Abstract: Abstract Studies examining the relationship between grit and foreign language (FL) achievement have yielded inconsistent results. Furthermore, research on factors influencing grit is limited and primarily employs quantitative methodologies. To address these gaps, this study aims to reevaluate the link between grit and FL achievement among Chinese university students and identify factors influencing their grit by using a mixed-methods approach. In this study, 260 third- and fourth-year English major students participated in a questionnaire survey, and 35 of them also underwent semi-structured interviews. Through multiple regression analysis of the questionnaires, it was found that grit and FL achievement significantly and positively correlated with each other and grit significantly predicted FL achievement. The interview results showed that four major factors, namely individual-related factors, significant others, achievement-related experiences, and important external factors, affected grit. These results corroborate the positive role of grit in second language acquisition (SLA) and offer valuable pedagogical insights for L2 educators.

Abstract: This paper covers current trends in foreign language teaching and projects concerning its improvement rejecting formal and conceptual approaches dominance. The associative methodological sample elaboration is proposed as one of the basic strategies, which includes metaphysical and referential categories comparison, the explicitely pronounced phrases simplification. In accordance with the anthropocentric approach the alternation of the active and recessive students attention performing periods substitutes the academic curriculum. Progressive evolutionary approach is a prevailing item whereas the cognitive and adaptive trend in the foreign language learning coordinates the teaching process. The first cycle in teaching is functional. The second cycle enables to perform a profound contamination with the authentic language environment. Also a hybrid form of the teaching process is applied including various digital educational resources and the artificial intelligence program and digital social network. The mode of the information management is presumably used to improve the progress rating. The major element to improve the teaching productivity is to adapt the students to the functional communicative styles of the foreign language, the narrative approach in the diverse communicative situations modifying, psycholinguistics research practical outcome. The constitutive values of the social system are used to improve the foreign language educational programs. The most effective mode is combining the projective and the narrative approaches. A new aim in modern linguodidactics is elaboration of the authentic linguistic personality cognitive and habitual model by means of totally anthropocentric or algorithmic approaches. According to current possibilities the authentic linguistic personality cognitive and habitual model formation is performed in the system of individual educational approach. The formalized and conceptualized exercises are used exceptionally to vary other linguodidactic methods. The audio practice exercises include diverse forms of the students activity. Current trends in foreign language teaching include the performative approach and the project producing method. It also includes the Dogme methodological trends. The Dogme is used to apply in language practice and integrate multiple language patterns. The authentic language personality formation is achieved by means of functional communicative reaction adaptation to a certain communicative situation. The item of a new foreign languages educational programs mode undermines the priority of the foreign language stylistics with the intensive foreign texts reading practice to imitate the authentic intonation patterns. The performative methodological approach for the authentic language personality model formation includes elaboration of various communicative situations. In teaching the students of non-linguistic specialties forming the authentic language personality model requires the constitutive values of social environment, by comparison of various communicative styles portrayed in texts. This educational aim can also be achieved by individual teaching strategy based on students personal empiric experience. In the classical foreign language teaching models adaptation to new linguodidactic approaches it is necessary to use pragmatic behavioral patterns of the language personality in performance. Traditional linguodidactic programs can be improved by applying the performative and the narrative approaches to the approved thematic plan. It encounters different communicative scenario formation, eventual interpretation of the teaching contents as stated. The basic requirement to improve the traditional teaching programs is to adjust the communicative approach to be the educational basis. The thematic plan is replaced by eventual performance, statements by dialogues, unified communicative practice and lexical exercises by the individual or group project production. The grammar rules are studied by the projective method. The Dogme method shares an elective strategy to plan the scenario of lesson whereas it is the most effective for the beginners. It comprises the basic grammar and phrasal patterns in progress, text reading and auditory language practice to continue. The second cycle of the educational process in accordance with this program includes the students work based on the profound stylistics adaptation. The lack of English language practice classes can be substituted by increasing special exercises and simultaneous imitation of the authentic language patterns reading the texts performatively. The cyclic strategy is specified as a current form of teaching methodology as constant repeat of grammar and communicative patterns. The basic item for the cyclic teaching method is the Dogme approach while the narrative lesson planning performs the integrative function. The project linguodidactic method enables to settle psychological comfort in various communicative events. The most effective outcome in the project method applying is achieved with the help of the hybrid methodological approach. The narrative and the project strategies in course of the cyclic approach prove their efficiency. Correcting the non-authentic language personality model requires repeating standard language patterns. Improving narrative is possible by applying integrative methods with explicating various communicative styles and pragmatic propositions. Development of the cyclic educational model in foreign language teaching is performed in accorfance with the level of the students’ skills. The under-intermediate level requires constant repeating of various language aspects, whereas the advanced students constantly revise the speach sintagmatic patterns. The individual educational strategy requires a balance in the scheme of concepts and habitual adaptation. The educational scenario for implementing the individual teaching strategy corresponds to the compensatory trend, according to which the training program is reproduced based on special needs of the student and personal educational "gaps". An alternative scenario of the individual teaching a foreign language strategy requires the formation of an individual educational narrative, in which the combination of various forms of teaching activity varies. Grammar exercises are combined with tasks of the complex development part to improve the results. The formation of the students’ communicative skills is possible during the group work activity, or supplied by an artificial intelligence program that performs the function of an interactive moderator. In the modern paradigm of education, the teacher performs the function of an advisor and assistant for the educational process.

