Wiki Storyline in Second Language Teaching

The article examines the need to use non-traditional digital marketing tools to develop an enterprise's marketing strategy. It has been proved that over the last decade the focus is on the latest technologies and types of marketing, which in their appearance are obliged to the innovative progress to which digital marketing is concerned. It was also proved that the main channels of digital marketing include Content Marketing, Email, Social Media (SM), Organic Search, paid Search, Display Ads, Mobil. Digital marketing has a greater advantage than Internet marketing, particularly by spreading its messages, considering the possibility of channel selection depending on the goals, functions of the message and the budget. It has been proved that traditional (classic) digital marketing tools include: Creation of own WEB-site, distribution of information through social networks, e-mail-mailing, webinars, blogs, banner advertising, contextual advertising, games, quads, surveys, interactive leaflets, complementary reality, video services, interactive surfaces, pictures, sounds, animations, etc. Key non-traditional digital marketing tools were identified, including: internet things (IoT), virtual reality (VR), complementary reality (AR), personalization, visualization, face recognition, etc. It is well-founded that these innovative technologies allow brands to provide fascinating experience of purchases and encourage customers to look, interact, personalize and evaluate products even before purchase, increasing channel conversion. It is confirmed that modern digital marketing is a constant bilateral dialog with each consumer, which allows to optimize interaction in an on-line mode, and digital tools help to build a clear marketing strategy implementation plan aimed at stimulating transformation through social media, content and blog strategies, all digital marketing tools. It is proved that the development of digital marketing strategies should focus on non-traditional tools.

The aim of the article. In the current conditions of the digital transformation of the global economy, approaches to forming pricing strategies in international marketing are undergoing significant changes. Traditional pricing methods, based on static models and periodic price adjustments, are giving way to digital tools that enable companies to promptly adapt prices to changes in market conditions, consumer behavior, and the competitive environment in real time. Digital technologies, including big data, artificial intelligence, algorithmic and dynamic pricing, open new opportunities for price personalization, revenue optimization, and enhancement of companies’ competitiveness in international markets. Analysis results. The aim of this study is to substantiate the role and determine the specific features of using digital tools in pricing policy within international marketing, as well as to develop scientific and methodological approaches for their integration into the process of forming competitive pricing strategies for enterprises in global markets under digitalization conditions. To analyze digital pricing tools in international marketing, a comprehensive set of methods combining theoretical, quantitative, and practical approaches was applied. At the theoretical level, a systematic and comparative analysis of scientific sources and modern digital pricing strategies was used. For quantitative research, economic-mathematical methods were applied, including optimization models and machine learning algorithms, allowing the assessment of the impact of pricing strategies on sales volume, revenue, and consumer behavior across different countries. The article analyzes modern concepts of digital pricing and classification of models, including static, dynamic, segmented, and personalized pricing, as well as optimization and machine learning models. Key digital pricing policy tools, such as competitive price intelligence, revenue management systems (RMS), analytical platforms, and CRM, are examined, including their application in the international context while considering local economic, regulatory, and cultural specifics. Conclusions and directions for further research. Special attention is paid to the methodological aspects of integrating digital tools into the pricing strategy formation process, particularly the principles of systematization, dynamism, localization, and personalization. Based on the research findings, the necessity of using analytical demand forecasting, competitive modeling, and integration of market mechanisms to ensure effective international pricing is substantiated.

Language is the most important aspect in the life of all human beings as it is used to express inner thoughts and emotions, make sense of complex and abstract thought, to learn to communicate with others, to fulfill our wants and needs, as well as to establish rules and maintain our culture. Teachers are required to ensure ECDE learners are fully prepared and equipped with the literacy skills relevant for them to be independent in learning language for coping with their everyday lives. This has seen most of them struggle to incorporate diverse instructional resources in their language instruction as a teaching strategy. Literature has shown a majority of studies on instructional resources integration in learning and especially Information, Communication and Technology (ICT). However, minimal research relating to digital media use in ECDE language instruction hence the specific focus on influence of selected digital media tools and ECDE Language instruction. This study sought to investigate selected digital media tools and language instruction among ECDE teachers in Meru South Sub- County, Tharaka-Nithi county, Kenya. The study was guided by Bronfenbrenner’s Ecological systems theory and social constructivism theory. To achieve the objectives descriptive survey research design was adopted. A sample of 243 respondents who included both head-teachers and ECDE teachers responded to questionnaires. Data obtained was analyzed descriptively and inferentially. Findings indicated that YouTube, WhatsApp and Facebook were the digital tools with comparably high extent of use. It was also established that use of digital media tools significantly influences ECDE language instruction. It is therefore recommended that ECDE teachers enhance the extent of use of media gadgets such as computers and tablets as well as tools such as Twitter and Instagram to enhance their benefits in language instruction. School administration should enhance digital resource base of their ECDE centres with adequate digital media gadgets and tools to promote their utilization. Administrators should also capacity build their teachers to enable them be more equipped and effective in integrating the media tools in classroom instruction.

