INTERACTIVE METHODS OF TEACHING FOREIGN LANGUAGES IN HIGHER EDUCATION INSTITUTIONS MÉTODOS INTERATIVOS DE ENSINO DE LÍNGUAS ESTRANGEIRAS EM INSTITUIÇÕES DE ENSINO SUPERIOR MÉTODOS INTERACTIVOS DE ENSEÑANZA DE LENGUAS EXTRANJERAS EN INSTITUCIONES DE EDUCACIÓN SUPERIOR

This study investigates how family lineage descent groups influence the intergenerational transmission of education for the cohorts of 1940-1989 in the Democratic Republic of Congo (DRC). The study applies both transition matrix and intergenerational persistence (IGP) methods, using the father's years of schooling as a proxy for parental education. The findings suggest a pronounced steady persistence in education for the estimated mean regression coefficient over a period of 49 years. Moreover, results by gender indicate that intergenerational persistence in education has significantly decreased for males in recent cohorts but slightly increased for females. Furthermore, findings suggest that intergenerational persistence has been decreasing in matrilineal descent groups in recent cohorts, while increasing for the patrilineal descent groups. The study gives a good sense of the relationship between family lineage descent and intergenerational transmission of education in DRC. In addition, it indicates that there is both substantial upward and downward intergenerational education mobility in the country. 1 Alfred Nobel University. Dnipro, Dnipropetrovsk Oblast, Ukraine. 2 South-Ukrainian National Pedagogical University. Odesa, Odessa Oblast, Ukraine. 3 Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine. Kryvyi Rih, Dnipropetrovsk Oblast, Ukraine. 4 Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine. Kryvyi Rih, Dnipropetrovsk Oblast, Ukraine. 5 National Pirogov Memorial Medical University. Vinnytsia, Vinnytsia Oblast, Ukraine.


INTRODUCTION
Interactive teaching methods contribute to the formation of flexible forms, formats and teaching methods (Stewart, C., Wolodko, B., 2016;Zhu, E., 2017;Rolim, C. and Isaias, P., 2019). As a result, the level of productivity and self-efficacy of students and teachers increases due to the intensification of the educational process (Benta, D., Bologa, G., Dzitac I., 2015;Moreno, V., et al, 2016). Interactive teaching methods allow to adapt the educational process and learning to the requirements of the main participants (Arrosagaray, M., et al, 2019), to improve the level of communication between participants (Keane, T., Keane, W. F., Blicblau, A. S., 2016).
Interactivity is considered as an interaction between individuals and systems for information exchange (Georgieva-Tsaneva, G., Bogdanova, G., Negoslav Subev, N., 2017) using "real-time applications" (Kebble, PG, 2017). So, interactive methods can be considered as ways of interaction. The integration of interactive technologies into learning provides the introduction of a systematic dynamic approach (Serrano, D. R., et al, 2019) into the learning process, "increased focus on student success" (Drake, B. M., Walz, A., 2018).
The Institute for the Future, a nonprofit research group, identifies six future trends that will determine global change: "increased lifespans, smart machines, big data, new media ecology, online networks, and increased global interconnectivity" (Institute for the Future, 2017). These trends will require new skills from students and teachers, which will require new teaching methods and learning priorities. Due to the progress of the integration of machine translation and artificial intelligence, many simple tasks in foreign language learning will be replaced by automation.
The aim of the article is to conceptualize interactive methods of teaching foreign languages in higher education institutions.
The main issues of the study are: 1. Historical trends in the usage of interactive methods of teaching foreign languages.
2. Types of interactive methods of teaching foreign languages in higher education institutions.
3. The effectiveness and effects of the introduction of interactive methods of teaching foreign languages in higher education institutions.

