A Case Study of Voluntary and Involuntary Memorization in Foreign Language Learners

   Relevance. To perform educational tasks, students rely on electronic means of communication. As a result, an electronic resource often replaces the main intellectual functions, in particular, the mnemonic function. For this reason, the study of the transformation of the students' mnemonic ability in the era of digital technologies is an urgent task.

   Aim. To identify and compare the amount of voluntary and involuntary memorization of new information among the foreign language learners in the classroom.

   Methods. The main method was a pedagogical experiment consisting of a training stage and subsequent testing. When processing the test results, methods of analysis, comparison and generalization of experimental data were used.

   Theoretical and practical significance of the research. This research contributes to the study of the factors influencing the mnemonic activity of students in the context of the digitalization of education. The theoretical significance lies in the analytical rethinking of the arbitrariness factor in the organization of the process of memorizing new material by students. The practical significance is due to the fact that the results of the study can be used in pedagogical practice to activate the process of memorizing new vocabulary in a foreign language class, as well as to develop didactic techniques aimed at increasing motivation and stimulating the cognitive activity of students.

   Results. The experiment showed that a specific goal to memorization significantly increases the volume of reproducible information, thereby confirming the decisive role of motivation in the courseof mnemonic processes. Certain patterns were identified that regulate the accuracy of the new vocabulary reproduction.

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