INTERACTIVE PLATFORM MY ENGLISH LAB (MEL) IN ORGANIZING INDEPENDENT WORK OF FUTURE PHILOLOGY TEACHERS

Abstract

The article investigates the pedagogical and methodological potential of the interactive online platform MEL in the process of developing grammatical competence and learner autonomy among first-year philology students supported by Moodle Learning Management System (LMS) under conditions of blended learning. LMS is “a software application for the administration, documentation, tracking, and reporting of training programs, classroom and online events, e-learning programs, and training content” (Ellis, 2009, p. 1). Particular attention is devoted to the transformation of higher education in Ukraine in response to contemporary social challenges, including frequent air-raid interruptions and the growing necessity for flexible digital learning environments. The study analyses the role of MEL as a component of a dual LMS model integrated with Moodle and examines its influence on the organization of students’ independent work. The research highlights the relationship between digital educational technologies and the formation of professional, communicative, social, individual, and personal competences of future teachers. Special emphasis is placed on learner autonomy, self-regulated learning, reflective educational practices, and the transformation of the teacher’s role from knowledge transmitter to facilitator and mediator within the digital learning environment. The article also characterizes the structural and functional components of MEL, including assignments, grading systems, diagnostic instruments, automated assessment tools, and multimedia educational resources.