adaptive learning, language training system, military specialists, higher military educational establishments, diagnostic competence, learning scenarios, , computer adaptive language testing, educational and informational environment, foreign language teacher, foreign language professional competence


The article is devoted to the application of an adaptive approach in the language training system of military subject matter experts of the Armed Forces of Ukraine. The authors theoretically analyzed the adaptive processes in the educational environment and their methodical implementation in the language training system of the personnel of the Armed Forces of Ukraine. It has been studied that the adaptive approach allows to personalize the process of acquiring competences by the subjects of this system: military subject matter experts, teachers of foreign languages of higher military educational establishments, and also promotes active subject-subject interaction.

The authors highlighted the main aspects of the author's course on the development of diagnostic competence of teachers of foreign languages of the higher military educational establishments, which functions in an educational and informational environment (MOODLE), which is a dynamic learning environment and a freely available distributed learning content management system that includes a set of modules (questionnaire, survey, class, chat, forum, test).

It also outlined the conditions for creating an adaptive environment. It was determined that scenario modeling is the basis for ensuring the individual learning trajectory of foreign language teachers of higher military educational institutions in the process of developing their diagnostic competence in the postgraduate education system.

The idea of computer adaptive language testing and advantages of implementing an adaptive approach in testing in accordance with the requirements of NATO STANAG 6001 are outlined, which is a type of computer testing, during which the sequence of presentation of test tasks (their complexity), as well as the number of tasks, depends on the test taker’s answers to previous tests tasks.

It was used the following research methods: analysis, synthesis, generalization, comparison, induction.


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