Cloud collaborative learning environments for developing foreign language communicative competence in cadets within blended formats of military education
DOI:
https://doi.org/10.12928/eltej.v9i2.17052Keywords:
EFL context, English language learning and teaching, Face-to-face learning, Linguistic university students , Synchronous online learningAbstract
The research aim is to formalise and empirically verify a multivariate model of the influence of a CCLE on the increase in cadets’ foreign-language communicative competence, operationalising structural-interactional indicators and assessing their predictive contribution to variation in results. The study used a quasi-experimental pretest–posttest design with psychometric validation, intervention modelling, quantitative operationalisation of collaborative interaction, and multivariate statistical analysis. The control group followed the same ESP syllabus through instructor-led face-to-face lessons and individual LMS-supported tasks, without structured cloud co-authoring, formal peer review, or AI-supported rehearsal. The experimental group demonstrated a statistically significant increase in the integral index of foreign-language communicative competence of 0.62 standard deviations, with an effect size of 0.78 and model explanatory power of 38% of the variance. Interaction Density was a significant predictor (β=0.41) and correlated with ICC gain (r=0.53), providing evidence consistent with the proposed mediation mechanism. The scientific novelty lies in formalising a multilevel pedagogical model linking digital interaction parameters to foreign-language communicative competence and in providing quasi-experimental regression parameterisation in a blended military format. Prospects for further research include a multicentre longitudinal design, structural equation modelling, and integration of cognitive-motivational and learning-analytics indicators.
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