The Influence of Interactive Web Platforms on the Development of
Future Specialists’ Communication Competences
NADIIA KARLOVA1, IRYNA KOTIENIEVA2, JULIIA KOTIENIEVA3,
OLENA SIEVASTIANOVA2, IRYNA PAVLENKO2
1Department of Ukrainian Language, Educational and Research Institute of Philology and Journalism,
State Institution “Luhansk Taras Shevchenko National University”,
Koval St., 3, Poltava 36000,
UKRAINE
2Department of Pedagogy, Educational and Research Institute of Pedagogy and Psychology,
State Institution “Luhansk Taras Shevchenko National University”,
Koval St., 3, Poltava 36000,
UKRAINE
3Separate Structural Subdivision “Starobilsk Professional College”,
State Institution «Luhansk Taras Shevchenko National University»,
Koval St., 3, Poltava 36000,
UKRAINE
Abstract: - The article aims to find out the specific features of the use of interactive web platforms for
developing components of communicative competence of future specialists in various fields. The study used
testing, observation, and experimental procedures. The sample was from students majoring in Secondary
Education, Philology, and Journalism. The study confirmed the hypothesis about the effectiveness of using web
platforms to develop future specialists' communicative competence. The average indicators of communicative
competence's cognitive and activity components prevail in the studied future specialists. At the same time,
communication skills are not sufficiently developed. Significant positive changes have been recorded in the
cognitive and activity components of communicative competence. The motivational component remained
unchanged due to the formative impact – a decrease in the fear of rejection was found only in the group of
future teachers. In general, the developed online program does not significantly depend on the specialty, as the
developed exercises have already considered the specifics of a particular area of training. The obtained results
can be used to optimize forming communicative competence in higher education. Thus, the conclusions about
using web platforms to develop communicative knowledge and skills of future specialists are practically
valuable. Further research could address prospects in expanding the range of specialties studied and clarifying
the data obtained by comparing them with the results of the control groups.
Key Words: - communicative competence, interactive educational technologies, communicative skills, focus on
perception, fear of rejection, web platforms.
Received: July 15, 2023. Revised: February 21, 2024. Accepted: April 16, 2024. Published: May 30, 2024.
1 Introduction
Interactive technologies in education have
additional pedagogical possibilities compared to
traditional forms of education, [1]. The experience
of using these tools in higher education is precious,
especially since the onset of the Covid-19 pandemic,
when it became clear that beautiful theoretical
constructs need to be tested in the context of
specific pedagogical conditions and that the
pandemic and total quarantine restrictions, the use
of technology has become a powerful force that has
enabled the preservation and functioning of the
education system, [2]. The active use of interactive
network platforms during the pandemic requires a
change in the approach to interpreting the
phenomenon of education in general, [3]. Digital,
interactive tools determine the growing
attractiveness of education for the younger
generation, [4]. At the same time, there are still
several problematic aspects related, in particular, to
the overload of students, the disconnection of the
use of interactive technologies from classical
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DOI: 10.37394/23209.2024.21.28
Nadiia Karlova, Iryna Kotienieva,
Juliia Kotienieva, Olena Sievastianova,
Iryna Pavlenko
E-ISSN: 2224-3402
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didactic principles, [5], and the negative impact of
unreasonable game forms of work on academic
performance, [6]. These considerations indicate the
importance of research on using interactive
technologies in education. Particular attention
should be paid to using information technology in
higher education institutions in the context of the
Russian-Ukrainian war, [7].
In modern realities, communicative competence
is one of the integral components of the training of a
future specialist, [8]. The primary way of forming
this aspect of professional training involves using
methods and tools focused on acquiring language
knowledge and communication skills, [9]. Studies
show that using interactive technologies allows for
optimizing communication between the subjects of
the educational process, [10], and overcoming
students' communication barriers, [11].
At the same time, a systematic study of the
impact of information and communication
technologies on forming the communicative sphere
of specialists is insufficiently represented in
pedagogical science. In this context, it is important
to find out the differences in the process of
communicative competence of future specialists in
various fields under the influence of interactive
technologies. The use of scientifically based
methods of data collection and a formative
experiment will allow establishing the possibilities
of the influence of web platforms on the possibilities
of professional communication. In this way, the
specificity of interactive educational technologies
for professional training under modern realities is
clarified. The obtained results will make it possible
to optimize the strategy and tactics of higher
education, considering the specifics of a specific
specialty.
