Advantages of Using Online Platforms for Teaching the Georgian Language

Abstract

Technological development after the COVID-19 pandemic has particularly impacted the educational space. During the pandemic, the use of technology was both necessary and inevitable, but now it is primarily necessary and desirable, as students and professionals alike feel comfortable using technological tools. Technological progress is advancing amid active globalization, especially evident in educational exchange programs. In Georgia, this has manifested in the introduction of non-Georgian-speaking, specifically English-speaking, faculties. For foreign students, the Georgian language has been included in the list of mandatory subjects, making it necessary to offer Georgian language instruction in various formats to cater to this target audience.

While many challenges arise when teaching the structural features of the Georgian language, the current focus of our research is to review online platforms that can be used in classroom lessons and to highlight their advantages and disadvantages. The relevance of this issue is shaped by several factors:

1.According to Geostat, the number of foreign students in Georgia increased by 22.5% in the past year alone. For the 2023-2024 academic year, a total of 30,701 foreign students are enrolled in Georgian higher education institutions, up from 25,069 in the previous year.

2.It is important to note that the influx of students from countries such as India, Jordan, Israel, Egypt, and Nigeria is particularly high at the moment. These are countries that do not share close cultural, territorial, or social ties with Georgia, meaning that the linguistic and cultural readiness and motivation to learn the language are relatively low among these students. Therefore, teachers cannot rely solely on linguistic material and must also incorporate socio-cultural resources into their instruction.

3.The relevance of this work is further underscored by the fact that, according to academic schedules, students' study hours per week sometimes range from three to four hours. This necessitates refreshing the learning process during lectures to make education more effective. Since language learning is a practical process, it is essential to employ various active methods that engage and motivate students, making it easier for them to absorb new material—whether it involves memorizing vocabulary, mastering grammar nuances, or applying what they have learned in practice. In this regard, interactive games can increase motivation and make the learning process more enjoyable.

This paper will focus on two main platforms—Kahoot and Quizlet. Kahoot allows teachers to conduct interactive tests during lectures, which are visually engaging and presented in a quiz format. Quizlet enables students to create flashcards, tests, and other study resources, which are highly effective for memorizing and reviewing material. The study will explore examples from two different groups: one that incorporates technology extensively and another that uses more traditional teaching methods. Questionnaires completed by the students will also be analyzed, with a particular focus on their perceptions of technology integration in the learning process.