Abstract: Foreign language classroom anxiety (FLCA) remains a serious barrier to language learning that too often appropriates learner confidence, interest, and performance. This descriptive-analytic review synthesizes empirical studies on flipped instruction as an instructional method to alleviate FLCA in second and foreign language university courses. On the basis of research papers published between 2012 and 2025, this review synthesizes implementation models, reported effects of anxiety reduction, and contextual influences on success. Empirical support is available for the potential of flipped class to reduce FLCA by facilitating pre-class preparation, active and collaborative in-class engagement, and more individualized teacher facilitation. Its efficacy is conditional upon learner autonomy, access to technology, teacher mediation, and sociocultural background. While short-term decreases in anxiety are frequently noted, their long-term persistence is poorly studied. Affective learning implications at the theoretical level are identified in this review and design-informed, practice-based suggestions for context-sensitive flipped classrooms to mitigate FLCA are provided. Calls for longitudinal, mixed-methods, and cross-cultural studies are made to advance the field.

Abstract: The article examines ways to increase the effectiveness of foreign language learning for second-year students of physical education and sports universities. The data we obtained as a result of the experiment indicate that the main activity that students-athletes perform, having received, for example, such a task as preparing a short report, is essentially reproductive-mnemonic activity. As a rule, such work is performed by most students-athletes as follows: a certain language material is selected, for example, an article from an Internet magazine, textbook, manual, memorized and reported in a group. Thanks to the intonation of the message, the student-athlete tries to remember what he has prepared, while the main concern of the student is the accuracy of reproduction. A comparison of the message that was heard and the sources that served as the basis for it, shows that there are cases of literal, sometimes mechanical transmission of the selected material. The logical structure of the statement, its content, as a rule, is taken ready-made and the students-athletes only reproduce the text. This means that the dominant mental process of mastering a foreign language in the 2nd year is memory, not thinking. It is clear that this kind of mental activity cannot correspond to their mental development and stimulate it. However, the perception of educational material, its memorization and the mastery of various skills are successful only when they are to some extent connected with thinking. The mental inertia of some students-athletes of the 2nd year has been noted, and their cognitive interest in learning has declined, which requires us to assume that learning a foreign language also obeys the indicated laws. Teaching oral speech is more successful if in the learning process we proceed from the psychological nature of speech as a speech act and develop such aspects as content, persuasiveness, consistency, correctness, emotionality, receptivity. Solving issues related to the psychological nature of speech is that "problematic" task that activates the mental activity of those who learn, leads it forward, makes such activity significant, meaningful, which, due to psychological laws, is positively reflected in knowledge, skills, abilities.

