UDC 378.147:811.111

Kapustina N.A.¹ (Blagoveshchensk, Russian Federation) – kapustina.natali@mail.ru

¹Far Eastern State Agrarian University

Abstract.The article examines the problem of optimizing professionally-oriented vocabulary teaching for students of agricultural universities in the process of learning a foreign language. The relevance of the study is determined by the increasing role of English in international scientific cooperation and the necessity of forming foreign language professional competence of future agricultural specialists. The purpose of the study is to identify and systematize effective methods and technologies for optimizing the process of mastering professional vocabulary under conditions of limited classroom hours in a non-linguistic university. The research methodology includes analysis of domestic and foreign scientific literature for the period 2019–2025, generalization of pedagogical experience in teaching English for specific purposes at agricultural universities in Russia. The novelty of the study lies in the development of a comprehensive model for teaching professional vocabulary that integrates spaced repetition technology, the Data-Driven Learning corpus approach, and gamification elements. The research results demonstrate that the application of digital tools (Anki, Quizlet, LMS Moodle) combined with a context-oriented approach achieves vocabulary retention rates of up to 79.77% after 10 days of training. The conclusion is drawn about the need for a comprehensive approach to teaching professional terminology, taking into account the specifics of agricultural education and modern capabilities of digital technologies.

Keywords: professionally-oriented vocabulary, English for Specific Purposes (ESP), agricultural university, spaced repetition, digital learning technologies, communicative competence, lexical competence, Data-Driven Learning.

References:

