ENHANCING ENGLISH LANGUAGE TEACHING FOR FIRST-YEAR UNDERGRADUATE STUDENTS: THE IMPACT OF MULTILINGUAL METHODS AND INFORMATION AND COMMUNICATION TECHNOLOGIES

Abstract

This article examines the theoretical and practical aspects of improving the effectiveness of English language teaching for first-year undergraduate students through the integration of multilingual methods and information and communication technologies (ICT). The relevance of the study is explained by the growing demand in modern higher education for specialists who are adapted to multilingual environments, capable of early professional communication, and able to work independently in digital contexts. The article analyzes the content and organization of the educational process, methodological approaches, a system of multilingual exercises, and the potential outcomes of using online tools. Based on comparative analysis, systematization, pedagogical modeling, and interpretative methods, the author substantiates that the conscious use of relationships between English, the native language, and a second foreign language enhances students’ lexical, grammatical, communicative, and reflective competences. The proposed approaches can be effectively implemented through web quests, online discussions, comparative analysis, immersive exercises, and digital feedback tools. The study concludes that structuring multilingual learning based on ICT increases students’ motivation, reduces language barriers, and accelerates autonomous learning.