Abstract: In today’s globalized world, the formation of pragmatic competence in business letter writing among future teachers is crucial, especially in a foreign language context. This study explores the strategies and methodologies to enhance pragmatic competence in English among fourth-year education students. Pragmatic competence involves understanding and using language appropriately in different social and cultural contexts. For future teachers, mastering this skill is essential for effective communication in professional environments. The research focuses on identifying the challenges faced by students in acquiring pragmatic competence and proposes practical solutions to overcome these barriers. By incorporating real-world scenarios and business-related tasks, the study aims to improve students’ ability to produce coherent and contextually relevant business correspondence. The findings suggest that a combination of theoretical knowledge and practical exercises can significantly enhance students’ pragmatic skills. This research contributes to the development of more effective teaching practices in foreign language education, emphasizing the importance of pragmatic competence in professional settings. Abstract (Kazakh):Бүгінгі жаһандану дәуірінде болашақ мұғалімдер арасында іскерлік хат жазу саласындағы прагматикалық құзіреттілікті қалыптастыру өте маңызды, әсіресе шет тілінде. Бұл зерттеу төртінші курс білім беру студенттері арасында ағылшын тілінде прагматикалық құзіреттілікті арттыру стратегиялары мен әдістемелерін қарастырады. Прагматикалық құзіреттілік әртүрлі әлеуметтік және мәдени контексттерде тілді орынды қолдануды түсінуді қамтиды. Болашақ мұғалімдер үшін бұл дағдыны меңгеру кәсіби ортада тиімді қарым-қатынас жасау үшін маңызды. Зерттеу студенттердің прагматикалық құзіреттілікті меңгерудегі қиындықтарын анықтауға және осы кедергілерді жеңуге практикалық шешімдер ұсынуға бағытталған. Шынайы өмірлік сценарийлер мен іскерлік тапсырмаларды енгізу арқылы зерттеу студенттердің тұтас және контекстке сәйкес іскерлік хат жазу қабілетін арттыруға бағытталған. Нәтижелер көрсеткендей, теориялық білім мен практикалық жаттығулардың үйлесімі студенттердің прагматикалық дағдыларын едәуір жақсартады. Бұл зерттеу шет тілін оқытуда прагматикалық құзіреттіліктің кәсіби ортада маңыздылығын атап көрсете отырып, тиімдірек оқыту тәжірибелерін дамытуға өз үлесін қосады. Abstract (Russian):В современном глобализированном мире формирование прагматической компетенции в написании деловых писем среди будущих учителей имеет ключевое значение, особенно в контексте изучения иностранного языка. Данное исследование рассматривает стратегии и методики повышения прагматической компетенции на английском языке среди студентов четвертого курса педагогических вузов. Прагматическая компетенция включает в себя понимание и использование языка в различных социальных и культурных контекстах. Для будущих учителей овладение этим навыком важно для эффективной коммуникации в профессиональной среде. Исследование сосредоточено на выявлении трудностей, с которыми сталкиваются студенты при освоении прагматической компетенции, и предлагает практические решения для преодоления этих барьеров. Путем включения реальных сценариев и бизнес-задач, исследование ставит цель улучшить способность студентов создавать связную и контекстно релевантную деловую переписку. Результаты показывают, что сочетание теоретических знаний и практических упражнений может значительно улучшить прагматические навыки студентов. Это исследование вносит вклад в развитие более эффективных методов преподавания иностранного языка, подчеркивая важность прагматической компетенции в профессиональных условиях.

Abstract: This study examines teachers' perceptions of multilingual and language-aware practices in foreign language education in Finland. The Finnish national core curricula at various educational levels recognise the vital role of multilingual and language-aware pedagogical approaches in advancing social justice by promoting equal learning opportunities for all students, and enhancing versatile language skills that are essential for communication in a globalised world. As teachers are important language policy implementers and their views affect the way they interpret and implement these policies, it is important to examine their perceptions. The data used in this study comprise a survey (n = 550) and focus group interviews of foreign language teachers (n = 20) from primary to adult education. The datasets were analysed using both descriptive statistics and qualitative thematic analysis. The findings show that many teachers believed that multilingual and language aware practices, such as cross-linguistic comparison and attention to linguistic form and function, were beneficial in enhancing their students' learning. However, teachers expressed uncertainty about the implementation of truly inclusive multilingual practices. This suggests a need for more systematic support for teachers through tailored training and the provision of ready-to-use pedagogical materials.

