Abstract
The main goal in language education is to develop learners’ skills in oral communication that enables to interact in the target language. Yet, in times of the pandemic, activities supporting the development of communicative competences are difficult to implement, as these activities are arranged mostly for in – class settings with the need of students’ interactive participation. Hence, language education needs to be adapted according to the new circumstances. The aim of this study is to examine how open source audio editing programs can support language education especially in promoting oral competences and implementing communicative activities for in – class language education with social distance and distanced language education. For this aim, open source audio editing programs are examined and compared in view of their features. Within this aim the programs Audacity, Ardour, Ecasound, Jokosher, MusE, Qtractor, Rosegarden, SoX, Sweep and Traverso DAW are examined. Furthermore, on the example of the program Audacity, some useful features for preparing audios in language education are presented. It is recommended to use these programs in language education. 
 
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Highlights
The aim was to examine the features of open source audio editing programs and implementation possibilities in language education
The examination regarding open source audio editing programs, which possess a GNU General Public licence revealed that there is a range of open source audio editing programs available without any restrictions
Not all programs are suitable for the usage in language education, as for example some of them are not compatible with widely used operating systems
Summary
“Theoretically, as anxiety increases, learners may experience stress and a lack of self-efficacy, which tends to hinder second language acquisition. Reducing anxiety in language classes is a crucial point to ensure that learners get involved in classroom interactions and communicative performances are showed up. Within this context, it has to be clarified how anxiety can be reduced in language classes. Using educational technologies in language education may help to overcome these affective barriers
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