I. General Information

1. Full Name of the Participant: Ashirbek Danagul Rustembekyzy

2. Title of the Competition Material (Authors idea): Effective use of digital platforms in teaching English (Quizlet)

3. Competition Category: Digital Literacy

4. Keywords: artificial intelligence, educational technologies, personalized learning, adaptive learning, early development, learning skills, motivation to learn, data security, privacy.

Relevance.

The relevance of using digital tools and online methods in foreign language teaching stems from several interrelated factors.

First, the widespread digitalization of education and society as a whole is changing the way we receive and process information: students actively use smartphones, communication platforms, and multimedia content from an early age. If the educational process doesn't take this reality into account, motivation and learning effectiveness are reduced. The integration of digital tools brings classes closer to students' everyday experiences and increases their engagement.

Second, digital technologies expand access to authentic language content—videos, podcasts, news, and materials from native speakers—which is critical for developing comprehension and communication skills. Students have the opportunity to work with a variety of genres, accents, and cultural contexts, something that traditional methods and textbooks alone cannot achieve.

Third, modern digital platforms support personalization and differentiation of learning: adaptive apps, spaced repetition flashcards, automated exercise marking, and performance analytics help adjust the learning trajectory for each student. This is especially important in mixed-level classes and when working with students with special educational needs.

Fourth, digital literacy skills and the ability to communicate in an online environment are themselves essential competencies of the 21st century. By integrating digital methods into foreign language lessons, teachers not only develop language skills but also develop critical thinking, information management skills, media literacy, and digital ethics.

Fifth, the pandemic and associated restrictions have demonstrated the need for flexibility in educational systems: the ability to quickly transition to a remote or hybrid format has become crucial. Having proven digital scenarios ensures the continuity of learning in emergency situations and makes schools more resilient to external shocks.

Finally, the use of digital methods helps increase motivation through gamification, interactivity, and social learning: projects, collaborative online research, communication with native speakers, and digital presentations develop students' communicative activity and confidence. Thus, the relevance of this topic lies in the need to align the educational process with social and technological realities, in the opportunities to improve the accessibility, effectiveness, and personalization of learning, as well as in preparing students for real-world digital communication in a foreign language.

Methodology.

The essence of the method lies in designing lessons as a sequence of targeted digital actions that imitate real communicative situations and ensure the cyclical cycle of "input - training - application - reflection - transfer". The method is based on three principles: communicative authenticity (working with real tasks and audiences), adaptive personalization (differentiation by level and pace through platform analytics) and digital literacy meta-skills (search, source evaluation, ethics of online interaction). The didactic structure is as follows: 1) micro-input of language on the platform with built-in diagnostics (short explanations and targeted micro-tasks on vocabulary/grammar); 2) guided practice with adaptive difficulty (automatic checking, immediate feedback, focus on accuracy); 3) communicative task in an open digital environment (forum, shared document, voice rooms), where the focus shifts to fluency and meaning. 4) analytical reflection based on platform data (accuracy, time, error rates) and self-assessment according to the rubric; 5) transfer and vitalization—a short public digital action close to real-life practices: a mini-post, audio review, slide pitch.

The roles are distributed as follows: the teacher is the trajectory moderator and quality curator; the platform is an adaptive simulator and data source; the student is the creator and communicator. Instrumentally, the method combines "closed" platforms for precise practice (LMS with an exercise bank, quizzes with auto-checking, flashcards with spaced repetition) and "open" ones for productive communication (collaborative documents, whiteboards, audio and video services). Pedagogical techniques include visual checklists of language goals, "shadow cues" (unnoticeable supports: glossary, phrase templates), contrasting pairs of tasks for accuracy/fluency, timeboxing and "cold calls" in voice rooms, as well as micro-error retreats, when frequent errors are transformed into mini-exercises at the beginning of the next lesson. Assessment is criteria-based and combined: formative through instant feedback from the platform and teacher comments on the products, summative - according to rubrics for communicative tasks; Progress metrics in the SRS and topic-specific indicator dynamics are mandatory. Differentiation is achieved through branching trajectories: weaker students receive additional cycles of adaptive training and more robust support, while stronger students receive open-ended tasks, B1–C1 sources, and facilitator roles.

Cognitive load management is ensured by the "one new element per cycle" rule, multimodal delivery (text + audio + visual supports), instruction length limits, and a unified interface template. Safety and ethics include explicit networking standards, source verification, media licenses, and profile privacy. A typical 45-60-minute scenario: 5-7 minutes — diagnostic micro-input on the platform; 10-12 — adaptive practice with immediate feedback; 15-20 — task: paired or group interaction in a digital room with a mandatory language product; 8-10 — reflection on the data and an individual next step plan; 3-5 — transfer: mini-publication.

Novelty.

The novelty of this pedagogical idea lies in its systematic and targeted approach to integrating digital platforms, which goes beyond the occasional use of tools and creates a comprehensive learning ecosystem. Unlike traditional models, where digital tools often serve merely as a supplement to the main process or are used for repetitive practice, the key element here is a focus on guided autonomy and active, hands-on language use in a digital environment.