Abstract: The use of online technologies in learning a foreign language is the topic of thispaper. Traditional methods of language instruction have been dramatically altered by the quickgrowth of internet-based platforms and digital tools. Today's learners benefit from more genuineresources, live interaction, and adaptable learning environments. Online resources help learnersimprove their reading, writing, speaking, and listening skills while fostering independence andmotivation. The study also emphasizes the benefits and drawbacks of learning a language online,such as limited technology, unequal access to digital resources, and less face-to-face communication.In general, online technologies are thought to be a useful addition to conventional foreign languageinstruction.

Abstract: The use of online technologies in learning a foreign language is the topic of thispaper. Traditional methods of language instruction have been dramatically altered by the quickgrowth of internet-based platforms and digital tools. Today's learners benefit from more genuineresources, live interaction, and adaptable learning environments. Online resources help learnersimprove their reading, writing, speaking, and listening skills while fostering independence andmotivation. The study also emphasizes the benefits and drawbacks of learning a language online,such as limited technology, unequal access to digital resources, and less face-to-face communication.In general, online technologies are thought to be a useful addition to conventional foreign languageinstruction.

Abstract: ABSTRACT Academic emotions, both positive and negative, play a crucial role in shaping foreign language learners’ and teachers’ educational experiences. Positive emotions, such as enjoyment, hope, and pride, can lead teachers and learners to increased motivation, perseverance, and engagement. In contrast, negative emotions, such as anxiety, boredom, and hopelessness, can negatively affect teachers’ and learners’ classroom engagement and impede their overall growth and development. Given the centrality of academic emotions in language education contexts, numerous studies have explored how these emotions interact and manifest within language classrooms. However, the majority of previous studies have employed linear, cross-sectional research methods that capture only a snapshot of teachers’ and learners’ emotional experiences at a single point in time. Such methods often overlook the fluid and evolving nature of positive and negative feelings that teachers and students experience in foreign language classrooms. To bridge this gap, this special issue features seven empirical studies examining foreign language teachers’ and learners’ emotions through innovative research approaches, notably complexity-informed methods.

Abstract: This article investigates the impact of digital concept maps on the revision of texts in French as a Foreign Language (FFL) among fifth-grade primary school pupils in Algeria. The study aims to assess how this technopedagogical tool enhances textual coherence, organizational structure, and lexical enrichment in written productions. A comparative approach was adopted between an experimental group, which used digital concept maps, and a control group relying on traditional revision methods. Findings reveal a significant improvement in discourse organization and linguistic quality in the experimental group's texts, confirming the effectiveness of digital concept maps as a didactic tool for teaching and learning writing in a multilingual context.

Abstract: This paper provides a theoretical overview of the role and methodological potential of literary texts in foreign language teaching, with a special emphasis on Russian as a foreign language. Drawing on contemporary methodological approaches and relevant pedagogical principles, the paper discusses the linguistic, cultural and educational value of literary texts, highlighting their contribution to the development of vocabulary, grammatical awareness, communicative competence and intercultural understanding. Special attention is paid to the criteria for selecting appropriate literary material in relation to students’ age, level of knowledge, interests and cognitive abilities. The paper also presents methodological guidelines for the effective use of literary texts in the classroom, illustrating how these texts can support phonological development, creativity, emotional engagement and meaningful use of language. The aim of the paper is to offer a comprehensive theoretical basis and practical methodological recommendations that can assist foreign language teachers in planning and implementing lessons enriched with literary content.