The study aims to discover the specific features
of the use of interactive web platforms for
developing components of the communicative
competence of future specialists in various fields.
Objectives of the study:
1) to analyze the factors of effective use of
interactive web platforms in the training of future
specialists;
2) to find out the formation of indicators of
components of future specialists' communicative
competence;
3) to compare the effectiveness of the impact of
interactive web platforms on the development of
communication competencies in students of
different specialties.
2 Literature Review
The effectiveness of using interactive e-resources in
higher education has been empirically proven many
times. In particular, it is argued that the main factors
of satisfaction with education in this context are the
quality of visuals, the structure of video instructions,
and the content of electronic textbooks, [12].
Essential conditions for a positive attitude towards
interactive technologies are their ease of use and
predicted usefulness, [13]. At the same time, it
should be noted that these findings concerned the
training of future programmers. The undoubted
advantage of using interactive technologies is the
ability to quickly create a variety of means of
controlling the acquisition of knowledge - tests and
interactive tasks, [14]. The study, [15], identifies the
following strategic guidelines for optimizing the
introduction of interactive technologies in the
educational process: availability of technical
support, methodological training of teachers in the
use of ICT, economic feasibility, coordination of
central and regional authorities, and educational
institutions on the modernization of education.
The advantages of interactive technologies in
modern education are undeniable. The scientists
analyzed the positive impact of interactive platforms
on the manifestation of leadership qualities of
higher education students, [16], and the role of
interactive technologies in developing students'
creativity, [17]. Through interactive web platforms,
student performance increases based on reduced
anxiety in learning situations, [18]. In general, using
interactive technologies can stimulate the dynamics
of the educational process, especially through
gamification, [19].
One of the difficulties of using information
technology in the educational process is the high
level of anxiety and stress among teachers when
mastering new educational tools, [20]. This problem
has become especially acute since the start of the
pandemic. Studies conducted in pre-Covid times
show the following aspects of education that
negatively affect the implementation of interactive
technologies: lack of computer skills, limited time
for technological training of teachers, and technical
support for the process, [21]. Teachers may have
negative attitudes toward the role of technology in
education, which reduces its effectiveness, [22].
Even now, the lack of adequate attention to teacher
training in the use of interactive tools can hurt
educational outcomes.
To achieve the aim and objectives of the study, it
is important to clarify the content and features of the
concept of “communicative competence”, the
formation of which is one of the main tasks of
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higher education, [23]. Communicative competence
is a systemic component of a personality that
involves knowledge and experience of effective
professional communication. The main
competencies are the ability to understand the
partner, perfect mastery of verbal and non-verbal
communication, constructively resolving conflicts,
empathy, and emotional self-regulation, [24]. The
informative competence of future lawyers, which
involves the general ability to work with
information, includes the following components:
cognitive and content (knowledge of professional
communication), value and motivation (motives for
professional communication), and operational and
technological (communication skills), [25]. The
communicative competence of a future public
management and administration specialist consists
of the following components: public speaking,
effective communication, business negotiations,
arguing one's position, dialogue, and conflict
management, [25]. Despite the different approaches,
we can identify common structural elements of the
phenomenon under study.
Using modern technological resources to develop
communication skills is advisable, [26]. The use of
interactive web-based tools has demonstrated
promising results in forming foreign language
competence in the context of expanding vocabulary,
developing listening skills, and increasing freedom
of communication, [27]. The organization of the
didactic content of the web platform increases the
motivation to learn the language and allows you to
practice speaking skills in the context of specific
social situations, [28].
In conclusion, it can be noted that the theoretical
analysis has identified the main aspects of the
pedagogical use of interactive technologies and the
phenomenon of communicative competence.
However, no systematic studies combining these
two aspects have been found.
