POSSIBILITIES OF USING INTERACTIVE PLATFORMS IN PROFESSIONALLY ORIENTED ENGLISH LANGUAGE TEACHING (ON THE EXAMPLE OF ARCHITECTURE STUDENTS)
Keywords:
Interactive platforms, ESP, architecture students, communicative competence, digital learning, professional English, blended learning.Abstract
This article explores the pedagogical potential of interactive platforms in teaching professionally oriented English, with a particular focus on architecture students. It analyzes how digital interactive environments contribute to the development of communicative competence, professional terminology acquisition, and learner autonomy. The study emphasizes that interactive platforms transform traditional teacher-centered instruction into a learner-centered, collaborative, and practice-oriented learning process. The findings indicate that such platforms significantly enhance the effectiveness of English language instruction in higher education, especially in discipline-specific contexts.
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