Abstract: In recent years, Russia has faced challenges related to preserving its unique cultural identity in a multicultural environment. This article examines the role of a foreign language as a means of intercultural communication and a tool for the formation of cultural identity of students. Special attention is focused on additional education, where linguistic training for adults opens up new opportunities for the formation of Russian cultural identity, awareness of one's own cultural identity. Learning foreign languages as part of additional programs allows not only to develop language and speech skills and abilities, but also to expand knowledge about the culture of other countries, contributing to comparative analysis with Russian culture, as well as developing critical thinking and cultural awareness. In this context, educational and methodological complexes play a central role, ensuring the integration of various educational resources, which contributes to systematic learning and the achievement of students' educational goals. The article emphasizes the importance of textbooks and educational materials in modern educational processes, their impact on the possibilities of developing Russian cultural identity. Foreign educational and methodological complexes have traditionally been used in the system of domestic additional education. The authors emphasize that despite the geopolitical situation of recent years, the use of foreign teaching materials in the educational process remains appropriate, since students in additional education should not, according to the authors, lose information contact with materials originating from the country of the language being studied. It is noted that this approach also carries a number of risks associated with a possible underestimation of the need to develop the national cultural identity of students. The authors analyze the most popular foreign textbooks and conclude that all educational and methodological complexes are based on a communicative approach to teaching a foreign language and are intended for students who want to learn general English. The textbooks are designed for an adult contingent of students who seek to use a foreign language as a means of communication in travel, correspondence, for reading and understanding fiction, watching films, listening to musical texts in English. The article provides an analysis of the most common foreign textbooks according to the criteria identified by the authors and assesses how the dialogue of cultures is presented and how possible it is to use foreign manuals for the development of Russian cultural identity of adults when teaching a foreign language. It is noted that if the native culture is presented in fragments or not at all, the teacher should be ready to search and prepare appropriate materials. Modeling of various communicative situations of intercultural interaction, their discussion and search for possible solutions is of crucial importance in preparing adults for a real dialogue of cultures and the development of Russian cultural identity. According to the authors of the article, traditional grammatical topics should be associated with the cultural component, focusing on the specifics of the grammatical structures of the native and studied language, thus forming a mental and behavioral image of Britain and the USA in the minds of students. Special attention should be paid to the study of modal forms, rules for the coordination of tenses, the imperative mood of the verb, active and passive voice, the order of words in a sentence. It follows from the analysis of textbooks that foreign textbooks have both their advantages and disadvantages, their complete exclusion from the process of teaching a foreign language to adults seems impractical. The authors conclude that the main material for teaching foreign languages should be published on the territory of the Russian Federation. However, the combined use of various educational materials, including foreign teaching materials, contributes to the mastery of authentic English and the formation of Russian cultural identity.

Abstract: Foreign language classroom anxiety (FLCA) remains a serious barrier to language learning that too often appropriates learner confidence, interest, and performance. This descriptive-analytic review synthesizes empirical studies on flipped instruction as an instructional method to alleviate FLCA in second and foreign language university courses. On the basis of research papers published between 2012 and 2025, this review synthesizes implementation models, reported effects of anxiety reduction, and contextual influences on success. Empirical support is available for the potential of flipped class to reduce FLCA by facilitating pre-class preparation, active and collaborative in-class engagement, and more individualized teacher facilitation. Its efficacy is conditional upon learner autonomy, access to technology, teacher mediation, and sociocultural background. While short-term decreases in anxiety are frequently noted, their long-term persistence is poorly studied. Affective learning implications at the theoretical level are identified in this review and design-informed, practice-based suggestions for context-sensitive flipped classrooms to mitigate FLCA are provided. Calls for longitudinal, mixed-methods, and cross-cultural studies are made to advance the field.

Abstract: Abstract This is an overview of applied linguistic work on four foreign language learner emotions, inspired by various branches of psychology, especially Positive Psychology. The emotions that have been selected are Foreign Language Classroom Anxiety (FLCA), Foreign Language Enjoyment (FLE), Foreign Language Boredom (FLB), and Foreign Language Peace of Mind (FLPOM). The adoption of A more holistic approach by applied linguists from 2014 has led to the inclusion of at least two emotions in the same research designs. The four emotions have generated strong responses within the applied linguistic community. They have been—and are being—investigated in a wide variety of contexts with different language combinations and learner profiles. The aim of researchers is to locate the sources and effects of these emotions in order to propose ways in which FL teachers can create a positive classroom atmosphere conducive to learning and well‐being. The four emotions selected represent different levels of valence and activation. FLE is a positive, medium‐to‐high activating emotion. FLPOM is a positive, low activating emotion originating in the Chinese cultural tradition. FLCA is a negative, medium‐to‐high activating emotion. Finally, FLB is a negative emotion with extremely low levels of activation.

