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.

86 4. Production to transfer knowledge into spoken language. SS mingle in the class to exchange information about their daily routine with as many partners as possible. 5. Feedback to wrap the lesson. T gives short feedback and asks questions: • What new words did you learn? • Was it easy or difficult? Lesson Outcome: By the end of the lesson, pupils will have: - used the Present Simple to describe their daily routine using Chatty English Tutor - learnt 6–8 words related to the topic - asked and answered simple questions - improved their pronunciation using Speechling . Mobile apps are thus becoming not merely a supplementary tool, but a fully- fledged means of learning foreign languages within the modern educational process. They possess undeniable educational potential, which can and should be utilised in the educational environment of any educational institution when teaching foreign languages. We can use Mobile apps both for classroom and out-of-class work as a supplement to existing, tried-and-tested courses, as well as for independent study and language learning. Another significant advantage of using mobile applications is the additional motivation and stimulation of students' cognitive activity as learning through play – the basis on which mobile applications are generally developed – is the most suitable form of activity for this age group and ensures high effectiveness. REFERENCES: 1. Ameri, M. (2020). The Use of Mobile Apps in Learning English Language. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vo. 3, No 3: 1363-1370. URL: