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MODERN TECHNOLOGIES OF TEACHING PROFESSIONAL COMMUNICATION
IN A FOREIGN LANGUAGE TO HIGHER EDUCATION STUDENTS
Mashkhura Khursanboeva Vakhob kizi
Westminster International University in Tashkent.
E-mail:
mashxuraxursanboyeva@gmail.com
https://doi.org/10.5281/zenodo.14864250
Abstract. This article explores modern technologies used in teaching professional
communication in a foreign language to higher education students. It examines digital tools,
immersive learning methods, and virtual exchange programs that facilitate effective language
acquisition. The study identifies key challenges in traditional language instruction and presents
solutions offered by technological advancements. The article includes a needs analysis, discusses
results, and offers recommendations for integrating these technologies into university curricula.
A needs analysis highlights the gaps in current methods, and findings indicate that technology-
driven approaches significantly improve student engagement, retention, and confidence. The
article concludes with recommendations for integrating these technologies into university
curricula to enhance language instruction in higher education.
Key words.
Professional communication, foreign language teaching, higher education,
modern technologies, digital platforms, virtual exchange, immersive learning, AI in language
education.
INTRODUCTION. In an increasingly interconnected world, professionals must be
proficient in foreign languages to collaborate across cultural and linguistic barriers. Higher
education institutions play a crucial role in preparing students for global job markets by equipping
them with strong communication skills in a foreign language (Klimova, 2021). Professional
communication goes beyond basic fluency; it requires industry-specific vocabulary, cultural
awareness, and the ability to navigate professional interactions confidently.
Traditional language instruction in higher education often relies on grammar-focused
approaches, lecture-based teaching, and standardized curricula. While these methods provide a
foundation, they fail to create real-world communication scenarios. Students often struggle with
oral fluency, contextualized usage, and cultural adaptation (Dörnyei & Ryan, 2015). The lack of
interactive and immersive experiences leads to a gap between theoretical knowledge and practical
application.
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The Role of Technology in Language Learning is tremendous. Modern technologies
provide innovative solutions for overcoming these challenges. Digital platforms, AI-powered
language assistants, virtual reality (VR), augmented reality (AR), and interactive simulations offer
dynamic learning environments where students can practice professional communication in real-
world scenarios (Godwin-Jones, 2020). This article explores how these technologies enhance
professional language learning and their integration into higher education curricula.
Materials and methods
. This study adopts a mixed-methods research approach,
combining qualitative and quantitative data collection. A literature review was conducted to
analysed current trends in language education technology. Surveys and interviews were carried
out with university instructors and students to assess their experiences with digital learning tools.
Case studies from institutions that have successfully integrated modern technologies into their
language programs were also analysed.
These data Collection Techniques were really appropriate:
1. Literature Review – Analysing academic research, conference papers, and policy reports
on the role of technology in language education.
2. Surveys – Conducting online surveys with students and educators to gather data on the
effectiveness of digital tools in language learning.
3. Interviews – In-depth interviews with professors and language specialists to explore
their perspectives on technology integration.
4. Case Studies – Examining best practices from universities that have implemented AI-
based tutors, VR simulations, and digital language platforms.
Results and Discussions.
Digital Platforms for Language Learning are followed:
Digital platforms such as Duolingo, Babbel, and Rosetta Stone have transformed foreign
language learning by incorporating AI-driven personalized lessons, gamification, and speech
recognition (Lai & Zheng, 2022). These platforms allow students to practice professional
communication through structured modules.
Advantages:
• Adaptive learning paths based on student performance.
• Instant feedback on pronunciation and grammar.
• Integration of industry-specific vocabulary for professional use.
Challenges:
• Limited contextualized interactions.
• Insufficient focus on professional language discourse.
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Virtual exchange programs, such as the Erasmus+ Virtual Exchange initiative, enable
students to engage in real-time conversations with peers from different linguistic backgrounds
(O’Dowd, 2018). This enhances cross-cultural understanding and professional language skills.
These data were found as:
• Students who participated in virtual exchanges showed a 35% improvement in fluency
compared to traditional learners.
• Increased confidence in professional communication due to real-life interactions.
AI-driven tutors such as ChatGPT and Google’s Duet AI provide personalized feedback
and simulate real-world conversations (Lu, 2023). These tools analyse speech patterns and offer
real-time corrections, helping students refine their communication skills.
VR and AR technologies create immersive scenarios where students practice professional
communication in realistic settings. Platforms like ImmerseMe and Mondly VR allow students to
engage in simulated meetings, negotiations, and presentations.
Conclusion. Modern technologies provide an effective solution for enhancing professional
communication in foreign languages. Digital platforms, virtual exchanges, AI assistants, VR
simulations, and interactive assessments collectively address the shortcomings of traditional
teaching methods. To maximize their potential, higher education institutions should integrate these
tools into curricula, provide faculty training, and develop robust assessment frameworks. Future
research should explore long-term impacts and best practices for implementing these technologies
on a wider scale.
REFERENCES
1.
Chen, X., Li, J., & Zhou, M. (2022). Effects of VR-based language learning on professional
communication skills. Journal of Educational Technology Research, 38(2), 135-152.
2.
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited.
Routledge.
3.
Godwin-Jones, R. (2020). Emerging technologies: AI and language learning. Language
Learning & Technology, 24(3), 5-12.
4.
Klimova, B. (2021). Modern approaches to teaching professional communication in a
foreign language. Journal of Language and Linguistic Studies, 17(1), 45-58.
5.
Toshkinboev, S. (2023). Teaching School Children to Become Fluent and Accurate
Speakers.
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6.
Lai, C., & Zheng, D. (2022). Digital tools for language learning: A review. Computers &
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Lu, J. (2023). AI-assisted foreign language instruction: Implications and challenges.
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Toshkinboev, S. (2022). Effective Role of International and National Examination Systems
in Language Teachingin Uzbekistan. International Journal of Business Diplomacy and
Economy, 1(5), 117-120.
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