Abstract: Artificial intelligence (AI) has become an essential tool in exploring principles of linguistics and foreign language teaching. A key question is whether AI-based language learning tasks provide ecologically valid measures of foreign language skills assessments (FLSAs). This study investigates the relationship between performance in AI-driven artificial language tasks and subsequent acquisition of Chinese as a foreign language (L2). Eighty-eight university students were assessed using artificial language learning tests, standardized Chinese language evaluations, and psycholinguistic measures of working memory and intelligence. Results revealed strong positive correlations between success in AI tasks — particularly those involving complex artificial grammars — and classroom Chinese learning outcomes, even after controlling for general intelligence and bilingual background. These findings highlight the value of AI paradigms as both pedagogical tools and experimental frameworks, offering insights into the cognitive mechanisms that underlie second language acquisition.

Abstract: Abstract This article presents findings from a case study within a broader research project that explored the impact of a teacher education module on the development of six pre-service teachers’ (PSTs) competencies for integrating technology-mediated language learning tasks into young learner English as a foreign language (EFL) classrooms. Conducted over a 15-week undergraduate course, the module followed the principles of a sociocultural approach to L2 teacher education ( Johnson, 2015 ) and was offered consecutively for two semesters at a German university specializing in teacher education. Specifically, this article spotlights the development of Julia, one of the participants, detailing her evolving understanding of technology-mediated language learning tasks through various assignments within the module. The objectives of the study were: first, to trace Julia’s evolving understanding of the concept of technology-mediated language learning tasks and, secondly, to discuss how the teacher education activities created space for strategic mediation that facilitated her learning processes. Data were collected through in-depth individual interviews, video-recorded school lessons, audio recordings of seminar sessions, and analysis of an 80-page reflective report submitted by Julia. The findings indicate Julia’s shift from solely concentrating on technology to recognizing the crucial role of pedagogical design in maximizing technology-mediated task-based language teaching (TBLT) benefits.

Abstract: Teaching how to speak rightly is not merely about grammatical accuracy; it is about cultivating human fairness in speech. In this paper, we examine pragmatic competence as a point of intersection between language and responsibility, between speaking and being. Our starting point is the well-documented observation that many foreign language learners master linguistic structures but fail to create genuine meaning in interaction. Speech, when it ignores the other, becomes an empty gesture. We propose to view pragmatic competence not as an optional refinement but as a learning process of discursive responsibility, in line with Habermas's idea that authentic communication is rooted in mutual recognition. Based on several sessions of classroom observation and recordings of debates between learners, followed by moments of collective negotiation, we saw our students begin to listen differently, weigh their words, and become aware that every linguistic choice says something about who they are. At that moment, they realize that speaking is no longer a mere instrument, but an ethical act – a space of inhabited otherness.

Abstract: Speaking skills, being an essential part of effective communication, are significant for English as a foreign language (EFL) students in today’s globalized world, and collaborative learning, being heterogeneous, assists them with more possibilities for enhancing and practicing the skills through a supportive environment, constructive feedback, and opportunities for real-world conversations. Therefore, this study aimed to identify EFL students’ attitudes toward enhancing speaking skills in a collaborative learning environment. The researchers, to achieve the study objective, used the descriptive survey method to collect the data from a sample of 360 participants in the Preparatory Year (PY) at Najran University. The study's instruments included a closed-ended questionnaire and a semi-structured interview. The results showed students having positive attitudes toward a collaborative learning environment can highly enhance their speaking skills. In addition, the respondents’ study level did not impact their responses to enhancing speaking skills in a collaborative learning environment; however, male students showed higher attitudes than their female counterparts. Finally, the interview analysis showed that students' speaking skills can be improved in a collaborative learning environment in many ways including a supportive environment, interesting activities, and technology use. Based on the findings, the study recommends incorporating collaborative learning strategies to strengthen other language skills.

