Development of emotional intelligence among philology students in the practice of developing multimedia stories

Problem statement. The effectiveness of linguistic, interpersonal, and intercultural communication depends not only on professionalism, but also on the emotional abilities of its participants (communication skills, ability to react in unforeseen situations, determine the expectations and interests of others), and skills in using digital technologies. The study aimed at justifying the need to use multimedia stories in the training of specialists in the field of philology to develop their emotional intelligence. Methodology. Theoretical and methodological analysis and generalization of fundamental scientific works on the research problem, processing of test results, and the structure of multimedia stories are used. Experimental work was carried out on the basis of the Sochi Institute (Branch) of RUDN University. In the pedagogical experiment 54 bachelors were taking part, the direction of training is 45.03.01. Philology. Teaching philological disciplines. Multimedia storytelling was considered an innovative narrative practice based on the creation of emotional stories using digital technology. MS PowerPoint was used as a corresponding service. At the stage of diagnosing and assessing the formation of emotional intelligence, the N. Hall test was applied. The method of statistical processing was the Pearson χ2 test. Results. The use of multimedia stories in the training of specialists in the field of philology and humanities is carried out as follows: studying the digital service and its capabilities; concept development; collection and analysis of information; story creation and digital implementation; presentation and subsequent application in practice. With multimedia storytelling, philology students master the philosophy of dialogue between cultures, are aware of values (their own and others’), make moral choices, gain new social experiences, and design information and communication activities. Statistically significant differences in the qualitative changes that occurred in the pedagogical system were determined. Conclusion. The use of multimedia stories contributes to the development of the emotional intelligence of philology students due to the social nature of interpersonal and intercultural activities, multi-layered and non-linear circulation, multimodality, and support for an emotionally comfortable language atmosphere. The corresponding criteria for effectiveness are formulated: the presence of an idea (central element), the “mobility” of the main character, projection of the meaning of real life, structure, narrative style, etc.