LITERATURE REVIEW
The effectiveness of interactive technologies in teaching foreign languages in higher education institutions has been proven in a number of studies. Recent works confirm the following positive changes: «increase of selfawareness, improvement of social and communicative skills; … Benefits of communication in small groups: comparing life experiences, broadening of outlook, active involvement of people with special needs, ability to relieve psychological tension, communicative skills improvement, ability to teach each other; … Better understanding of different processes that occur in public life; understanding of the culture of different ethnic groups; better understanding of English; the ability to use modern ICT in everyday life " (Viktorov, LV, Kocharyan, AB, & Korotun, OO, 2018).
Learning foreign languages is transformed in the direction of providing flexibility, inclusion, personalization of the educational process (Pokrivcakova, S., 2019). The use of interactive technologies led to the development of the concept of ICALL -intelligent computer-assistant language learning. Interactive tools are implemented in "personalized learning materials, machine translation tools, AI writing assistants, chatbots, AI-powered language learning software-platforms and apps, intelligent tutoring systems, adaptive and intelligent systems for collaborative learning support, intelligent virtual reality" (Pokrivcakova, S., 2019).
Due to the integration of technologies into learning, there is a gradual conceptualization of linguistic and cultural aspects of learning through technological solutions from the beginning of the usage of local networks of computers to advanced technologies (virtual reality and augmented reality) (Blyth, C., 2018).
English language teachers are positive about the usage of technology in foreign language teaching, understanding the importance of technology and its usage. However, the simplest technologies of interaction are usually used: sending e-mails and presentations. Foreign language programs should include computer integration courses (Zekiye, Ö. Z. E. R., 2018). Most students and teachers enjoy using interactive technologies in foreign language teaching, despite the shortcomings (Trigueros Rueda, Y., 2017). This ensures the implementation of a diversified approach to foreign language teaching.
The main types of foreign language learning technologies are "technologies for mobile learning, multimedia learning and socialization, speech-to-text and text-to-speech recognition, and digital-game-based learning". The main tasks of using technology are the development of practical skills, providing students with educational content, improving interaction, changing approaches to learning (Zhang, R., & Zou, D., 2020).

Data
Publications have been classified by the following main areas, research issues in order to understand the trends in the integration of interactive methods of teaching foreign languages in the educational process in universities over the past ten years: research methodology, types of interactive technologies in foreign languages, effectiveness of interactive technologies in foreign languages.

British Journal of Educational Technology
T 1 3 4

Educational Technology Research and Development
Джерело: author research.

Methodology
The methodology consisted of two elements of classification of scientific publications: types of interactive methods in teaching foreign languages and the effects of interactive methods in teaching. The first stage of the research was the selection of publications according to the research methodology: preference was given to publications with quantitative evaluation methods (questionnaires and statistical processing of questionnaires). Gamified language learning

Numbers of publications
As a result of the first stage we can see that 93 publications for 2010-2020 (Table 1) are devoted to interactive technologies of foreign language teaching in higher education institutions. A selection of 76 articles concerning the research issues was formed. Filtering of publications was carried out taking into account the following criteria: publication citation index, research methodology (qualitative research was not taken into account), research sample (the sample must include articles where the integration of interactive technologies in higher education institutions is under study).

Historical trends in the usage of interactive methods of teaching foreign languages
New technologies will expand the intercultural concept of learning for intercultural communication and learning foreign languages, which requires the adaptation of teachers. The new interactive learning environment will include "the use of digital materials that are easily edited and customizable, a virtual or mobile learning environment, the integration of knowledge with social networks that connect people to ideas, an effort to personalize instruction as much as possible, and a belief that knowledge is best understood as a creative process of co-constructed meaning within a community of practice." (Blyth, C., 2018).
Moreover, the role of a foreign language teacher is being transformed due to the greater amount of authentic content on the Internet. Teachers in the future will not provide "linguistic input and corrective feedback", but will act as a personal tutor in the learning experience of students. As a result, mentoring and tutoring in foreign language teaching will become more widespread. Despite this, "teachers will need to help learners reflect on their experiences and gain a greater awareness of contextual and cultural variables" (Haugh, M., 2017).
This pedagogical trend has accelerated in the last ten years. For example, in the 1980s, when applied linguists encourage using authentic materials to counter the artificiality of formal learning, teachers began to emphasize the importance of the cultural context. As a result, foreign language teachers have moved away from their traditional, didactic concept of foreign language teaching, based on formal, non-contextual rules, in favor of contextual tasks that were a priority for discussion.
Although communicative foreign language learning has undoubtedly helped teachers to overcome the artificiality of formal learning, the challenge remains to teach socially relevant knowledge of foreign language usage that is based on social and cultural factors and does not occur in the context of the audience. Therefore, the study of foreign languages and the development of intercultural communicative competence remain problematic, taking into account the lack of external practical foreign context

