USING ICT-BASED PRACTICAL SESSIONS TO DEVELOP STUDENTS’ COGNITIVE ORIENTATION IN LEARNING FOREIGN LANGUAGES

Abstract

The article is dedicated to the analysis of the educational potential of practical classes in shaping the cognitive orientation of university students during the study of a foreign language with the use of information and communication technologies (ICT). It emphasizes that, in the context of education digitalization, practical classes become not only the main form of acquiring language skills but also an effective means of developing autonomy, creativity, critical thinking, and independence in students. It is noted that the integration of ICT into practical classes contributes to the creation of an interactive learning environment, increases motivation, ensures the possibility of personalizing the learning process, and brings it closer to real communicative situations. The methodological framework of the research consists of a range of general scientific methods: theoretical analysis of contemporary pedagogical literature, systematization and generalization of scientific approaches to defining the essence of practical classes, comparative analysis of traditional and digital learning formats, structural-functional analysis, and interdisciplinary synthesis of pedagogical, psychological, and technological aspects. It is outlined that the use of ICT in practical classes activates students’ cognitive orientation, fosters the development of intrinsic motivation for learning, and enhances communication and digital competencies. The study reveals that the application of multimedia, online projects, mobile apps, and telecollaborative practices leads to improved learning outcomes and stimulates deeper understanding of the material. The conclusion is made that practical classes utilizing ICT have significant educational potential in shaping the cognitive orientation of students, as they combine intellectual activity, practical action, and personal involvement in the learning process.