Proceedings of the International scientific and practical conference ―Modern Science and Education‖ (April 10-12, 2026) / Publisher website: www.naukainfo.com. – Paris, France, 2026. - 217 p.

82 learning. It is difficult to overestimate the value of mobile learning for optimising the process of teaching foreign languages, as it offers extensive possibilities not only for monitoring and administering the learning process, but also for organising individual and group work, both in the classroom and beyond. The trend nowadays of using mobile phones in language learning is that they are primarily used as language- acquisition tools. The blended learning approach, therefore, (a combination of face- to-face instruction and online learning) is mainly implemented for its use [1, p. 1363]. The expanded capabilities of mobile technologies in language learning offer a significant advantage over traditional teaching methods and are an effective tool for implementing the communicative approach. Mobile device users now have access to a vast array of apps for learning foreign languages, particularly English. However, learning via mobile technology has not yet found widespread practical application in formal education delivered by state or accredited educational institutions, and the pedagogical principles for integrating mobile technologies into the educational process are not widely defined or incorporated into educational programmes, despite the ability of mobile apps to adapt effectively to various educational objectives and methodologies. Such apps can be used either independently, for self-directed foreign language learning, or integrated into traditional curricula, complementing conventional methods of foreign language teaching. From a pedagogical perspective, the use of mobile technologies in foreign language teaching requires the teacher to retain a leading role. By permitting the use of mobile devices in the classroom, the teacher not only expands the range of teaching tools but also purposefully organises the learning process, setting its structure and direction, thereby ensuring the achievement of specific educational objectives. The current range of educational apps focused on developing specific language skills (grammar, vocabulary, etc.) requires a methodologically sound selection and integration. It is the teacher who performs the key didactic function – systematically combining various digital resources, arranging them into a logically coherent and pedagogically appropriate model of learning, in which the potential of each tool is utilised to achieve the planned outcomes.