Types of interactive methods of teaching foreign languages in higher education institutions
The usage of technology for learning foreign languages is rapidly increasing. Smartphones and tablets are considered to be the most important devices in the classroom. Learning platforms and programs are developing rapidly, which ensures the growth of "practices of technologyenhanced language learning" (hereinafter, TELL) (Zhang, R., & Zou, D., 2020).
Mobile learning refers to learning with mobile devices, such as smartphones, tablets, digital pens, and wearable devices like smartwatches, AR and VR glasses (Huang, C. S., Yang, S. J., Chiang, T. H., & Su, A., 2016). Multimedia-assisted language learning refers to presenting language knowledge (e.g. grammar knowledge and word concept) or conducting learning activities (e.g. exercises and instructional games) using multimedia, such as videos, audios, and images (Aldera, A. S., & Mohsen, M. A., 2013). Socialised learning refers to learning with socialisation tools such as online platforms or communities and social networks (Çetinkaya, L., & Sutcu, S. S., 2018). Technologies for speech-to-text recognition and text-to-speech recognition (STR and TSR) refer to the technologies that automatically generate the textual or audio counterparts of learners' speech (or writing). The literature indicates that they are effective in deepening learners' knowledge processing and memorisation by strengthening the connections between audio and textual forms of language knowledge (Mayer, R. E., & Moreno, R., 2003; Shadiev, R., Hwang, W. Y., & Liu, T. Y., 2018). Game-based learning refers to the integration of game elements (e.g. rules and goals, challenge, mystery/storyline, rewards, etc.) in delivering instructional content and conducting learning activities (Yukselturk et al., 2018).

Effectiveness and effects of implementing interactive methods of teaching foreign languages in higher education institutions
Recent research focuses on the study of the effectiveness of technology in the educational process of universities, the study of English as a second language (Hwang, G. J., & Fu, Q. K., 2018). The study of the peculiarities of teaching English as a foreign language is concerned in the works of Slavuj et al. (2017) and Shadiev, Hwang, et al. (2017), which studies the effectiveness, psychological features of usage "game genres, which were normally integrated into learning tasks, immersion games and multiplayer online role-playing games" in the teaching process. The research focuses on students of the universities with different level of foreign language proficiency. The positive influence of digital games as a method of teaching a foreign language is proved.
Most studies of interactive teaching methods are focused on one-session or short-term. The study of context-aware technology in foreign language teaching indicates the general positive effects of these technologies "on learners' affective, linguistic, socio-cultural, and cognitive states, while learners 'actual learning outcomes were seldom investigated" (Lee, S. M., 2019) The study has shown that the study of interactive technologies in English language learning is complemented by the study of the effect of technology in Chinese language learning. There is students' vocabulary, writing skills, speaking skills among the subjects of research. The study has found the use of 23 types of technologies in foreign language teaching, "among which digital games, corpus, and automated feedback were used most frequently" (Shadiev, R., & Yang, M., 2020).

Mobile-assisted language learning
Mobile-assisted language learning generally provides positive effects (Figure 2). This method of teaching is used to study vocabulary, integrated learning, listening, speaking skills and reading in most cases. This method is least used for the development of writing, grammar skills and pronunciation. This indicates the peculiarities of foreign language teaching: as a rule, students spend a lot of time learning words, acquiring conversational skills, so interactive teaching methods are most suitable in these aspects.
The necessity for spoken communication in a multilingual environment has also led to a high level of usage of interactive methods. It is very important if a peson wants to acquire listening, reading and speaking skills. Acquiring writing skills is becoming a more difficult process due to the low prevalence of virtual keyboards on mobile devices.
Calculations show that 63% of studies found positive effects of Mobile-assisted language learning. Moreover, the greatest effect of this type of interactive methods of foreign language teaching is observed in word learning, integrated learning, reading and speaking ( Figure 2). Further research should focus on further study of the factors that stimulate the effectiveness of Mobile-assisted language learning, learning conditions and strategies. While the effects are obvious for speaking skills, learning words, writing and pronunciation, the effects are difficult to detect for listening, reading and grammar skills. Adverse effects are associated with insufficient research in research.

Mulmedia language learning
Moodle, an interactive multimedia learning software, is the most popular way to learn foreign languages. The effectiveness of Mulmedia language learning has been proven in a number of studies. In one study, the appropriate use of multimedia promoted learning by deepening knowledge processing and promoting motivation (Hwang, Shadiev, Hsu, Huang, Hsu, & Lin, 2016). Okuno and Hardison (2016) have compared the effectiveness of the auditory-visual and auditory systems only in learning a foreign language pronunciation and have found that the combination of audio and video is the optimal tool for learning vowels.
Both Chen, Tan, and Lo (2016), and Liakin, Cardoso, and Liakina (2017) report some positive learning outcomes using Moodle -an interactive multimedia learning software. Some studies also suggest the integrated use of technologies for multimedia learning of foreign languages. For example, Liu, Chen, and Hwang (2018) have developed a collaborative e-learning system using video-based materials and tools for conscious foreign language learning. Participants trained in a fitness center and the level of their audio-skills and listening improved significantly.