The development of children’s digital literacy is essential in the 21st century. Digital technologies have been adopted by both parents and grandparents to enhance children’s quality of education, in accordance with the Sustainable Development Goals (e.g., SDGs 4 and 17). Many children have been provided with all types of digital tools and e-devices from birth, which puts their caregivers in a challenging position. In that context, investigating the attitudes, beliefs, communication, and practices of caregivers when interacting with young children while utilizing digital technologies is crucial for comprehending the disparity in digital literacy between parents and grandparents. In this study, we adopted a mixed research design to examine Chinese intergenerational caregiving during the COVID-19 pandemic and different types of caregivers’ beliefs, practices, and communication with children through various digital tools in the home environment. A caregiver-reported survey was conducted to investigate the primary caregivers’ beliefs, practices, and communication using digital media tools with children at home. Intergenerational interviews with 18 families further identified the different methods of caregiving between parents and grandparents. Mixed attitudes were found concerning popular technologies commonly used at home and children’s digital literacy practices, and we heard intergenerational concerns about children’s use of digital technologies. This study shows that Chinese fathers are generally more supportive of digital practices at home, while mothers are more restrictive of their children’s use of digital technology tools. Grandparenting may be overwhelming for Chinese seniors in the 21st century.

This research aims to improve the English language skills of class 2 students at MIS Fathul Jannah using flipchart media, carrying out interactive learning methods, and evaluating the impact of using flipcharts on student understanding. The results show that using flipcharts effectively improves students' understanding, although it requires time preparation and reliance on teacher explanations. The advantages are material visualization, interaction, and flexibility. Disadvantages include time-consuming preparation, reliance on explanations, and space limitations. In conclusion, using flipcharts can improve students' English skills, but requires careful preparation and training for teachers. Integration with digital learning tools is also needed to increase its effectiveness. Although recommended as an effective learning method for elementary schools, further research is needed to improve the quality of its use.

The aim of this study was to find ways to modernize Sami language teaching and teaching in the Sami language with digital technology. We realize the importance of digital technology in enhancing the sociocultural position of minority and Indigenous languages. However, the lack of teaching and learning material in the Sami language is still challenging. Free digital teaching and learning tools could help produce and provide learners with multimodal learning material and new ways of learning. Moreover, competencies in the use of digital technology are an internationally accepted key element of teacher education. The Focus on the North–Digital Learning for Pre- and In-Service Teacher Education Project, funded by Norgesuniversitet in cooperation with the Sami allaskuvla - Sami University of Applied Sciences (SUAS) in Norway and the University of Lapland in Finland, aimed to address challenges affecting education in the Arctic educational context by creating a 15-credit (ECTS) course program with three courses on digital tools in education. SUAS practice schools are in Norway, Finland, and Sweden, so distance learning and teaching didactics were designed as the core of this project. Student teachers and in-service teachers at all education levels participated in the courses. The findings indicated that teachers’ and student teachers’ experiences of personalized collaborative learning in using digital teaching tools to support Sami language teaching were remarkable in practice, as teachers gained access to tools for coping in a demanding educational context. Digitalization provides new ways to improve learning in a threatened language context.

Learning to write English on a wall is what a Padlet may look like to those who have used this virtual pinboard. This digital tool is easy to use yet effective for assisting students in learning to write. This study investigated the effectiveness of integrating Padlet on students’ writing skills in English for Specific Purposes (ESP) classrooms. 78 ESP students at a State Islamic University participated in this study. To collect data, pre and post-tests were administered. The data was analyzed using the t-test for independent samples. The results from the pre-post tests showed a significant enhancement in students’ writing skills. The results revealed that the integration of Padlet is effective in improving students’ writing skills in English language learning. Lastly, practical and essential suggestions related to the result of the study are discussed, particularly for future researchers, English language teachers, and ESP students.

