TASK-BASED LEARNING AS A TOOL FOR INTEGRATING FOREIGN LANGUAGE AND PROFESSIONAL TRAINING IN HIGHER EDUCATION

Abstract

The article examines the theoretical foundations and practical applications of the Task-Based Learning (TBL) method in higher education as a tool for integrating foreign language and professional training for master’s students. It is emphasized that traditional forms of foreign language learning in Ukrainian higher education institutions often reduce learners to mastering grammatical structures and performing repetitive exercises, which limits their readiness to use English in real professional situations. The article presents an analysis of current research by international and Ukrainian scholars confirming the effectiveness of TBL in developing communicative competence, critical thinking, teamwork, and increasing learning motivation. Special attention is paid to studies demonstrating the potential of integrating TBL with digital technologies, which expand the range of formats and tools for task implementation in virtual environments, enhance the authenticity of communication, and provide opportunities for intercultural interaction. Empirical findings confirm the universality of TBL across master’s programs in different fields. For economics students, tasks such as business case analysis and preparing English-language presentations for “investors” proved effective. In engineering education, TBL was implemented through the creation of English-language technical documentation and the presentation of innovative products. In pedagogical training, mini-lessons in English, incorporating digital resources, played a key role in fostering public speaking skills and research competence. The use of Moodle, Google Classroom, Google Docs, Miro, and virtual environments (Gather Town, Mozilla Hubs) enhanced interactivity and student engagement while reducing language anxiety. The generalization of results proves that TBL is an effective means of modernizing foreign language training in Ukrainian higher education. It ensures the transition from the formal acquisition of linguistic structures to an integrative model focused on real professional needs, creating conditions for preparing graduates capable of effective performance in the globalized educational and professional arena.