The article is devoted to analyzing the effectiveness of using information and communication technologies (ICT) in teaching English phrasal verbs to B1-level students. The study presents the results of an experimental research in which the levels of phrasal verb proficiency in control and experimental groups were compared before and after the implementation of ICT in the learning process. The use of ICT contributed not only to a quantitative improvement in knowledge but also to qualitative changes in learning strategies. Increased motivation, activation of speech activity, development of contextual understanding skills, and enhancement of lexical and grammatical competence were observed.  

Phrasal verbs, experimental learning, contextual understanding

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