PEDAGOGICAL CONDITIONS FOR DEVELOPING FUTURE PHILOLOGISTS’ PROFESSIONAL SPEECH CULTURE THROUGH DIGITAL EDUCATIONAL TECHNOLOGIES

Abstract

This article examines the pedagogical conditions for developing future philologists’ professional speech culture through digital educational technologies. The aim of the study is to quasi-experimentally evaluate the impact of an integrative methodological model based on Moodle, Padlet, Speech Analyzer, and ChatGPT on the linguistic, communicative, ethical, and discursive components of professional speech culture. The study involved 82 third-year students of the Faculty of philology at Khoja Akhmet Yassawi International Kazakh-Turkish University. The participants were divided into a control group (n = 41) and an experimental group (n = 41). Both groups studied the course “Academic Professional Speech Culture”; however, the experimental group used an integrative methodological model combining Moodle, Padlet, Speech Analyzer, and ChatGPT. Assessment was conducted using a 5-point rubric. The results showed that the indicators of professional speech culture increased more noticeably in the experimental group than in the control group. The total score of the experimental group increased from 11.70 to 16.30, while in the control group this indicator rose only from 8.35 to 9.70. ANCOVA results revealed a statistically significant difference between the groups (p < 0.001; partial η² = 0.465–0.593). The findings demonstrate the effectiveness of using digital tools as a methodological system aimed at developing specific components of professional speech culture.