Збережено в:
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| Формат: | Recurso digital |
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| Опубліковано: |
Zenodo
2026
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| Онлайн доступ: | https://doi.org/10.5281/zenodo.18677329 |
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Зміст:
- <table> <tbody> <tr> <td> <p><em>This article analyzes the possibilities of using mobile learning (m-learning) technologies in teaching English phonetics to prospective translators from the perspective of a competency-based approach. The main goal of the study is to determine the impact of mobile learning tools on the development of prospective translators' phonetic competence in English. The types of activities used in the mobile learning process are described and analyzed, including methods such as "Group Mind Mapping on Basic Phonetic Issues", "Creating an Event-Glide Calendar for Coursework", "Electronic Presentations on Phonetics", "Online Real-Time Tests", "Public Pronunciation Assessment", and "Various Perception Exercises". During the pedagogical experiment, the criteria for the formation of phonetic competence (cognitive, pragmatic, reflexive), indicators and levels (high, medium, low) were identified. 50 students participated in the study. The results showed that the use of mobile educational technologies serves to increase the level of phonetic competence, develop independent work and a creative approach.</em><em> </em></p> </td> </tr> </tbody> </table>