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PDF: Author(s): Ziyatdinova J. N.,
Number of journal: 3(60) Date: August 2022

oreign language training in an engineering university is aimed at developing students’ universal competencies for business, professional and scientific communication with representatives of different cultures. The resulting foreign language proficiency, however, often fails to meet the expectations due to the following reasons: different initial levels of foreign language among the students at all levels of education, including bachelor’s, master’s and posrgraduate programs; lacking continuity of foreign language learning through all the years of university education; and not enough clear requirements for the foreign language proficiency level. In order to bridge this gap between expectations and the resulting language proficiency, the author offers personalized learning paths in foreign languages depending on skills and demands of particular students. Personalization implies modules for teaching and learning English for general and specific purposes to adapt the system to different learner profiles in their major and minor programs at bachelor’s, master’s and postgraduate levels of education. Moreover, personalization suggests a focus on independent work of students. The results show that personalized learning paths intensify foreign language teaching and learning and encourage students to improve their foreign language proficiency. Further research shows that high foreign language proficiency expands educational opportunities of students and they can participate in international programs and modules.


foreign language teaching, personalized learning path, engineering university, personalization principle, modules, international study programs, business communication, universal competencies, foreign language, independent work

For citation:

Ziyatdinova J. N. Personalized foreign language teaching at an engineering university. Business. Education. Law, 2022, no. 3, pp. 323—327. DOI: 10.25683/VOLBI.2022.60.312.