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Examines students' attitudes towards Web 2.0 and Web 3.0 technologies, suggesting that increased usage enhances motivation and engagement in language learning.
The study examines students' perspectives on using Web 2.0 and Web 3.0 technologies for learning foreign languages and assesses the impact of digital transformations on motivation. The research employs theoretical content analysis, synthesis, an online survey, and mathematical statistics. Content analysis and synthesis explore the role of these technologies, while an online survey validates theoretical findings. Statistical processing of responses reveals that students are gradually adopting Web 3.0 technologies, with higher motivation identified as a key factor. The second stage of the survey confirms that students using Web 3.0 tools demonstrate increased engagement. Based on these findings, recommendations were proposed to enhance the educational process, improve motivation, and reduce student anxiety. The study highlights the importance of integrating Web 3.0 technologies (AI, machine learning, decentralized data, blockchain) and applications (LangAI, Learn&Earn, Rosetta Stone, Duolingo) into language education to optimize learning outcomes and foster a more engaging learning environment.
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Ayasheva et al. (2026) studied this question.
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