DIAGNOSING PLURICULTURAL COMPETENCE OF PHILOLOGY STUDENTS THROUGH MALL-BASED MULTIMODAL LEARNING USING SURVEY ANALYSIS

This study investigates the diagnosis of pluricultural competence among philology students through MALL-based multimodal learning using survey analysis. The research examines cognitive, communicative, reflective, psycho-pedagogical, and practical components of pluricultural competence and identifies the main challenges faced by students in intercultural communication. The findings demonstrate that mobile-assisted and multimodal learning environments contribute significantly to the development of intercultural awareness, communicative adaptability, and autonomous learning skills.