3 Methods and Materials
The empirical study was conducted using a cross-
sectional strategy that involved comparing the
trends of several samples. The theoretical
substantiation of the main problem and compliance
with the key requirements for empirical research
ensures the objectivity of the data. The following
stages of empirical research were implemented:
3.1 Research Planning Stage
It was carried out from December 2022 to January
2023, which is the definition of the overall strategy
and tactics of the study. The approximate duration
of the research work was planned, the methods of
collecting empirical material, the number of
participants, technological support, and possible
financial costs were determined, and the future
research was analyzed from the point of view of
moral and ethical standards. An important aspect of
this stage was coordinating the theoretical analysis
results with the empirical research plan. The
following components of future specialists'
communicative competence were identified:
cognitive (a set of knowledge about professional
communication), motivational (motivations for
professional communication, namely, focus on other
people), and activity (skills and abilities of
communication aimed at solving professional
problems). It should be noted that despite the
theoretical model's universal nature, the
components' specific content varies depending on
the specialtyspecialty of the students under study.
The study hypothesizes that the effectiveness of
using web platforms for developing future
specialists' communicative competence depends on
the educational process's psychological and
methodological justification and the student's
characteristics contingent on a particular specialty.
3.2 Empirical Stage
It involved the collection of research data. It was
carried out using a set of selected methodological
tools. The primary diagnosis took place in early
February 2023; the formative impact through web
platforms was implemented in February - May
2023; the repeated diagnostics were conducted in
June 2023.
3.3 Stage of Data Analysis
It was conducted in the summer of 2023, and
allowed us to identify quantitative and qualitative
changes to detect shifts in the structural components
of the communicative competence of future
specialists in different specialities. The methods of
mathematical statistics were used.
3.4 Data Interpretation Stage
This stage was conducted in the autumn of 2023 and
was aimed at establishing qualitative patterns of
communicative competence formation in the context
of using web platforms and creating theoretical
generalizations.
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3.5 Methods
Testing and observation were used to determine the
level of development of the components of future
specialists' communicative competence.
To test the formation of the cognitive
component, we used the tests for knowledge of
professional communication, created based on
theoretical analysis, taking into account the specifics
of a particular specialty and consultations with
experts. The test material reflects theoretical
constructs and describes professional
communication situations where the research
participant has to choose the best option for
behavior. The test had different content for different
study groups.
To test the formation of the motivational
component, we used the method of affiliation
motivation, which diagnoses the personality's
orientation towards interaction with other people.
The methodology was used in similar studies.
The observation method was used to test the
formation of the activity component of
communicative competence. The developed
programs for monitoring communicative skills and
abilities were designed to consider the peculiarities
of the specialty under study. The universal criteria
for observation were the level of speech skills,
verbal and non-verbal understanding, ability to
conduct a dialogue, listening skills, and ability to
conduct a professional discussion.
The implementation of the elements of the
formative experiment was based on the use of the
Microsoft Teams web platform. The educational
content was selected according to the relevant
educational programs of the studied specialties. The
emphasis was on developing communicative
competence in solving specific professional tasks.
The psychological and didactic substantiation was
based on the analysis of the methodological manual,
which covers similar issues. Simulation methods of
professional training were used to form
communicative competence: game and non-game
(analysis of problem situations). Online testing and
video materials were also used on an informational
and didactic basis. The duration of the formative
impact was four months, which allowed for a
systematic approach to the development of
communicative competence. The students were
divided into groups of 8-10 people to participate in
the experiment. Specialists in the relevant field
implemented the formative influence.
The data analysis was carried out based on
calculating the percentage of levels of
communicative competence and the Student's t-test.
The procedure was carried out by comparing
dependent samples. To justify using the Student's t-
test, a check of the normality of the data distribution
was carried out based on the calculation of the
Kolmogorov-Smirnov test. Thus, the differences
between the studied groups of students between the
two data sets were established. Thus, the statistical
significance of the difference between primary and
secondary diagnostic data was established. The
SPSS.22 software was used for data processing.
3.6 Sample
The sample was from students majoring in
Secondary Education, Philology, and Journalism at
Taras Shevchenko Luhansk National University.
The study groups included students of bachelor's
and master's degrees. The quantitative composition
of the sample was distributed as follows: future
teachers 77 people; future journalists 72 people;
future translators 68 students. The total number of
participants in the study is 217. The samples were
formed based on a stratification approach.
The representativeness of the results is possible
due to the proper quantitative and substantive
indicators of the samples.
The data was collected online. The methods used
were digitized using specialised tools on a web-
based platform.