This study examines the English language learning outcomes of young Chinese L1 children when using a digital self-guided learning tool, ABCmouse English, created by Age of Learning, Inc. and designed based on principles of second language research. In a pretest, posttest study design, experiment group participants used the digital learning tool to engage in English language learning activities for 15–20 minutes daily for six months while a control group used a comparable digital tool to do online math activities for an equivalent amount of time. Results showed that experiment group learners demonstrated significantly greater English language gains than control group peers. Data from parent surveys support these results, shedding light on children’s overall engagement in the activities, and providing information about their motivation and confidence levels in English. Findings show that the research-based digital language learning activities in ABCmouse English were effective at promoting learning in this population, supporting the idea that teachers and parents can use tools like this to help younger learners develop English language skills in English as a Foreign Language contexts like China.

In today’s rapidly developing digital age, the impact and scope of the modern information environment are expanding at an unprecedented rate, penetrating not only everyday life, but also deeply reshaping the spheres of science, education, and pedagogy. This dynamic information sphere has a significant impact on various aspects of the educational process, in particular, on the educational experience of students and on the professional development and self-improvement of teachers. As a result, it is extremely important for educators to have a well-developed awareness and understanding of this information environment and to apply it effectively and purposefully in their professional activities. A key component of this is the informed and deliberate choice of information technologies and digital tools that are suitable for teachers’ continuing professional development and self-directed learning. The integration of various media and digital resources into the teaching and learning process requires that educators not only be familiar with these tools, but also confidently master them in practice. Teachers need to be able to meaningfully incorporate media tools into the educational process to improve learning outcomes and actively engage students in the digital world they inhabit. The article emphasizes that digital media tools, when thoughtfully integrated, are not merely enhancements to teacher development—they are driving forces that reshape it into a more inclusive, personalized, and impactful process for educators worldwide. Тhis highlights the need for targeted teacher training programs that focus on developing media literacy competencies. Such programs should be designed to equip educators with the skills and knowledge necessary to effectively use media tools, understand their educational potential, and align their use with specific curriculum goals and objectives.

Ways of Improving Productive Language Skills of Undergraduate Students Summary The presented article states that it is possible to help students engage in effective com-munica¬tion by using methods that improve undergraduate students’ productive language skills. Developing productive language skills in the process of English language teaching is very important in creating interactivity in English classes and activating students. The presented article examines possible ways of improving undergraduate students’ productive language skills, i.e. oral and written communication skills. The article states that teaching productive language skills, i.e. developing communication skills, understanding and sharing information is considered one of the priority issues in foreign language teaching. The process of developing undergraduate students’ productive language skills in English should be directed from simple to complex, from known to unknown in a purposeful and systematic way. Key words: language skills, modern methods, exchange of ideas, oral communication, writing skills

Recent digital technologies have influenced different educational practices. This study investigates students’ experiences, challenges and perspectives on collaborative writing and digital tools. Thirty-one students in an English Language Teaching program participated in the study. The data were collected through questionnaires, interviews, chat logs, reflective writing and classroom observations. Data were analyzed using descriptive statistics and thematic analysis. The findings revealed that students had initially a positive attitude towards collaborative writing and digital tools, yet they faced significant challenges while handling collaboration and conflicts. Furthermore, they demonstrated a fluid approach to collaboration, shifting between positive and negative perspectives. ChatGPT provided additional support by offering suggestions and feedback during collaborative writing. Students had various expectations of digital tools, from practical benefits to concerns about ethical issues and overreliance. The study has implications for academic writing in similar contexts, which can be facilitated by collaborative practices and the use of novel digital tools. Keywords: Academic writing, collaborative writing, digital tools, AI tools, ChatGPT