Abstract: This study examines the design, implementation, and outcomes of a mobile-assisted Korean language (MAKL) blended course that aims to enhance learning of Korean as a foreign language (KFL) at university level. This course, which is grounded in the attention, relevance, confidence, and satisfaction (ARCS) motivational framework and a triarchic model of cognition, emotion, and language performance, integrates multimedia resources, LINE-based scaffolding, and culturally immersive peer interactions with the goal of promoting engagement and self-regulated learning. The findings of this research reveal that the participating students achieved significant linguistic growth, improved their emotional resilience, and developed adaptive strategies that enabled them to overcome linguistic, cognitive-affective, technical, and self-regulatory challenges. Collaborative learning and individualized support were particularly effective ways of reducing learners’ anxiety and enhancing their self-efficacy. The course also contributed to the instructor’s professional development through reflective practice and pedagogical innovation. External evaluations by experts in Korean language education validated the instructional effectiveness of the course and its impacts on learner outcomes. This study offers a replicable, theory-informed model for the design of KFL curricula that emphasizes motivational scaffolding, technological responsiveness, and reflective pedagogy. This research thus contributes to broader discussions concerning digital innovation in the context of language learning and the evolving role played by blended environments in efforts to promote sustainable language acquisition.

Abstract: This article investigates the impact of digital concept maps on the revision of texts in French as a Foreign Language (FFL) among fifth-grade primary school pupils in Algeria. The study aims to assess how this technopedagogical tool enhances textual coherence, organizational structure, and lexical enrichment in written productions. A comparative approach was adopted between an experimental group, which used digital concept maps, and a control group relying on traditional revision methods. Findings reveal a significant improvement in discourse organization and linguistic quality in the experimental group's texts, confirming the effectiveness of digital concept maps as a didactic tool for teaching and learning writing in a multilingual context.

Abstract: This study lies within the domain of applied psycholinguistics and investigates the cognitive mechanisms underlying the acquisition of English as a foreign language in a multilingual context. It seeks to examine the impact of interlingual transfers within the educational setting of Niger, with the objective of informing pedagogical strategies tailored to the linguistic diversity of learners. Specifically, the research aims to analyze the extent to which proficiency in French (first foreign language) influences both the contextual and decontextualized recognition of interlingual cognates in English. The central research question addresses the dual nature of the language transfer, which can function either as a facilitator or as a hindrance in the acquisition of a second foreign language. A deeper understanding of this cognitive variable is thus crucial for the development of more effective didactic approaches. To this end, a quasi-experimental study was conducted involving 118 third-year students from the Department of Literature, Arts, and Communication at Abdou Moumouni University in Niamey. Two assessment instruments were employed: one contextual questionnaire simulating authentic reading tasks, and another decontextualized lexical recognition test based on multiple-choice translation items. Statistical analysis using the Mann-Whitney U. test revealed no significant differences in contextual cognate recognition. However, a highly significant difference emerged in decontextualized recognition, favoring students with higher proficiency in French. These findings underscore the facilitative role of the first foreign language in specific lexical identification tasks.

Abstract: The purpose of the study is to substantiate the need for students of an agricultural university to develop critical thinking skills in the process of teaching foreign languages. The article analyzes the main theoretical approaches to understanding critical thinking as a fundamental phenomenon for the development of universal and professional competencies of future specialists in philosophy, psychology, and pedagogy; identifies the main components in the structure of critical thinking of university students. The author highlights the knowledge and skills that are important for the development of this phenomenon in the process of teaching foreign languages, namely, the skills of analysis, synthesis, and argumentation. The scientific novelty of the research consists in the development of a methodology for the development of students’ critical thinking skills in teaching a foreign language at an agricultural university, taking into account the identified methodological conditions: the use of educational and professional tasks, problematic situations in a professional context; a consistent transition in the process of foreign language learning from techniques and tasks for the development of analysis skills to the development of synthesis and argumentation skills; reporting the individual intellectual abilities of the student, as well as the characteristics of the modern digital generation of students. As a result, pedagogical scenarios have been developed for the organization of students’ learning activities in a foreign language, contributing to the development of critical thinking skills of students of an agrarian university in teaching a foreign language.