Teaching a foreign language at a university using the inverted classroom method using MOOC platform materials

Abstract

The study analyzes the effectiveness of integrating MOOC platform materials into the inverted classroom model for teaching a foreign language at a university. The introduction substantiates the relevance of the method in the context of the digitalization of education, the lack of personalization and the requirements for the formation of practice-oriented competencies. The materials and methods describe a sample of students, characteristics of MOOC content, and a mixed methodology: pedagogical supervision, testing, surveys, and content analysis of works. The results revealed the polarization of academic performance, asynchronous skill development (growth of receptive skills, inertia of speaking), U-shaped dynamics of motivation and the phenomenon of compensatory transfer of competencies. The discussion interprets the data through the prism of cognitive theories, emphasizing the advantages of the hybrid model (growth of autonomy, metacognitive strategies) and systemic limitations (rigidity of MOOCs, lack of oral practice). In conclusion, the necessity of asymmetric hybridization of technological and anthropogenic elements is proved, criteria for the selection of materials (triggers of cognitive dissonance) and prospects for the introduction of immersive environments are formulated. The scientific novelty lies in the verification of the hypothesis of compensatory transfer and the concept of delayed consolidation of skills.