ORGANIZING AUTONOMOUS LANGUAGE LEARNING THROUGH MOBILE APPLICATIONS: CONTEMPORARY APPROACHES AND AN ANALYSIS OF EFFECTIVENESS

Abstracts. This article investigates the organizational and methodological dimensions of autonomous foreign language acquisition through mobile applications - specifically Duolingo, Babbel, Memrise, and Busuu. A six-month empirical study involving 200 undergraduate students compared mobile-integrated learning against traditional classroom instruction across four competency domains. Results showed high effectiveness (78%) in vocabulary expansion and listening comprehension, while academic writing and spontaneous speech production remained underdeveloped without structured pedagogical support. The study proposes a Blended Autonomous Learning model, positioning mobile tools as catalysts within a broader educational framework rather than standalone solutions.摘要：本文探讨了依托移动应用程序开展自主外语习得的组织与方法维度，具体涵盖多邻国（Duolingo）、Babbel、Memrise及Busuu四款外语学习应用。本研究开展了一项为期六个月的实证研究，招募200名本科生，将移动融合式学习与传统课堂教学在四大能力维度上进行对比。结果显示，该模式在词汇拓展与听力理解方面的有效性达78%；但在缺乏结构化教学支持的情况下，学术写作与自发口语表达能力仍未得到充分发展。本研究提出了混合式自主学习（Blended Autonomous Learning）模型，将移动工具定位为更广泛教育框架内的催化媒介，而非独立解决方案。