DEVELOPING FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF FUTURE MILITARY OFFICERS THROUGH THE BIGBLUEBUTTON PLATFORM

Abstract

This article examines the effectiveness of the BigBlueButton (BBB) platform insupporting distance learning of English for Specific Purposes (ESP) and fostering foreign language  communicative competence among future military officers. The research was conducted at the Hetman Petro Sahaidachnyi National Army Academy and involved 140 cadets specialising in automobile transport. Participants were divided into an experimental group (n = 70), which received online instruction via BBB, and a control group (n = 70), which studied through traditional face-to-face classroom instruction. Both groups followed the same ESP curriculum, were taught by the same instructors, and used identical learning materials and assessment criteria; the only difference was the mode of delivery. To measure communicative competence, cadets completed structured oral interviews at the beginning and end of the semester. Performance was evaluated using a validated rubric assessing four dimensions: fluency, pronunciation, vocabulary, and grammar. Statistical analyses included paired-sample and independent-sample t-tests, as well as calculation of effect sizes. The findings demonstrated statistically significant improvement in both groups. The control group showed a mean gain of 0.09 (medium effect size), while the experimental group achieved a gain of 0.06 (small-to-medium effect). Although the offline group demonstrated slightly higher progress, the difference between groups was marginal. In addition to quantitative analysis, the study incorporated survey data exploring cadets’ perceptions of BBB. The majority of respondents reported positive experiences, emphasising the platform’s interactivity, accessibility, breakout rooms, collaborative tools, and motivational potential. At the same time, some participants noted occasional technical challenges related to internet connectivity. The results suggest that while online instruction via BBB does not entirely replicate the pedagogical advantages of face-to-face interaction – particularly immediate non-verbal feedback — it remains an effective and sustainable alternative under conditions that restrict traditional learning formats, such as pandemics or martial law. The study contributes to the growing body of research on ICT integration in specialised language education and provides practical recommendations for implementing BBB in military ESP curricula. Limitations related to sample scope, duration, and assessment focus are acknowledged, and directions for further comparative and longitudinal research are proposed.)