1. Valeeva, E. E. (2019). Methodology of teaching English-language professional terminology to students of a non-linguistic university. Pedagogy. Theoretical and Practical Issues, 4(4), 140–144.(In Russian). https://doi.org/10.30853/pedagogy.2019.4.25
2. Yan, H. (2025). Trends in empirical research in English for specific purposes: A systematic review of SSCI-indexed journal articles (2014–2023). SAGE Open. https://doi.org/10.1177/21582440251328460
3. Chen, C.-H., & Yeh, H.-C. (2025). Advancing English for specific purposes (ESP) pedagogy in engineering education: Infusing generative learning strategies into AR game design for enhanced vocabulary acquisition and critical thinking. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2025.2518410
4. Starodubtseva, O. G. (2013). Lexical competence as a linguistic basis for the professional and communicative competence of students at a non-linguistic university. Bulletin of Siberian Medicine, 12(3), 127–131. (In Russian). https://doi.org/10.20538/1682-0363-2013-3-127-131
5. Iswati, L., & Triastuti, Anita. (2021). Voicing the challenges of ESP teaching: Lessons from ESP in non-English departments. Studies in English Language and Education, 8(1), 276–293. https://doi.org/10.24815/siele.v8i1.17301
6. Lacková, M. (2025). Teaching ESP vocabulary with the application of corpus-based materials at universities: A rapid review of literature. Arab World English Journal, 16(4), 273–288.
7. Omelaenko, N. V. (2022). Formation of lexical skills in a foreign language. Humanities and Social Sciences, 94(5), 132–136. (In Russian).  https://doi.org/10.18522/2070-1403-2022-94-5-132-136
8. Dou, A. Q., Chan, S. H., & Win, M. T. (2023). Changing visions in ESP development and teaching: Past, present, and future vistas. Frontiers in Psychology, 14, Article 1140659. https://doi.org/10.3389/fpsyg.2023.1140659
9. Saidova, Z., et al. (2025). Bibliometric analysis of English for specific purposes between 1991–2023 with particular focus on the importance of vocabulary. Forum for Linguistic Studies, 7(7), 884–903. https://doi.org/10.30564/fls.v7i7.10341
10. Chiang, K., & Lee, I. (2021). Vocabulary learning strategy instruction in the EFL secondary classroom: An exploratory study. Language Awareness, 32(1), 94–113. https://doi.org/10.1080/09658416.2021.1979566
11. Alharbi, K. (2023). Enhancing technical vocabulary acquisition: A multimedia strategic approach for English for specific purposes during COVID-19. Interactive Learning Environments, 32(9), 4812–4830. https://doi.org/10.1080/09658416.2021.1979566
12. Saksittanupab, P. (2024). Enhancing vocabulary acquisition and retention: The role of spaced repetition in language learning. Journal of Modern Learning Development, 9(5), 205–215.
13. Curry, N., & McEnery, T. (2025). Corpus linguistics for language teaching and learning: A research agenda. Language Teaching, 58(2), 232–251. https://doi.org/10.1017/S0261444824000430
14. Arias-Contreras, C., & Moore, P. J. (2022). The role of English language in the field of agriculture: A needs analysis. English for Specific Purposes, 65, 95–106. https://doi.org/10.11591/ijere.v14i6.35451
15. Lee, H., Warschauer, M., & Lee, J. H. (2019). The effects of corpus use on second language vocabulary learning: A multilevel meta-analysis. Applied Linguistics, 40(5), 721–753. https://doi.org/10.1093/applin/amy012
16. Fraser, S., Higa, M. K., & Davies, W. (2025). Delivering an ESP pedagogic word list: Integrating corpus analysis, materials design, and software development. Languages, 10(3), 46. https://doi.org/10.3390/languages10030046
17. Khudoley, N. V. (2018). Using LMS Moodle in teaching a foreign language at a university (Experience of the Federal State Budgetary Educational Institution of Higher Education “Krasnoyarsk State Agrarian University”). RUDN University Bulletin. Series: Informatization of Education, 15(4), 410–423. (In Russian).   https://doi.org/10.22363/2312-8631-2018-15-4-410-423
18. Cepeda, N. J., et al. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380. https://doi.org/10.1037/0033-2909.132.3.354
19. Özdemir, O., & Seçkin, H. (2024). Quantifying cognitive and affective impacts of Quizlet on learning outcomes: A systematic review and comprehensive meta-analysis. Frontiers in Psychology, 15, Article 1349835. https://doi.org/10.3389/fpsyg.2024.1349835
20. Mizumoto, A. (2025). Using APIs in the research and practice of CALL. In L. McCallum & D. Tafazoli (Eds.), The Palgrave Encyclopedia of Computer-Assisted Language Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-51447-0_96-1
21. Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498
22. Özdemir, O. (2024). Kahoot! Game‐based digital learning platform: A comprehensive meta‐analysis. Journal of Computer Assisted Learning, 41. https://doi.org/10.1111/jcal.13084
23. Rahmani, S. (2023). Vocabulary learning beliefs and strategies of Afghan EFL undergraduate learners. Cogent Education, 10(1), Article 2194227. https://doi.org/10.1080/2331186X.2023.2194227
24. Chou, M.-H. (2024). Validating the vocabulary learning strategies used by English as a foreign language university students in Taiwan. Language Teaching Research. https://doi.org/10.1177/00336882221074105
25. Noroozi, M., & Taheri, S. (2022). Task-based language assessment: A compatible approach to assess the efficacy of task-based language teaching vs. present, practice, produce. Cogent Education, 9(1), Article 2105775. https://doi.org/10.1080/2331186X.2022.2105775
26. Al Zahrani, S. M., & Chaudhary, A. (2022). Vocabulary learning strategies in ESP context: Knowledge and implication. Arab World English Journal, 13(1), 382–393. https://dx.doi.org/10.24093/awej/vol13no1.25
27. Boulton, A., & Cobb, T. (2017). Corpus use in language learning: A meta-analysis. Language Learning, 67(2), 348–393. https://doi.org/10.1111/lang.12224

For citation: Kapustina, N. A. (2026). Optimization of teaching professionally oriented vocabulary in foreign language classes at an agricultural university. CITISE, 1, 623–633. (In Russian).