ENHANCING STUDENTS’ ENGLISH LANGUAGE LEARNING THROUGH LINGUA-DIDACTICS IN THE CREDIT-MODULE SYSTEM OF HIGHER EDUCATION
DOI:
https://doi.org/10.18623/rvd.v22.n4.3746Keywords:
Lingua-Didactics, Credit-Module System, Higher Education, English Language Learning, Communicative Competence, Modular InstructionAbstract
This study investigates how integrating lingua-didactic principles into the credit-module system can enhance English language learning in higher education. As universities shift toward more student-centered and flexible academic models, there is a growing need for teaching strategies that promote autonomous learning, communicative competence, and overall academic achievement. The research focuses on the application of lingua-didactic methods such as blended learning, task-based instruction, and digital integration and examines how these approaches align with the structure of modular education. A mixed-methods approach was used, including a survey of 120 students and in-depth interviews with 20 English language instructors. The findings reveal that incorporating lingua-didactic strategies leads to improved learner engagement, stronger vocabulary development, and increased confidence in language use. Based on the results, the study recommends institutionalizing lingua-didactic training for educators and expanding access to digital instructional tools within modular frameworks.
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