While the use of mobile technologies for foreign language learning is gaining momentum, little is known about the various factors that can influence the effectiveness of mobile technologies in relation to student performance in learning a foreign language. The study aims to examine various aspects of mobile learning affecting students' satisfaction, the presumed usefulness of using mobile technologies in learning a foreign language, and students' academic performance. Achieving the established study objectives involved using a set of methods, which included theoretical, empirical, and methods of mathematical statistics for quantitative and qualitative processing of research results and statistical verification of their objectivity with Spearman's rank correlation method. The relevance of using mobile technologies in teaching foreign languages to future philologists is substantiated. An experimental study of the effect of various aspects of mobile learning on students' perceived satisfaction in learning a foreign language, their perception of the usefulness of mobile learning, and academic performance is carried out. Different aspects (individual factors) of mobile learning, such as motivation to use mobile learning, the relevance of content provided by mobile learning to student needs, the ubiquity of mobile learning, and self-efficacy, have an impact on students' perceived satisfaction in learning a foreign language and their perception of the usefulness of mobile learning, as well as academic performance. The obtained results present teachers and students with useful information on mobile learning in the context of philological education.

Despite the fact that social media are commonly considered entertaining means of communication, they have educational potential, which grants the teacher an opportunity to influence the learning process carried out in a distance format by means of a targeted system of pedagogical interventions. The problem of the study lies in the fact that in practice, the educational potential of social media is hardly ever used by teachers in Kazakhstan in spite of great opportunities to influence the process of students’ distance learning in the English language through a targeted system of measures, filling gaps in educational practice. The purpose of the study is to analyze the effectiveness of distance learning in the English language through the development and approbation of a teaching methodology using the Instagram social network. The main data collection methods used in the study are the survey method and a pedagogical experiment. Surveys of students and experts are employed in establishing the general appropriateness of using social media in educational activities in English lessons, as well as to assess the level of formation of students’ general and foreign language competencies. The pedagogical experiment method is used to analyze the effectiveness of social networks in the process of learning English. A method of organizing a thematic online marathon on Instagram is developed and experimentally tested by the authors. The study establishes that social media platforms can become a powerful tool for teaching contemporary students in the distance learning format if the teacher knows how to use their potential in educational work.

The article examines the role of socially responsible behavior of an individual in the digital space. The research has been implemented since 2021 as part of the scientific project “Social responsibility of students in the conditions of professional training in universities of Western Kazakhstan”, IRN AR09058126, funded by the Committee of Science of the MSHE of the Republic of Kazakhstan. Modern university students are the future leaders of the state, therefore, their way of thinking and behavior determines the framework of sustainable development of the country. That is why the mission of the modern domestic university is to form a system of values of students through socially responsible education. The authors confirm the need for ideas and tools for the implementation of corporate social responsibility and personal social responsibility of students through high-quality educational programs in a digital university. The scientific and methodological basis was made up of the works of foreign scientists S.L. Davis, L.M. Rives, S. Ruiz-de-Maya; J.C.R. Sousa, E.S. Siqueira, E. Binotto, L.H.N. Nobre, etc. In order to confirm the relevance of the problem, the results of the diagnostics of the activity component, the indicator of which is the social activity of the individual, were presented. It was revealed that purposeful work is needed to develop an integral system of selfgovernment for the majority of respondents, generally leading to an increase in the level of social responsibility of students.