Socialised language learning
Online platforms can support the learning process (e.g., discussion forums for sharing information) and provide students with learning content (e.g., Edpuzzle and Quizlet for language input), and social networks form online communities (e.g., WhatsApp and Facebook), & Sutcu, SS, 2018). Both online platforms and social networks have become an integral part of modern life and are widely used in many universities for teaching foreign languages (Liu, Tai, & Liu, 2018). Lin and Hwang (2018) has investigated the usage of Facebook in online audiences when learning foreign languages and has found it very effective in improving students' oral skills and enhancing their interactive behavior among peers both inside and outside the application. Yang (2016) developed an online learning platform ESP Cafe, where a discussion forum was one of the main components of foreign language learning. Shadiev, Hwang, and Liu (2018) integrated both STR and TSR into a smart-watch learning system. During the learning of language skills with the help of STR, students' mistakes were recognized and text was generated to correct them. TSR was used in writing exercises to help students avoid grammatical and spelling mistakes by offering automatic correct versions. The results have shown that participants who were taught foreign languages with the help of STR and TSR had very effective learning outcomes and a positive perception of the learning system. Bodnar, Cucchiarini, Penning de Vries, Strik, and van Hout (2017) have developed a corrective feedback system (CF) that helps oral grammar learning by automatically recognizing and pointing out mistakes in students' speech. Despite the fact that the results have not shown a significant impact of the CF system, there was a significant potential of automatic speech recognition technology in the study of oral grammar. Nguyen, Hwang, Pham and Ma (2018) have integrated STR technology with cloud translation technology and developed a mobile application called ezTranslate that automatically recognizes and translates student language and allows students to repeat after pronunciation. The results have shown that students' general language skills were improved after using ezTranslate.

Gamified language learning
Language courses that use a play environment have helped to engage students, enhance their interaction and improve their knowledge of a foreign language . There are some works that are important in this field of study and among the peer-reviewed studies. Rachels and Rockinson-Szapkiw (2018) have developed a Spanish game-based course to enhance the general language skills of beginners. The games were based on the free DuolingoVR application, which can personalize the learning experience by providing students with appropriate scaffolding and adapting instruction to suit their level of language proficiency. Similarly, Hung (2017) has gamified classroom learning using Kahoot !, another free app that can be used to create learning games.
Some game-based language learning studies have integrated other technologies, such as Kinect technology and augmented reality (AR). For example, Yukselturk and others (2018) have developed three games that immersed students in a play environment where they took an active role in learning by interacting with others. Kinect technology was used to improve students' play experience. To adopt synchronous commands based on students' responses, they used a motion sensor -input device consisting of an RGB camera, three-dimensional depth sensors, a multimassive microphone, and built-in processing cores.
It was found that the players of the game have achieved significant development in speech, listening, reading and writing. Hsu (2017) has also developed a task-based game system to facilitate vocabulary learning. The enhanced AR game created a three-dimensional space where students gained and applied language skills in virtual and real dimensions. The results have shown that students who studied with AR achieved better learning outcomes than those who did not.

CONCLUSION
Interactive teaching methods have become an integral part of foreign language teaching. The research has proved the effectiveness of learning using technology. However, not all studies prove the effectiveness of interactive teaching methods. Difficulties in identifying the effect arise due to the inability to assess foreign language skills.
The research has shown that the positive effects of interactive methods may disappear over time when students lose interest in a new interactive technology that becomes a learning tool. To solve this problem, teachers can use different ways of innovative strategies and teaching skills. They can integrate them into learning using technology.
Many studies have proven the positive effects of interactive technologies or new ways of interacting in the process of foreign language learning. They help improve foreign language skills and student achievement. For example, the effectiveness of real-time learning technology and teaching classmates in online classrooms, the introduction of game learning has been proven. Different approaches to the usage of interactive teaching methods and strategies are needed to maintain a certain level of student motivation and involvement in the learning process. Knowledge of students' foreign language determines their level of benefit in the future profession.