The study complies with deontological
requirements, as the developed scientific research
algorithm does not affect the subjects' physical,
psychological, and social well-being, as confirmed
by independent experts' conclusions. All participants
were familiarised in detail with the terms of the
study and gave their consent.
4 Results
The results of the empirical data analysis are
presented in the tables. Let us analyze the dynamics
of each component of communicative competence.
Changes in students' knowledge of professional
communication are presented in Table 1, Figure 1.
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Table 1. Dynamics of Changes in the Cognitive Component of Future Specialists' Communicative Competence
under the Influence of Web Platforms Content
Sample
Levels of
Formation
Number of subjects
After exposure
%
Quantity
%
Quantity
Future teachers
Low
12,99
10
10,39
8
Medium
71,43
55
38,96
30
High
15,58
12
50,65
39
Future journalists
Low
12,5
9
11,11
8
Medium
86,11
62
41,67
30
High
1,39
1
47,22
34
Future translators
Low
5,88
4
5,88
4
Medium
86,76
59
27,94
19
High
7,36
5
66,18
45
Fig. 1: Indicators of the Cognitive Component of the Communicative Competence of Future Specialists at
Different Stages of the Formative Experiment
Subjects with an average level of the cognitive
component dominate each of the three samples.
This indicator is in the range of 71 - 86 %. The
sample of future teachers has the highest
percentage of people with a high level of this
component (15.58 %). The most significant
percentage of students with low scores was found
in the group of future teachers and journalists
(approximately 12%). In all three groups, there are
positive changes in the cognitive component due to
an increase in the percentage of people with a high
level and a decrease in the percentage of students
with an average level. Thus, in the group of future
teachers, after implementing the formative impact
on web platforms, high levels of knowledge about
communication increased by 35.07%. For future
journalists, high scores increased by 45.83%, and
for the sample of future translators, it increased by
58.82%.
Changes in the orientation towards social
acceptance (one of the indicators of the
motivational component of communicative
competence) are shown in Table 2, Figure 2.
There is a significant predominance of average
indicators (80-90%). The most pronounced
percentage of students with a high level was found
in the sample of future journalists (13.88 %). A
minimal representation of students with a low
desire for social acceptance characterizes the
results. Interestingly, the use of web platforms had
virtually no effect on improving the indicators of
this motivational component - after the program's
implementation, the diagnostic results remained
almost unchanged. The recorded changes are within
a few percent.
Changes in the fear of social rejection (the
second indicator of the motivational component of
communicative competence) are shown in Table 3,
Figure 3.
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Table 2. Dynamics of Changes in the Orientation Towards Social Acceptance of Future Specialists under the
Influence of Web Platform Content
Sample
Levels of
Formation
Number of subjects
After exposure
%
Quantity
%
Quantity
Future teachers
Low
3,89
3
3,89
3
Medium
94,81
73
93,51
72
High
1,3
1
2,6
2
Future journalists
Low
5,56
4
5,56
4
Medium
80,56
58
77,78
56
High
13,88
10
16,66
12
Future translators
Low
5,88
4
5,88
4
Medium
91,18
62
91,18
62
High
2,94
2
2,94
2
Fig. 2: Indicators of Focus on Social Acceptance as a Component of the Communicative Competence of Future
Specialists at Various Stages of the Formative Experiment
Table 3. The Dynamics of Changes in the Fear of Social Rejection of Future Professionals under the Influence
of Web Platform Content
Sample
Levels of
Formation
Number of subjects
After exposure
%
Quantity
%
Quantity
Future teachers
Low
5,19
4
35,06
27
Medium
74,03
57
54,55
42
High
20,78
16
10,39
8
Future journalists
Low
6,94
5
6,94
5
Medium
63,89
46
61,12
44
High
29,17
21
31,94
23
Future translators
Low
5,88
4
5,88
4
Medium
73,53
50
69,12
47
High
20,59
14
25
17
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Fig. 3: Indicators of Focus on the Fear of Social Rejection as a Component of the Communicative Competence
of Future Specialists at Different Stages of the Formative Experiment
Table 4. Dynamics of Changes in the Activity Component of Future Specialists' Communicative Competence
under the Influence of Web Platforms Content
Sample
Levels of
Formation
Number of subjects
After exposure
%
Quantity
%
Quantity
Future teachers
Low
31,17
24
5,19
4
Medium
54,55
42
44,16
34
High
14,28
11
50,65
39
Future journalists
Low
47,22
34
31,94
23
Medium
50
36
45,83
33
High
2,78
2
22,23
16
Future translators
Low
41,18
28
10,29
7
Medium
52,94
36
44,12
30
High
5,88
4
45,59
31
Fig. 4: Indicators of the Activity Component of Communicative Competence
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The average values of the component are 63-
73%. High values are observed in 20-30 % of
respondents. In general, the trends of this
component are similar in all three samples. The
results differ slightly from the data of the initial
diagnosis of the previous parameter. It can be said
that the fear of social rejection prevails over the
desire to interact in the communicative motivation
of the students studied. Positive changes after
working with web platforms are observed only in
the sample of future teachers (high scores
decreased by 10.39%, and low scores increased by
29.87%). No significant changes in the component
were found in the samples of future journalists and
translators.
