ESP EDUCATION AND THE LINGUODIDACTIC POTENTIAL OF INTERACTIVE PLATFORMS: THE CASE OF FUTURE ARCHITECTS

Abstract

This article examines the linguodidactic potential of interactive platforms in English for Specific Purposes (ESP) education, with particular attention to the development of future architects’ professional and communicative competence. The integration of digital technologies into higher education creates new opportunities for organizing learner-centered, interactive, and professionally oriented language instruction. Interactive platforms can provide authentic communication contexts, facilitate vocabulary and grammar development, support listening and speaking practice, and promote collaborative and project-based learning. The article analyzes the pedagogical and linguodidactic functions of interactive platforms in ESP education and identifies their potential for addressing the specific communicative needs of architecture students. Particular attention is given to professionally oriented tasks such as architectural presentations, project discussions, client–architect communication, teamwork, description of architectural designs, and professional correspondence. The study argues that systematic integration of interactive platforms into ESP instruction can increase students’ motivation, autonomy, digital literacy, and ability to use English effectively in professional contexts. The findings suggest that interactive platforms should not be regarded merely as technological tools but as components of an integrated linguodidactic environment aimed at developing professional communicative competence.