ENGLISH-LANGUAGE CHESS APPLICATIONS AS A TOOL FOR PERSONALIZED LANGUAGE LEARNING BY STUDENTS OF NON-LINGUISTIC SPECIALTIES

Abstract

The article is devoted to the study of the effectiveness of learning English through hobbies, in particular, through English-language mobile chess applications in extracurricular time. This approach is based on the principles of gamification and autonomous learning, where students independently use English within their hobbies. In addition to learning specialised chess vocabulary, students acquire adjectives, adverbs, and idiomatic expressions used in the context of the game. Grammatical structures typical of chess applications are also improved. Systematic acquisition of vocabulary and grammar through repetition in various situations is an advantage of using chess applications. The psychological aspect, in particular, motivation through gamification and competitiveness, is also recognised as an important factor contributing to student engagement. The article highlights the advantages of the method, such as vocabulary expansion and the development of practical language skills, but also notes its limitations: insufficient grammar coverage, lack of universality, gender limitations, autonomy, and the difficulty of assessment. The author proposes several tasks for the final assessment. The study emphasises the potential of chess applications as an accessible and engaging tool for learning English, combining intellectual activity with language practice. The author suggests using them as individual tasks within the context of non-formal education or as an opportunity to earn additional points. This approach also contributes to the personalisation of learning, taking into account students’ interests and needs. Integrating hobbies into the educational process helps form a positive attitude toward a foreign language, improves concentration, and encourages independent information-seeking. Thus, the use of chess applications in learning English contributes to the development of foreign language competencies: lexical, grammatical, and communicative skills, reading and text comprehension (instructions, forums), and translation.