Changes in students' communication skills
development are presented in Table 4, Figure 4.
The results of the initial diagnostics differ
significantly from the trends in the previous
parameters, namely, the severity of the low
formation level. Low indicators of the activity
component of communicative competence are
recorded from 31% to 47%. The average values of
professional communication skills were diagnosed
in about 50 % of the representatives of all three
samples. The number of students with a high level
of this component is minimal (most of all in the
sample of future teachers). The formative impact of
web-based platforms is practical for all groups of
students. The high scores of the activity component
for future teachers increased by 36.37%, for future
journalists by 19.45%, and for future translators by
39.71%. In each sample, the lowest values of the
activity component of communicative competence
decreased. The results show that the program was
the least effective for future journalism
professionals.
Using the Student's t-test allows us to determine
the significance of differences in indicators of
communicative competence under the influence of
the content of interactive web platforms. The
preliminary conclusions are confirmed by statistical
analysis results (Table 5).
Table 5. Student's T-Test Coefficients of the Components of Future Specialists' Communicative Competence
under the Influence of Web Platforms
We can see that the coefficients of significance
at the level of p = 0.01 for the cognitive component
of communicative competence were found (t=3.735;
t=3.419; t=3.156). The results indicate the
significant effectiveness of the experimental
program using web platforms to form knowledge
about professional communication. No significant
criterion coefficients were found for the parameter
of acceptance orientation. This means that the desire
for constructive social interaction did not change
significantly after the experiment. According to the
component “fear of rejection”, considerable changes
are recorded only in the sample of future teachers
(t=3,497). Such data indicate increased social
anxiety among future specialists in the professional
sphere. The activity component has changed
significantly in the three samples studied (for future
teachers and translators at p = 0.01 and future
journalists at p = 0.05) – t=2.967; t=2.232; t=3.691.
This shows the importance of interactive interaction
on web platforms for improving communication
skills.
5 Discussion
The results obtained point to the confirmation of the
hypothesis. The exercises used to develop
communicative competence in the context of their
use on web platforms have demonstrated their
effectiveness, [29]. The productivity of online
content implementation is heterogeneous -
significant positive results are recorded for the
cognitive and activity components of
communicative competence, while the motivational
component remains without substantial changes. At
the same time, a positive trend in future teachers has
been identified, manifested in a decrease in fear of
social rejection and, in our opinion, is related to the
specifics of professional activity, namely
communication with children. It can be said that the
Components of communication
competence
Student's t-test
Future teachers
Future journalists
Future translators
Cognitive
3,735**
3,419**
3,156**
Focus on acceptance
1,637
1,429
1,163
Fear of rejection
3,497**
1,541
1,713
Activity-based
2,967**
2,232*
3,691**
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predominant form of social motivation among future
specialists in the studied specialties is the fear of
social isolation rather than the desire for acceptance,
[29]. The developed online program generally does
not significantly depend on the specialty. This is
because the developed exercises have already
considered the specifics of a particular training area.
It can also be said that using interactive web
platforms to develop communication competence
has a more significant impact on the instrumental
component. In contrast, the individual's deep
psychological communication mechanisms change
less.