Thai EFL learners in remote areas often face challenges due to limited resources and opportunities, which possibly result in low English proficiency. However, there has not been extensive research in these contexts. Enhancing their English skills may be boosted by a simple supplement, such as an e-book. This study examines the effectiveness of an e-book that draws on Krashen’s Input Hypothesis (i+1) and Communicative Language Teaching (CLT) principles, incorporating meaning-focused tasks. Meanwhile, Gardner’s socio-educational model provides a framework for learner motivation. Fifty participants were trained to use the e-book and divided into two groups: a regularly monitored group (Group A) and an independent study group (Group B). Pre-, Dur-, and Post-tests were statistically analysed at p < .05, complemented by post-stage interviews. Results revealed significant improvements in English proficiency and motivation. Group A outperformed Group B with mean scores of 78.32 versus 72.16 (p = .04, η² = .11). While instrumental motivation increased notably in Group A, Group B showed stronger integrative motivation. Interviews highlighted limitations of close monitoring in fostering autonomy. Moreover, the integration of tourism-related vocabulary expanded learners’ career perspectives. The potential of e-books enhances English learning in underserved areas by highlighting the role of self-directed learning and digital tools in reducing educational inequality, which aligns with Sustainable Development Goal 4 ( SDG4 ). These insights also offer implications for educators, policymakers, and the tourism sector, encouraging the development of English competencies and career opportunities in remote areas. Keywords: e-book; English proficiency; motivation; remote areas; SDG4

The improvement of foreign language (L2) skills is of paramount importance in the university context, and a considerable number of students lack linguistic proficiency in their oral and written communication skills. This lack of proficiency needs to be properly addressed and methodologies employed in order to help students improve such skills. There are many cases in which international students, whose cultural background is either European or Asian, need to improve their oral and written production in English as an L2. This paper presents a study conducted at the Universidad Complutense de Madrid throughout the 2017–2018 academic year, in which a number of undergraduate students enrolled in English for Specific Purposes (ESP) used reverse subtitling, from Spanish or Chinese into English, as a learning tool. The main focus of this case study was to enable students to improve their written skills in English through the combined use of Business English and reverse subtitling in accordance with the course content and expectations. A mixed method was used in order to gather and evaluate quantitative and qualitative data. This study therefore aims to bring to the fore the potential of using reverse subtitling in the ESP class. Lay summary Improvement in written and oral skills is a universal task for all university students studying a foreign language. Their goal is to work toward improving their skills in English for Specific Purposes (ESP) by completing the tasks proposed by their lecturers in the subject in which they are enrolled. One of these skills is writing, which is a production skill that requires the lecturer’s supervision. The aim of this paper is to present a study centred on the improvement of written skills in the class of ESP with a majority of students from Spain and a minority from China. The study took place in the 2017–2018 academic year at the Universidad Complutense de Madrid, Spain. Participants submitted compositions in English relating to business and commerce. In addition, they used subtitling as a pedagogical tool to improve their written production in ESP. This practice consisted of transferring the original oral text of a video into subtitles, from Spanish to English (in the case of Spanish speakers) and from Chinese into English (for Chinese speakers). By doing so, we compared quantitative data obtained from the tasks submitted by students, and qualitative data in the form of participant questionnaires in order to observe improvement in their skills. We aim to highlight the pedagogical potential of subtitling for the improvement of written skills in ESP.

3D multi-user virtual environments (MUVE) bring new opportunities to foreign language teaching and learning as a platform for teaching practices. Due to immersive and interactive nature of 3D MUVE, these tools have gained popularity in the field of foreign language learning and teaching. The power of virtual learning environments lies in creating immersive 3-D spaces that give users a sense of learning by doing. Moreover, the environment is interactive and is much the same as real world interaction. MUVE provides strong support for synchronous collaborations, interactions, and immersive environments for experiential and constructivist learning settings. Some key features of the virtual worlds comprise the ability to construct 3D environments that simulate real world situations, as well as the ability to have a virtual identity to create a cross-cultural self and the ability to have participants from around the world acting virtually in designated roles that convey new types of learning within this environment.

The grad development of such techniques such as AI, digital tools, and online platforms causes the change in the language teaching. This research talks about us how these technologies provide us better personalized, enjoyable, and fulfilling learning. Learner requirements can thus be used to deliver instruction through natural language processing as well as through adaptive learning systems. Language learning applications and virtual reality provide better learning experiences, and the concept of flexibility and accessibility of learning settings in online space. The theoretical foundation is explored, also this research focuses on AI in language learning, assesses the numerous products, and technology integration methods. More enhancements are expected, and other outcomes and events explored to predict further contributions in prospect. As this research comes to its conclusion, it aims to serve its purpose of helping educators leverage AI, digital technologies, and online platforms to enhance and expand language instruction.