Abstract:

Successful education is first and foremost determined by the quality of the used instruction material, which influences its content, structure, specificity, system and methods of presentation, in accordance with the educational needs of the learners themselves. This requires, firstly, the application of authoritative approaches for information-communicative erudition to be formed so that specific and various problems could be solved, and secondly, the provision of prerequisites for aquisition of leading competences in different fileds of science or a particular discipline.

The improvement of quality of foreign language learning is indeed accomplished by the use of interactive technologies, but in combination with effective teaching approaches that guarantee the accumulation of sustainable foreign language knowledge and skills, help the learners’ independent performance and improve their communicative competence.

The idea of planning and development of a teaching methodology that could improve the quality of foreign language learning has been formulated. This is to be implemented by means of designing appropriate and purposeful learning content and creating an interactive educational product, which in its turn could help the achievement of targets set with regard to the acquisition of knoweledge which can actively be applied into practice. It is expected the methodology to promote the development of students as competitive personalities having specific professional skills.
The appropriately designed learning environment in foreign language teaching, corresponding to the modern requirements and the dynamic digitality, provides an opportunity for interpretation of the reality in its diversity. Knowledge acquisition takes place only in the context of meaningful activities. This allows the learners to reorganize their competences in order to select key positions, thereby consolidating any previously acquired knowledge and building up the new one.

The creation of such interactive educational product takes into consideration the circumstances that the learners will encounter in the scope of their future activity. This process involves challenges with respect to the consolidation of the acquired knowledge and skills. The interactive learning content approaches and presents the information from diferrent perspectives. Thus the learners will have the opportunity to consolidate their knowledge. The logical structure of the learning content is built on hierarchical configurations and conventionalities, thereby allowing the learners to further their knowledge.

The interactive learning environment corresponds to the principles of constructivism. It features an appropriate design of the learning content, learning activities, easy access to systematized information, flexibility with respect to the personal choice in the programme, the opportunity for the learners to set the pace of their own learning in accordance with their specific needs and individual characteristics.
The use of interactive educational technologies for an effective and high quality foreign language learning process, based on the constructivist paradigm, fosters the development of independent personalities, competent to face the challenges of a dynamic reality.

Keywords:

Constructivism, quality, foreign language learning process, interactive educational technologies.