DIGITAL TOOLS AS A MEANS OF SUPPORTING THE MOTIVATION OF PRE-SERVICE SUBJECT TEACHERS TO LEARN A FOREIGN LANGUAGE FOR PROFESSIONAL PURPOSES

Abstract

The article addresses the problem of supporting the motivation of pre-service subject teachers to learn a foreign language for professional purposes in the context of the digital transformation of the educational environment. It is substantiated that digital tools in contemporary foreign language education should be considered not only as means of optimizing the educational process but also as factors capable of influencing the structure of motivation, the nature of learning activity, and the position of the learner as an active subject of education. The methodological framework of the study is based on the principles of theories of learning motivation, self-determination theory, the social cognitive approach, as well as contemporary concepts of educational digitalization and technology-enhanced learning. The research employed methods of analysis, systematization, and generalization of scientific sources, as well as the synthesis of practical experience in the use of digital technologies in foreign language education. The article identifies the main mechanisms of the motivational influence of digital tools, including the enhancement of learner autonomy, personalization of the learning trajectory, immediate feedback, interactivity of the educational environment, gamification, and the creation of conditions for authentic foreign language communication. The study reveals the specific features of the influence of digital tools on the transformation of learners’ motivational structure – from externally determined and situational motivation to more stable, self-regulated, and professionally oriented motivation. The scientific contribution of the research lies in substantiating the concept of a motivational digital ecosystem of foreign language education for future subject teachers and developing its structural-functional model. The proposed model views the digital educational environment as an integrated system of interconnected components, in which the operational-organizational, cognitive-interactive, and socio-communicative levels ensure the implementation of corresponding motivational functions.