworks and findings of E. G. Isaeva (2024), particularly regarding the assessment of student motivation and the effectiveness of balanced blended models. Special attention is given to the psychopedagogical characteristics of the contemporary "digital native" generation, whose cognitive styles prioritize multitasking, visual information processing, and immediate practical application.

Through an analysis of student engagement and academic performance data, the research identifies the fundamental advantages of blended formats, including enhanced self-regulation, increased motivation, and the elimination of psychological barriers in intercultural communication. The findings suggest that the strategic implementation of information and communication technologies (ICT) does not merely supplement the curriculum but serves as a catalyst for developing professional-oriented communicative skills necessary for global competitiveness.