METHODOLOGICAL POTENTIAL OF WEB 2.0 SOCIAL SERVICES IN TEACHING ENGLISH AS A FOREIGN LANGUAGE TO 7TH-GRADE STUDENTS

Abstract

This article explores the methodological potential of Web 2.0 social services (such as
Padlet, Quizlet, LearningApps, and EdPuzzle) in teaching English as a foreign language to 7th-grade
students. The relevance of this work stems from the need to overcome the dissonance between the
communicative goals of modern foreign language education, enshrined in regulatory documents, and the
prevalence of reproductive forms of work in typical teaching and learning packages. The aim of the
study was to develop and experimentally test a system of assignments based on these services,
integrated into the content of the standard curriculum. The study analyzed the age-related psychological
characteristics of young adolescents and identified their typical difficulties in language learning, which
made it possible to justify the choice of digital tools. The methodology included theoretical analysis,
content analysis of the work program and teaching and learning materials, as well as experimental
training using control and experimental groups. The results of the pedagogical experiment, conducted in
a comprehensive school, demonstrated statistically significant positive dynamics in the experimental
group. A significant increase in the proportion of students with high levels of language proficiency and
a decrease in the proportion of students with low scores were recorded. Based on the data obtained, it is
concluded that the systematic and methodically organized use of Web 2.0 social services not only
contributes to improved subject content acquisition and increased learning motivation, but also to the
effective development of communicative competence and the formation of key meta-subject skills,
creating a modern and personalized educational environment.