EXPECTATIONS OF UNIVERSITY STUDENTS IN THE PROCESS OF LEARNING FINANCIAL ENGLISH IN DIGITAL EDUCATIONAL ENVIRONMENT

Abstract

The paper is dedicated to an analysis of students’ needs and expectations in the process of teaching financial English in modern digital environment. The research has revealed different groups of students to have different wants and demands regarding their needs to use the target language, with the prevailing number of learners to be satisfied with their foreign language acquisition. The study has elicited the desire of more than a half of the interviewees to have a longer course of training provision and an increase in the number of academic hours per week. There is no single view but a strong preference in favour of paper-based textbooks. The findings of the study have also identified interviewees’ preferences with respect to interactive communication activities as well as suggestions of a wider use of computer and mobile technologies in face-to-face classes. Regarding the role of the English language in building personal qualities and professional skills the learners give the priority to those which contribute to their professional career. Self-development and personal growth enjoy the priority, communication skills rank second. Competition and individualism appear to be also potentially important to the respondents. Curiosity, initiative, striving for innovation, mutual respect, analytical thinking, tolerance, responsibility and diligence are listed in the descending order. The results of the study will contribute to introducing innovations in teaching professional English, making learning more enjoyable and interactive by incorporating game elements and AI-powered content, and become the basis for building the trajectory of professional development.