The specific novelty is manifested in the following:

Targeted integration of public speech acts: Instead of the haphazard use of online resources, the platform becomes a tool for frequent, short, public speaking in English, allowing learners to systematically develop confidence and fluency while receiving feedback in a controlled digital environment. This distinguishes the approach from simply completing exercises.

Transparent analytics for self-regulation: For the first time, the focus is not simply on collecting data, but on providing learners with transparent and understandable analytics of their progress. This is not only a control tool for the teacher, but also a powerful lever for developing student autonomy, allowing them to independently plan their learning and adjust their trajectory.

Transfer of skills to real digital contexts: The idea goes beyond "learning for the sake of learning" on the platform. The novelty lies in the use of digital tools to regularly transfer acquired knowledge and skills to real-world digital practices (e.g., participating in international online projects, blogging, communicating with native speakers), ensuring deep language retention and functionality.

Comprehensive scalability with quality preservation: This approach offers not just a set of tools, but a scalable model that provides specific scenarios for the classroom, school, and blended learning levels, with unified rubrics and a problem bank. This ensures methodological integrity and continuity across different implementation levels.

Integrated risk mitigation system: Unlike many approaches that ignore potential problems, this approach incorporates risk mitigation mechanisms (overload, formalism, interface dependence) from the outset through dosing, activity rotation, and platform auditing, making it more sustainable and pedagogically sound.

Practical applicability.

The practical applicability of the pedagogical idea "Effective Use of Digital Platforms in English Language Teaching" is manifested in a wide range of specific actions and results, easily implemented in the context of a modern school, university, or language school. Firstly, digital platforms allow for the rapid personalization of the learning process: based on diagnostic tests and academic performance data, individual learning paths are created, adapted to the pace, vocabulary, and types of errors. This reduces the gap between strong and weak students and increases engagement through relevant tasks. Secondly, the platforms provide a rich multimodal environment—audio, video, interactive exercises, and simulations—facilitating the development of all types of speech activity (listening, speaking, reading, writing) and promoting better pronunciation and intonation through instant feedback and repetition. Third, digital tools enable teachers to save time on routine tasks: automated assignment checking, analytical reports on errors and progress, lesson templates, and ready-made resources free up time for individual work, motivation, and project-based activities. Fourth, platforms open up real-world communication practices: messaging and video meetings with native speakers or students from other countries, participation in international projects, and blogging create authentic language situations, encourage language use to achieve real-world goals, and strengthen intercultural competence.

Fifth, digital solutions facilitate the implementation of blended and distance learning: flexible schedules, modular courses, and micro-assignments allow for continued learning outside the classroom, which is especially important in times of restrictions or for working students. Furthermore, practical applicability is enhanced by scalability: unified methodological materials, assessment rubrics, and an assignment bank can be applied at the level of an individual teacher, school, or educational system, ensuring the continuity and comparability of results. Finally, the concept includes built-in risk and quality management mechanisms: workload regulations, task rotation to prevent fatigue, the selection of proven platforms with data protection, and digital literacy training for students and teachers. Taken together, this makes the proposed model not abstract but practice-oriented: it improves learning outcomes, increases motivation, optimizes teacher work, and expands opportunities for the authentic use of English in real-world and digital contexts.

Evaluation of effectiveness

Assessing the effectiveness of digital platforms in English language teaching should be systemic, multidimensional, and focused on real learning outcomes, student motivation, and the quality of teaching practices. First, the key indicator is progress in language proficiency: regular testing against standard criteria (CEFR levels, vocabulary, grammar, listening, speaking, and writing assessments) combined with automated platform analytics allows for tracking student progress in both individual skills and integrated competencies. To obtain a reliable assessment, it is important to use pre- and post-level tests, as well as retesting intervals to measure retention and assimilation.

Second, the quality of assignment completion and the nature of errors are recorded through analytical reports: frequency and type of errors, time to complete, and repeat completion of the same assignments. These metrics reveal not only the specific areas of difficulty but also how effectively the platform's adaptive mechanisms adjust the student's learning path. The correlation between the platform's individual recommendations and performance improvements provides an indicator of personalization effectiveness.

Third, communicative productivity is assessed through actual language use: participation in online discussions, oral presentations, and video recordings of speaking practice are assessed using rubrics that include accuracy, fluency, lexical richness, and pragmatics. The use of peer review sessions and assessment rubrics also allows for the development of sociocultural competence to be considered.

Fourth, motivation and engagement are measured by behavioral and subjective indicators: platform activity (frequency of logins, completed modules, time spent online), participation in additional activities, completion of optional assignments, as well as satisfaction surveys, self-assessments, and questionnaires on learning motives. Increased engagement and positive attitudes indicate the indirect effectiveness of platform strategies. Fifth, the impact on teaching practice and the effectiveness of the learning system as a whole is determined by savings in teacher time (measured in hours spent on reviewing, preparation, and administration), the quality of feedback, and the potential for widespread adoption of standardized methods. Reducing the administrative burden while simultaneously improving the quality of differentiated support is an important operational criterion.

Sixth, the sustainability of results and the transferability of skills to real-world situations are important for practical assessment: they measure students' ability to apply knowledge in authentic contexts—international projects, interactions with native speakers, and academic and professional communication. Quantitative indicators include participation in projects, the number of successfully completed real-world communication tasks, and achievements in external examinations (IELTS, TOEFL, etc.).

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