We can confirm the positive impact of
interactive web platforms on student performance,
[18]. The formative effect of interactive
technologies on acquiring language knowledge and
communication skills has also been proven, [9]. In
particular, using web-based platforms to develop
future translators' foreign language communicative
competence is practical, [27]. At the same time,
interactive technologies have no significant positive
impact on students' motivation, [28], which is
related to the socio-cultural specifics of the
educational process. Students' communication on
web platforms was carried out relatively freely,
which indicates the leveling of communication
barriers in educational interaction, [11].
The developed program was successful precisely
because it bridged the distance between interactive
educational technologies and didactic justification,
[5]. An essential condition for the work's success is
the prior training of teachers in working with
interactive web platforms, which reduces the level
of negative emotional experiences, [20]. We also
agree with the statement about the growing
attractiveness of education for the younger
generation in using interactive tools, which is
confirmed by the results of observations of students
during the study, [4]. It is advisable to actively use
game methods on web platforms in the context of
the educational process, [19]. An important external
factor that could have influenced the study's results
is the war and related experiences, which determine
the actions and state of the subjects of the
educational process in the Internet space, [7], [30].
The study has limitations related to the absence
of control groups and the relatively small size of the
research samples.
6 Conclusions
The study confirms the hypothesis about the
effectiveness of using web platforms to develop
future specialists' communicative competence. The
conditions for the effective development of students'
communicative competence using Internet
technologies are the training of teachers in the use
of technologies, technical accessibility,
consideration of the age characteristics of students,
consideration of the specifics of the pedagogical
process of a particular specialty, didactic
substantiation of the web platform content. The
average indicators of communicative competence's
cognitive and activity components prevail in the
studied future specialists. At the same time,
communication skills are not sufficiently developed.
Significant positive changes are recorded in
communicative competence's cognitive and activity
components. The motivational component remained
unchanged due to the implementation of the
formative impact - a decrease in the fear of rejection
was found only in the group of future teachers. In
general, the developed online programprogram does
not significantly depend on the specialty, as the
developed exercises have already considered the
specifics of a particular area of training. The use of
interactive web platforms has a more significant
impact on the instrumental component of
professional communication, while the motivational
and value mechanisms change only slightly. In the
described study, we offer a scientific approach
involving differentiation and comparing the results
obtained by training areas. Because of this, the
formation of communicative competence in the web
space will consider the specifics of professional
training in each specialty. In addition, a detailed
analysis of the dynamics of the structure of
communicative competence will allow the creation
of appropriate psychological conditions for
implementing the tasks. We believe that the
obtained results are more detailed in theoretical and
practical aspects, compared to similar scientific
investigations. The results can be used to optimize
the process of forming communicative competence
in higher education. Thus, the conclusions about
using web platforms to develop communication
knowledge and skills of future specialists are
practically valuable. These data can be the core of
changing educational programs regarding
methodology and content. In addition, the results
can become the basis for higher school teachers'
training and professional development in terms of
interactive technologies. Also, the obtained
empirical indicators and theoretical generalizations
are the basis of the educational process's
differentiation depending on the specialty's direction
and the information technologies used. We see
further research prospects in expanding the range of
studied specialties and clarifying the data obtained
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DOI: 10.37394/23209.2024.21.28
Nadiia Karlova, Iryna Kotienieva,
Juliia Kotienieva, Olena Sievastianova,
Iryna Pavlenko
E-ISSN: 2224-3402
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by comparing them with the results of control
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Nadiia Karlova, Iryna Kotienieva,
Juliia Kotienieva, Olena Sievastianova,
Iryna Pavlenko
E-ISSN: 2224-3402
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DOI: 10.37394/23209.2024.21.28
Nadiia Karlova, Iryna Kotienieva,
Juliia Kotienieva, Olena Sievastianova,
Iryna Pavlenko
E-ISSN: 2224-3402
301
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Contribution of Individual Authors to the
Creation of a Scientific Article (Ghostwriting
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problem to the final findings and solution.
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Scientific Article or Scientific Article Itself
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Conflict of Interest
The authors have no conflicts of interest to declare.
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DOI: 10.37394/23209.2024.21.28
Nadiia Karlova, Iryna Kotienieva,
Juliia Kotienieva, Olena Sievastianova,
Iryna Pavlenko
E-ISSN: 2224-3402
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Volume 21, 2024