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This study evaluates the effectiveness of introducing information technologies during Ukrainian phraseology instruction for foreign students. An experiment with 20 third-year learners used experimental and control groups, pre- and post-tests, surveys, interviews, and observations. A task system applied Internet communications, computer presentations, online dictionaries, and blended learning elements. Results confirm higher motivation and improved learning outcomes in the experimental group.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/use-of-information-technologies-in-studying-phraseology-in-the-course-of-ukrainian-as-a-foreign-language/588923/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/use-of-information-technologies-in-studying-phraseology-in-the-course-of-ukrainian-as-a-foreign-language/588923.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main goal?","Question",{"text":112,"@type":113},"To evaluate how effectively IT technologies improve the educational process when teaching Ukrainian phraseology to foreign students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the experiment conducted?",{"text":117,"@type":113},"An experiment involved 20 third-year foreign students divided into experimental and control groups, using pre- and post-experimental tests plus surveys, interviews, and observation data.",{"name":119,"@type":110,"acceptedAnswer":120},"What learning outcomes were observed after introducing IT?",{"text":121,"@type":113},"The experimental group’s academic achievement exceeded the starting level, while the control group showed decreased indicators; the results also supported increased learning motivation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588923,1792192041,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","DOI: 10.20535/2410-8286.206786  \nUSE OF INFORMATION TECHNOLOGIES IN STUDYING PHRASEOLOGY IN THE COURSE OF UKRAINIAN AS A FOREIGN LANGUAGE  \nLarysa Azarova, Tetiana Pustovit, Liudmyla Radomska, Lyudmyla Horchinska  \nVinnytsia National Technical University , Ukraine  \n[ludarad9@gmail.com](ludarad9@gmail.com)  \nTeaching Ukrainian as a foreign language requires a competent combination of traditional forms of learning and the possibilities of IT technologies. This study has been conducted to evaluate the effectiveness of IT technologies introduction in the educational process during the study of Ukrainian phraseology by foreign students. Authors conducted an experiment, which involved the introduction of IT technologies in the process of gradual study of phraseology at the lessons of Ukrainian as a foreign language during the academic year. 20 foreign students of the 3rd year participated in the experiment, from whom an experimental and control group of 10 students each was formed. Pre- and post-experimental tests to compare academic achievements, pre- and postexperimental surveys, informal interviews, observations of participants in the learning process were used as a means of data collection. The authors provided a system of tasks using Internet communications, computer presentations, online dictionaries , elements of the blended learning system for each stage of working with phraseological units. The obtained results confirmed the hypothesis: the use of IT technologies in the study of phraseologisms by foreign students increases their motivation for learning, and, as a consequence, improves learning performance. Indicators of academic achievement of the experimental group exceeded the starting level, while the control group noted a decrease in the indicators of academic achievement. Prospective directions for further research may be related to theoretical generalisations in the field of methodology of teaching Ukrainian as a foreign language, as well as to the development and implementation of modern complex methods using IT technologies.  \nKeywords: information technologies; Ukrainian as a foreign language; phraseologism; phraseology; experiment; educational process; Internet resource; blended learning.  \nIntroduction  \nToday, Ukraine has outlined new priorities for the development and upgrading of the education system. The peculiarity of the current state of Ukrainian language teaching to foreign students is the modernisation of the methodical and methodological educational paradigm. The current process of language training for foreign students requires the introduction of the latest information technologies that enrich the content of the educational process. This will enable us to develop the ability of foreign students to adapt to the society and the community, to find and use new information; to systematise the acquired knowledge more effectively, to increase the motivation of learning and the level of language training.  \nIn a relatively short period of time, linguistics has been enriched with new information technologies of education, which create greater opportunities for information perception, promote professional development, and provide teacher interaction with foreign students. Information technologies are a collection of techniques and means used to obtain, store, process and transmit information through computer systems.  \nIn recent decades, the rapid development of information technologies has contributed to their use in linguistic research. Thus, in her work Azarova (2015) investigated the structural organisation of compound words in modern Ukrainian -the concept of a “golden” proportion, which establishes the harmony of their structural and phonetic construction using a linguistic-informational approach. Its essence is to combine traditional linguistic methods and techniques with methods borrowed from the theory of artificial intelligence, information theory, computerised processing of linguistic information, e","cbCaiojBEzL9C2CN","https://ap.wps.com/l/cbCaiojBEzL9C2CN","pdf",457940,"English","# Introduction\n## IT technologies in language education\n## Prior research on IT and linguistics\n## Digital learning systems and blended learning","[{\"question\":\"What is the study’s main goal?\",\"answer\":\"To evaluate how effectively IT technologies improve the educational process when teaching Ukrainian phraseology to foreign students.\"},{\"question\":\"How was the experiment conducted?\",\"answer\":\"An experiment involved 20 third-year foreign students divided into experimental and control groups, using pre- and post-experimental tests plus surveys, interviews, and observation data.\"},{\"question\":\"What learning outcomes were observed after introducing IT?\",\"answer\":\"The experimental group’s academic achievement exceeded the starting level, while the control group showed decreased indicators; the results also supported increased learning motivation.\"}]","USE OF INFORMATION TECHNOLOGIES IN STUDYING PHRASEOLOGY IN THE COURSE OF UKRAINIAN AS A FOREIGN LANGUAGE | PDF",1792066204,25]